"This unique and original book is beautifully organized and takes us into the world of inquiry with all the pieces of the puzzle—principal, teachers, students, and coaches. Each of the four parts of the book has paired chapter: One outlining the frame of inquiry relative to the role in question; the other providing grounded example of practice as a given school year unfolds. The authors have provided a treasure trove of inquiry-based ideas connecting improved practice to student achievement. Their dozen lessons in the last chapter are keepsakes in their own right."

Michael Fullan, Author and Professor Emeritus, Ontario Institute for Studies in Education at the University of Toronto

"This book provides essential support for all educators within every academic learning community. The authors eloquently define teacher inquiry and provide powerful instructional models and protocols that place students and their learning at the heart of what we do in education each and every day."

Jana Scott Lindsay, Educational Consultant, Saskatoon Public Schools, SK, Canada

"This tidy little volume offers an ambitious lesson plan for educators who would craft in their schools a professional culture hospitable to both student and adult learning."

Roland S.Barth, Author and Founding Director, The Harvard Principals' Center, Cambridge, MA

"The authors have provided a process of developing an inquiry learning culture for students, teachers, coaches, and principals. Writing from their own experiences, they provide specifics for planning, designing, and delivering powerful professional development."

Steve Barkley, Executive Vice President, Performance Learning Systems, Bensalem, PA

"This book is a refreshing example of a way to actually raise student achievement by developing critical thinking skills, fostering creativity and encouraging reflective practice. I highly recommend this book to all who are interested in being a part of a school culture where all students and staff members are dedicated to achieving high levels of learning by continually improving their performance."

Michele Mattoon, Director of NSRF (National School Reform Faculty), Harmony Education Center, Bloomington, IN

"The central precept of the book—establishing an inquiry culture for district-wide professional development that unifies the numerous piecemeal initiatives we face—really resonates for me. With inquiry as a 'golden thread' to tie together professional development, we can move from disjointed 'sit and get' sessions to true ongoing, job-embedded learning for adults, which will support coherent, meaningful learning for students."

Gail Ritchie, Instructional Coach, Fairfax County Public Schools, Centreville, VA

"This book made me question my role as a teacher-leader. I learned that I no longer need to sit by and wait patiently for the right professional development opportunity. I can create one and thereby enhance the effectiveness of my own pedagogy as well as influence the academic climate of my school."

Nina Eidson, Third-Grade teacher, Liberty Elementary School, Canton, GA

"This book is unique because it addresses key stakeholders who inhabit the district and explains how to design systems and structures that support high quality professional development through inquiry-oriented communities."

Cathy Caro-Bruce, Educational Consultant, Wisconsin Department of Public Instruction, Madison, WI

"Educators who wish to improve their own professional practice on a continual basis and who wish to support a districtwide inquiry approach that will improve student achievement and develop 21st-century thinkers should read this book."

Tiffany A. Perkins, Director of Federal Programs, Rockingham County Schools, Eden, NC

"This book identifies key obstacles in building professional learning communities, and offers productive strategies for successfully negotiating those obstacles. It will become a well-used addition to any teacher’s professional library."

Laura McDermott, Principal, South Central Elementary School, Corrydon, IN

"This text is an excellent example of a systematic and systemic approach to professional development and learning across the professional life span. I can't wait to use this text in my courses with teachers and teacher candidates as well as in my work with districts and professional development."

Jennifer Snow, Associate Professor and Chair, Boise State University, ID