Description
Book SynopsisThis essential guide for educational leaders skillfully blends scholarship with practice and integrates theory with real-world examples. Through case studies, the authors show the reader how to develop, support, and improve a collaborative, inquiry-action process for improving teaching and learning. If we are going to have schools that successfully educate all students to high standards, then we need principals who translate the lessons of this book into practice.
Andrew Lachman, Executive Director
Connecticut Center for School Change
Enhance learning with a collaborative, inquiry-based system of leadership!
With sociopolitical forces prompting calls for school improvement, school leaders look for ways to expand their expertise in instructional leadership and strengthen their role in shaping classroom practice.
Leading With Inquiry and Action presents a systematic, ongoing process for collecting info
Trade Review
“Creating the conditions for the continuous improvement of teaching and learning is the holy grail for school and district leaders. In my 15 years as a superintendent, I actively and continuously searched for and worked hard to nurture and support ′inquiry-minded, action-oriented′ school leaders. These authors have it spot on. This book provides a leadership learning pathway for both emerging school leaders and for experienced school leaders looking for affirmation and explication for their most successful leadership practices. I recommend this book with enthusiasm.” -- Robert M. Villanova, Director, Executive Leadership Program
“This book is an essential guide for educational leaders in schools, district offices, and higher education. It skillfully blends scholarship with practice, and theory with real world examples. Through case studies, the authors show the reader how to develop, support, and improve a collaborative, inquiry-action process for improving teaching and learning. If we are going to have schools that successfully educate all students to high standards, then we need principals who translate the lessons of this book into practice.” -- Andrew Lachman, Executive Director
"This book presents an excellent school improvement model that empowers teachers to take control of the teaching and learning process as active participants in innovative professional communities. The multifaceted role of the principal as buffer and bridger, as facilitator and focuser, illustrates the versatility and skill needed by today’s great leaders!" -- Patricia M. Richardson, Professor of Practice-Educational Leadership
"A highly readable and easy-to-use book for principals to guide their schools through the cycles of inquiry and action in addressing pressing problems. I highly recommend the book as a companion to a research course or a leadership course in school leadership preparation, and for districts to use as a form of professional development for principals and their leadership teams." -- Margaret Terry Orr, Faculty
"An awesome action blueprint for building true school improvement. The authors masterfully outline the current forces, pressures, and factors that challenge instructional change. At the same time, essential keys are provided to assist school leaders in informing, balancing and inspiring instructional change within school walls. As a current principal, I find myself in the pages experiencing much of the same journey." -- Edye Morris-Bryant, Principal
Table of Contents
Foreword by Richard F. Elmore Preface Acknowledgments About the Authors Part I. From Challenges to Possibilities 1. The Myth of the Great Principal 2. The Collaborative Inquiry-Action Cycle Part II. The Collaborative Inquiry-Action Cycle in Action 3. What Are We Teaching? A Case of Curricular Alignment 4. What Do We Know? A Case of Data Informing Practice 5. What Do We Do in the Classroom? A Case of Changing Instructional Practice Part III. Making It Happen 6. Roles the Inquiry-Minded, Action-Oriented Principal Plays 7. You Can Do It! Putting the Collaborative Inquiry-Action Cycle Into Practice References Index
