In my view, no learning model has captured educators’ attention more than collaborative learning structures. Over the last few decades, they’ve had many names, starting with professional learning communities (PLCs). In some corners, they became professional learning networks or learning teams. We also use the terms communities of practice and networked improvement communities. The approach to the work of these collaborating professionals has also been described in a number of ways, including cycles of inquiry, the Big Four questions, action research, implementation science, improvement science, and appreciative inquiry. Learning communities serve a variety of education constituencies, beginning with grade-level or subject-matter teams, vertical-grade or subject-band teams, school leadership teams, cadres of principals, or teams of employees in district offices. Communities cross schools, systems, states, and