When I was a school principal, some of my most meaningful professional learning came through dialogue with other principals. I found the opportunity to share challenges, explore new ideas, grapple with problems of practice, and reflect on my leadership with trusted colleagues immensely helpful. These valuable experiences motivated my doctoral research into the characteristics of peer dialogue that make it an effective form of professional learning for principals. I found that principals value relationships with other school leaders that are characterized by high levels of trust, reciprocity, and commitment to learning and growth. These relationships are a resource for developing principals’ skills and knowledge to lead effectively and bolster their confidence and feelings of competence. These lessons have proved valuable in my current role as