ABSTRACT
Much of the early work on professional learning communities (PLCs) focused on the school as the unit of change. The term professional in the context of PLCs has been interpreted in some BC schools and districts to refer only to teachers with the exclusion of principals, support staff, cultural workers and educational assistants. The concept of setting ambitious goals that are heartfelt, animated and challenging provides a way of thinking about whether or not the directions established for inquiry learning communities will capture the hearts and imaginations of those involved. One of the key goals across the networks has been the development of learner metacognition and agency. The final foundational idea for the inquiry networks involves ensuring that designs for teacher professional learning draw on current research and practice evidence. Right from the outset with the inquiry networks, BC schools agreed to engage in an annual cycle of inquiry to focus their efforts on improving student outcomes.
