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Developing Effective Principals Through Collaborative Inquiry

reviewed by Eleanor Drago-Severson - February 25, 2008

Title: Developing Effective Principals Through Collaborative Inquiry
Author(s): M�nica Byrne-Jim�nez and Margaret Terry Orr
Publisher: Teachers College Press, New York
ISBN: 0807748161, Pages: 127, Year: 2007
Search for book at Amazon.com

The complexities of schooling and principals’ leadership work in the twenty-first century present enormous challenges. As we know, principals struggle with the challenge of how to support teacher learning and improve practice in an atmosphere of standards-based reform and increased accountability. Teacher shortages, turnover, and caring for increasingly diverse populations are among other crucial issues that principals face. There is an imminent need for better support of principals’ learning and leadership development. How can principals develop their leadership capacities in ways that will enable them to meet and grow from these new and complex challenges? How do principals support themselves in their challenging work? As we think hard about these questions, Mónica Byrne-Jiménez and Margaret Terry Orr’s book, Developing Effective Principals Through Collaborative Inquiry, illuminates a promising pathway. Their book is a timely and essential resource that thoughtfully offers a robust model for supporting principals’ authentic personal learning and leadership... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: February 25, 2008
https://www.tcrecord.org ID Number: 15037, Date Accessed: 10/19/2019 8:32:26 AM

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About the Author
Eleanor Drago-Severson Columbia University�s Teachers College E-mail Author ELLIE DRAGO-SEVERSON is an Associate Professor of Educational Leadership at Columbia University�s Teachers College. Her research centers on school leadership for principal and teacher development, supporting adult growth in K-12 schools, ABE/ESOL and university contexts, and qualitative research. Drago-Severson has authored two recent books, Becoming Adult Learners: Principles and Practices for Adult Development (Teachers College Press, 2004) and Helping Teachers Learn: Principal Leadership for Adult Growth and Development (Corwin Press, Inc., 2004), which offer a new learning-oriented model for supporting adult growth in K-12 schools and other educational contexts. Helping Teachers Learn was awarded the 2004 National Staff Development Council�s Book of the Year Award. She is currently writing Leading Adult Learning (2008, Corwin Press).

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