‘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.
İçerik tablosu
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
Yazar hakkında
Ellen B. Goldring is professor of education policy and leadership at Peabody College of Vanderbilt University, where she won the Alexander Heard Distinguished Professor award. Her areas of expertise and research focus on improving schools, with particular attention to educational leadership and access and equity in schools of choice. She is the immediate past coeditor of Educational Evaluation and Policy Analysis. She serves on numerous editorial boards, technical panels, and policy forums, and is the coauthor of three books, including Principals of Dynamic Schools (Corwin Press), as well as hundreds of book chapters and articles. Goldring is currently working on a project funded by the Wallace Foundation to develop and field-test an education leadership assessment system and establish its psychometric properties. She is also conducting experiments to study professional development and performance feedback for school leaders. She is an investigator at the National Center on School Choice and the Learning Sciences Institute at Vanderbilt. Goldring received her Ph D from the University of Chicago.
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