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I found the brief well-organized and clear. When using Lesson Study as the framing device, do we need to elaborate on how different/same our work is beyond the CI aspect of the work.

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I understand the origin of the framework as being from the tradition of "lesson study". Wondering if it would be confusing to readers outside of 21CSLA who aren't in the deeper work. Not suggesting to change it this late in the game. Maybe cohort 3 evolution?

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Very informative. I enjoyed the history behind it and why it's a great model for training leaders in California.

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I found the brief a well-organized and informative description of the PLLS work that provided background, expanding the work beyond traditional models, and highlighting important implications for leaders.

As a reader, I did wonder about further description or examples of RAs engaging in peer support or collaboration to highlight the uniqueness of the lesson study component specifically (and how it might be different from something like action-research).

I am also curious about sustainability or scalability of the model to other folks who might like to implement PLLS in their local context.

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The reflection questions at the end are strong to support readers to contextualize the process in their own work, and support application.

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In the implications section, it might be beneficial to bullet the implications. They get a little lost in the paragraph.

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I thought the LS and PLLS comparison table was very helpful to understand the distinction between PLLS and traditional LS.

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Question: How does this body of work connect to other areas of 21CSLA? i.e.: is the intent for the leads of teams to not be in the loop on topics RAs are working on? Or is the separation intentional to honor the integrity of the inquiry process?

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The introduction provided a nice overview for me (as a non-expert) on Continuous Improvement, Lesson Study, and how we utilize LS principles in PLLS.

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This process shows how professional learning administrators and facilitators can engage in peer learning and continuous improvement, supported by an institution of higher education. I wonder how might some of these insights and practices be transferred across contexts to help improve other statewide projects, regional and local collaboration.

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The brief was great in explaining the model. Would there be any opportunity to link to any resources we've created that would help concretize it for practitioners in the field who want to initiate the process?

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Could you add in one or more examples of actual RA inquiries into the narrative to make it a little more concrete?

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I am not sure of grain size in a "RPB", but a very brief example of what it looked like could anchor the ideas for the reader.