Leading With Inquiry and Action
How Principals Improve Teaching and Learning
- Matthew Militello - East Carolina University, USA
- Sharon F. Rallis - University of Massachusetts Amherst, USA
- Ellen B. Goldring - Peabody College of Vanderbilt University
Foreword by Richard F. Elmore
Curriculum Leadership | Leadership | School Management
"This 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 information, making decisions, and taking action to improve instruction and raise student achievement. The authors illustrate this collaborative inquiry-action cycle with a running vignette of an experienced principal and offer questions and exercises to guide individual reflection and group discussion. Thoroughly grounded in research, this book helps administrators:
- Identify areas for instructional improvement
- Determine community-supported solutions and build stakeholder commitment
- Articulate an action plan based on multiple data sources
- Take steps that support teacher development
- Systematically evaluate program results
Educational improvement requires informed leadership. This practical guide provides an efficient and functional framework for transforming current or aspiring principals into inquiry-minded, action-oriented instructional leaders.
“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.”
“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.”
"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!"
"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."
"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."
well designed text and applicable to course
It fits perfectly with my course on school improvement.
I was reassigned to teach a budget and finance course and selected texts to reflect that reassignment