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Providing curriculum-based professional learning at scale is challenging, complex, and contextualized. It requires time, people, money, and expertise at the systems-level and at the ground-level. No single school system, organization, or actor can accomplish it alone. Instead, scaling the curriculum-based professional learning on which HQIM relies requires a field of diverse, interdisciplinary actors from across the education sector who collectively co-produce improved professional learning through research, strategy, policy, and direct service. Put another way, to strengthen educational experiences and outcomes for students, proponents of HQIM and curriculum-based professional learning must build a strong, resilient field of individuals and organiza­tions working together to transform teaching and learning.

Building on an analysis of information provided by 146 people over the course of 122 interviews, as well as an extensive review of secondary sources, this research reveals that the field of curriculum-based professional learning is emerging. While its impact is not yet consistently felt across the education ecosystem, its infrastructure and field-level agenda are fairly well-developed. Its actors, knowledge base, and resources are still in more nascent stages and require focused attention for the field to reach its potential for impact.