Susan Herll and Liz Briggs huddle at a table in the center of a nearly empty classroom in a middle school in Colorado. The room is clearly unused for student instruction. Tables are pushed against a wall, chairs are stacked, the bulletin boards are bare. It is a quiet place in the heart of a bustling middle school. Herll and Briggs sit side by side with notebooks open on the table, a stack of student work piled between them. The two seem to have a sense of urgency to start their conversation. This weekly meeting is the only chance for this instructional coach and teacher to reflect together on student learning, teaching strategies, and future instruction. Today, they are planning a lesson that they will