In the fall of 1991, the Master of Arts in Teaching program of The School for International Training, Brattleboro, Vermont, created a position to mentor newly arrived, full time adjunct faculty in their adjustment to a nontraditional program that operates as a community and provides experiential learning. This paper describes a group of five teacher educators coming together to learn from each other and to reflect on their own teaching. Three broad objectives of the group were to: support the professional development of all group members; increase awareness of how discussions work and increase skills at facilitating them; and increase awareness of student feedback and become more skilled at seeing, eliciting, and utilizing it. The document provides a framework for examining: the group's structure; key elements to the group's success--shared language and similar values; group skills including listening, giving feedback in nonthreatening and responsible ways, receiving feedback with equanimity, and remaining open; shared decision making; administrative support; the mentor's role; the evolution of the group; and questions, concerns; and future directions. An appendix provides an example of a journal entry. (LL)