In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the nature of different initiatives in the ways that networks developed. As interactions increase, administrators share their knowledge and expertise--and district leadership has the potential to develop structures that support this. We conclude with implications for policy and practice.