This article analyzes the work of a long-term network of teachers, the Philadelphia Teachers Learning Cooperative, with a focus on their descriptive practices. Drawing on three years of ethnographic documentation of weekly meetings and a historical archive of meetings over 30 years, I characterize the teachers' knowledge about teaching and learning as a feminist stance, steeped in the particular. I argue further that the teachers' analysis of and knowledge about teaching and learning comes from a grounded, phenomenological standpoint that attends to the multiplicity, complexity, and uncertainty that characterize learning. Finally, I explore the ways the routines of this group allow teachers to develop a common language and set of practices to speak back to the restrictive mandates of the school district.