Like many school administrators, Mary Conway, superintendent of the Plainfield (Conn.) School District, used to devote the bulk of her time and energy to the routine operations of her 3,000-pupil rural district. Over the past four years, though, she and her leadership team have begun to turn their focus from bus schedules and meal programs to topics like student reading performance. Conway attributes this shift in perspective to her participation in the Connecticut Superintendents’ Network, a group of two dozen administrators from urban, rural, and suburban districts throughout the state who meet monthly to discuss research, visit classrooms, and reflect on their role as superintendents in supporting instructional improvement.