Nancy Fichtman Dana is professor of education and distinguished teaching scholar at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts, and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In  partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included  several of the nation’s largest school districts.  Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation. Carol Thomas is currently an Area Superintendent for Pinellas County Schools. To address the needs of the nation’s 22nd largest school, the district utilizes area superintendents to lead, support and develop the work of schools. Of the 37 diverse elementary schools that Thomas oversees, 27 made the NCLB’s “adequate yearly progress” standard in 2009. For the past three years the work of her region has been focused on a systematic approach to developing powerful instructional leaders. Using professional learning communities, principals and assistant principals studied and practiced the art of practitioner inquiry. As a result, school leaders have a clear understanding of the elements and power of an inquiry rich environment. Her vision and leadership supports an unwavering commitment to the practice of inquiry as the cornerstone for authentic, passionate teacher/educator professional development. Thomas began her career in education as a special education teacher in the Arlington, Virginia. Dr. Thomas has a Ph.D. in Curriculum and Instruction. Since that time she has dedicated 29 years to the Pinellas school community as teacher, Principal, Director of Professional Development, and Assistant Superintendent of Curriculum and Instruction. Sylvia Boynton is a “professor in residence” in the University of Florida’s College of Education. In this role through the UF Lastinger Center for Learning, she works with teachers and administrators in a district-based, school improvement initiative in Pinellas County (St. Petersburg and Clearwater), Florida. She works intensively in 19 Title 1 elementary schools with a total of 75 educators who are earning graduate degrees in the Teacher Leadership for School Improvement (TLSI) program at UF. In addition, she collaborates with two associate superintendents to provide inquiry-focused professional development to elementary principals. Most recently she has begun working with a district/university team in an effort to infuse educator inquiry throughout all professional development. Dr. Boynton has a Ph.D. in anthropological linguistics and an M.A. in Latin American Studies. She has worked in Texas and Florida as an ESL teacher.

"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."

• List of FiguresForewordAcknowledgmentsAbout the AuthorsPrefaceIntroductionPart I. For the Administrator1. The Principal Professional Learning Community2. The Principal Professional Learning Community in PracticePart II. For the Teacher3. The Inquiry-Oriented PLC4. The Inquiry-Oriented Learning Community in PracticePart III. For the Student5. Introducing Inquiry Into the Classroom6. Student Inquiry in PracticePart IV. For the Professional Developer7. The Importance of Coaching8. Developing a District-Wide Cadre of CoachesConclusion

Nancy Fichtman Dana is professor of education and distinguished teaching scholar at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts, and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In  partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included  several of the nation’s largest school districts.  Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation. Carol Thomas is currently an Area Superintendent for Pinellas County Schools. To address the needs of the nation’s 22nd largest school, the district utilizes area superintendents to lead, support and develop the work of schools. Of the 37 diverse elementary schools that Thomas oversees, 27 made the NCLB’s “adequate yearly progress” standard in 2009. For the past three years the work of her region has been focused on a systematic approach to developing powerful instructional leaders. Using professional learning communities, principals and assistant principals studied and practiced the art of practitioner inquiry. As a result, school leaders have a clear understanding of the elements and power of an inquiry rich environment. Her vision and leadership supports an unwavering commitment to the practice of inquiry as the cornerstone for authentic, passionate teacher/educator professional development. Thomas began her career in education as a special education teacher in the Arlington, Virginia. Dr. Thomas has a Ph.D. in Curriculum and Instruction. Since that time she has dedicated 29 years to the Pinellas school community as teacher, Principal, Director of Professional Development, and Assistant Superintendent of Curriculum and Instruction. Sylvia Boynton is a “professor in residence” in the University of Florida’s College of Education. In this role through the UF Lastinger Center for Learning, she works with teachers and administrators in a district-based, school improvement initiative in Pinellas County (St. Petersburg and Clearwater), Florida. She works intensively in 19 Title 1 elementary schools with a total of 75 educators who are earning graduate degrees in the Teacher Leadership for School Improvement (TLSI) program at UF. In addition, she collaborates with two associate superintendents to provide inquiry-focused professional development to elementary principals. Most recently she has begun working with a district/university team in an effort to infuse educator inquiry throughout all professional development. Dr. Boynton has a Ph.D. in anthropological linguistics and an M.A. in Latin American Studies. She has worked in Texas and Florida as an ESL teacher.

"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."

• List of FiguresForewordAcknowledgmentsAbout the AuthorsPrefaceIntroductionPart I. For the Administrator1. The Principal Professional Learning Community2. The Principal Professional Learning Community in PracticePart II. For the Teacher3. The Inquiry-Oriented PLC4. The Inquiry-Oriented Learning Community in PracticePart III. For the Student5. Introducing Inquiry Into the Classroom6. Student Inquiry in PracticePart IV. For the Professional Developer7. The Importance of Coaching8. Developing a District-Wide Cadre of CoachesConclusion

Nancy Fichtman Dana is professor of education and distinguished teaching scholar at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts, and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In  partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included  several of the nation’s largest school districts.  Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation. Carol Thomas is currently an Area Superintendent for Pinellas County Schools. To address the needs of the nation’s 22nd largest school, the district utilizes area superintendents to lead, support and develop the work of schools. Of the 37 diverse elementary schools that Thomas oversees, 27 made the NCLB’s “adequate yearly progress” standard in 2009. For the past three years the work of her region has been focused on a systematic approach to developing powerful instructional leaders. Using professional learning communities, principals and assistant principals studied and practiced the art of practitioner inquiry. As a result, school leaders have a clear understanding of the elements and power of an inquiry rich environment. Her vision and leadership supports an unwavering commitment to the practice of inquiry as the cornerstone for authentic, passionate teacher/educator professional development. Thomas began her career in education as a special education teacher in the Arlington, Virginia. Dr. Thomas has a Ph.D. in Curriculum and Instruction. Since that time she has dedicated 29 years to the Pinellas school community as teacher, Principal, Director of Professional Development, and Assistant Superintendent of Curriculum and Instruction. Sylvia Boynton is a “professor in residence” in the University of Florida’s College of Education. In this role through the UF Lastinger Center for Learning, she works with teachers and administrators in a district-based, school improvement initiative in Pinellas County (St. Petersburg and Clearwater), Florida. She works intensively in 19 Title 1 elementary schools with a total of 75 educators who are earning graduate degrees in the Teacher Leadership for School Improvement (TLSI) program at UF. In addition, she collaborates with two associate superintendents to provide inquiry-focused professional development to elementary principals. Most recently she has begun working with a district/university team in an effort to infuse educator inquiry throughout all professional development. Dr. Boynton has a Ph.D. in anthropological linguistics and an M.A. in Latin American Studies. She has worked in Texas and Florida as an ESL teacher.

"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."

• List of FiguresForewordAcknowledgmentsAbout the AuthorsPrefaceIntroductionPart I. For the Administrator1. The Principal Professional Learning Community2. The Principal Professional Learning Community in PracticePart II. For the Teacher3. The Inquiry-Oriented PLC4. The Inquiry-Oriented Learning Community in PracticePart III. For the Student5. Introducing Inquiry Into the Classroom6. Student Inquiry in PracticePart IV. For the Professional Developer7. The Importance of Coaching8. Developing a District-Wide Cadre of CoachesConclusion