Inquiry as a Strategy for Leading School Improvement

Increasingly, the viability of university programs to develop in school leaders the knowledge, skills and dispositions needed to bring about reform are being questioned. This article uses case study methodology for looking at how an increasing emphasis on collaborative inquiry in one university's program influenced a school principal several years after that principal had completed his master's degree program in educational leadership. The principal explains his approach to accountability and how he engages teachers in inquiry around closing the achievement gap.