Learning networks for school improvement are a powerful structure for educators to expand their knowledge and improve their practice, and when networks include members with diverse experiences and perspectives, the results can be particularly effective. But how can network facilitators ensure that members are learning from each other and collaborating on a shared problem to improve toward a shared purpose?  My colleagues and I at the Network for College Success have found that it’s essential to have a common aim that unites network members across diverse contexts and needs. Two years after introducing improvement science to our learning network, our partner schools in Chicago were struggling to document and share their practices that led to improved student outcomes reliably and consistently. We hope that our