Communities of practice as a pathway to enhance discipline-specific feedback

School leaders are often tasked with supporting teachers in situations where leaders lack meaningful content or disciplinary expertise, making instructional leadership challenging. The purpose of this article is to demonstrate how collaborative work, anchored in communities of practice (CoP), distributed leadership, and sensemaking theory, can contribute to leadership capacity for content- and discipline-specific feedback. Two exemplars — one in social studies and one in instruction for bilingual/multilingual students — illustrate how leaders can build leadership content knowledge (LCK) through engagement in rich meaning-making alongside teachers and content/instructional specialists. Supervisory tools and artifacts familiar to the context of practice serve as boundary objects as collaborative teams dialogue to heighten awareness and deepen understanding of content- and discipline-specific pedagogies. This work demonstrates that school leaders need not be expert in every area but can develop the capacity needed to support teachers across a range of content areas and disciplines.