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This article applies a case study approach to examine how a university’s collaborative inquiry emphasis affected a school principal years after completing a master’s in educational leadership. 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Storms  \nCalifornia State University, East Bay  \n& Andrew Gordon  \nHayward Unified School District  \nAbstract: 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.  \nThe principal explains his approach to accountability and how he engages teachers in inquiry around closing the achievement gap.  \nHow can school principals use the high stakes accountability culture of today’s schools to leverage engagement around practices in need of reform? There is no denying that in California schools today, principals feel enormous pressure from No Child Left Behind (NCLB) (2001) and the California Public Schools Accountability Act (1999) to bring about changes that will improve the outcomes for students, particularly students who are not performing well academically. The statistics of who is not achieving have changed little over the last two decades (Hoff, 2000;  \nVolume 17, Fall 2005 59  \nJohnson & Viadero, 2000; Weissglass, 2001), but the current public outcry and political pressure to bring improvements in a relatively short timespan is unprecedented. While standardized test results are more accessible, information alone isnot enough to bring about change. Developing skills and strategies for exploring what those test scores mean in terms of practices that are working and not working is increasingly becoming a focus in educational administration credential and degree programs. This article explores that emphasis at one university and how candidates experience an emphasis on inquiry as a tool for leading efforts to close the achievement gap.  \nThe University Program  \nAt California State University, East Bay (CSUEB), the Department of Educational Leadership began, in the 1990s, to place more and more emphasis on teaching inquiry as a curricular strand that permeates both credential and master’s degree programs (Szabo, Gonzales, Hoagland, Hopkins, [et. al](et. al), 2002; Szabo, Hoagland, Lambert, Lopez, [et. al](et. al), 2001; Szabo & Lambert, 2002; Szabo, Storms, Rodriguez & Gonzales, 2003). During the last decade, the department moved away from a traditional thesis for the master’s degree to a requirement to lead a site-based, collaborative inquiry project to complete the degree. This focus on skill building and practice was in keeping with the department’s emphasis on constructivist learning (Lambert, Walker, Zimmerman, Cooper, et al 1995; Lambert, Walker, Zimmerman, Cooper, et. al. 2002) to develop leadership skills needed to manage change processes.  \nThe most prolonged exposure to leading a site-based collaborative inquiry is during a one-year “research cohort”for candidates completing their master’s degrees in educational leadership (Brynjulson & Storms, 2005; Lee & Storms, 2003, 1999; Lee, Storms, Camp & Bronzini, 2002; Storms & Lee, in press). This emphasis on leading an inquiry process is intended to help aspiring and early career administrations develop the technical skills needed to head school efforts to improve student achievement. In this inquiry work, candidates are coached by university faculty in how to collect and look at various perspectives (e.g., faculty, staff, parents, community, recent research, etc) about a topic. Few aspiring and early career administrators in the research cohort had engaged in systematic research; therefore, the university faculty take candidates through step-by-step processes of working with others at their schools to create questions to guide their research, and to develop data gathering techniques and tools such as surveys and protocols for inte","cbCainwcFveGsW5V","https://ap.wps.com/l/cbCainwcFveGsW5V","pdf",43069,15,"English","# Abstract\n# Inquiry as a Strategy for Leading School Improvement\n# The University Program\n# Methodology\n# Inquiry Cohort and Data Practices","[{\"question\":\"What question does the article address about school principals and accountability?\",\"answer\":\"The article asks how school principals can use today’s high-stakes accountability culture to leverage engagement around needed reform practices.\"},{\"question\":\"What does the university program emphasize for master’s degree candidates?\",\"answer\":\"It emphasizes collaborative inquiry, moving from a traditional thesis to a site-based collaborative inquiry project, supported by constructivist learning goals.\"},{\"question\":\"How does the research cohort train candidates to conduct inquiry?\",\"answer\":\"Candidates are coached to collect and examine multiple perspectives, develop research questions and data-gathering tools, and use quantitative and qualitative data to triangulate findings.\"}]","Inquiry as a Strategy for Leading School Improvement | PDF",38]