Abstract Guided by feminist communication theory and the transactional theory of learning, eight teacher educators used self-study methodology to critically "read" their teaching in light of the Common Core State Standards for visual literacy. Results demonstrated (1) visuals served as both objects and mediums; (2) teacher educators were part of the interpretive act of making meaning through visual texts; (3) in order to implement educational mandates, teacher educators needed time and space; and (4) the use of a collaborative conference protocol facilitated the teacher educators' ability to step back and re-see policy as a medium for transformation. Together they learned that while policy initiatives are likely not going away, educators can learn to change their response to mandates by becoming part of the interpretative act of implementing educational policy
