Deep, thoughtful conversations about how superintendents can improve their leadership practice are rare. Those that are anchored in classroom observation data, guided by structured protocols and common understandings of what matters in instruction, and that take place in a collegial atmosphere with high levels of trust and vulnerability are even less common. Yet it is this kind of peer learning in networks that holds the greatest promise for supporting superintendents in leading district improvement efforts. Through a structured network, school district leaders receive critical feedback from colleagues, which enables them to connect classroom observations to leadership practice. The author, an educator at Harvard, describes constructive interactions among peers that take place on a regular basis in one of their schools.