Presents a story of the collaboration of two educators who developed communities of learners in their own classroom contexts. Describes the experiences shared as they reflected, revised, and struggled to improve their own practice. Discusses their continual struggle with ways to fully engage all students in the community-building process. (SG)

Describes the value to the author of taking notes on students at work in her third-grade classroom. Uses the analogy of "Footprints In The Snow" (from her daily morning walk) as a way of thinking about the importance of note-taking in teacher research. (SR)

Shares the author's systematic observations and reflections on students' learning in her first-grade classroom as a means of opening a conversation about what counts as teacher research. (SR)