Huber’s (2010) research on school leadership development indicated a number of characteristics evident in CIEL. This is a key expectation for CIEL participants and is central to their individual inquiry initiatives. Second, is the intense exploration of case studies from the OECD/ILE “Inventory” of innovative learning environments (see OECD, 2013, Annex A) as a way to prompt new thinking and action based on experiences in other parts of the world.