| This study examined the practices of schools that demonstrated remarkable growth in student achievement in response to high-stakes performance accountability, despite a legacy of low performance and challenges of high-poverty, high-minority, and high English learner populations. Three schools were selected far study from an urban school district, based on demographic criteria, growth in academic achievement, and stability in leadership. The study compared findings from research on successful school improvement practices with practices identified by school leaders as having contributed to growth. The processes of collective inquiry used to operationalize these practices were examined in detail.; Interviews, observations, and document reviews were conducted in a descriptive, holistic, multiple-case study research design. Data were analyzed quantitatively and qualitatively using the computer software NUD*IST QSR6 to aid in coding, analysis, and generation of reports. The results were reported overall, by case, and by respondent groups---lead teachers and principals.; The results confirmed the importance of Shared Purpose/Focus on Results, Data Use, Collaboration, Professional Development, and Leadership, which were derived from the literature on school improvement. The findings identified three additional practices---District Direction/Support, Parent Involvement, and Expectations/Success Culture. Identification of subpractices assisted in defining the focus and scope of each main practice. Collective inquiry emerged as the engine of growth which operationalized the practices in a spiral of continuous improvement. The three additional practices expanded the understanding of collective inquiry in professional learning communities. Six main strands of practice, specific elements of implementation, and sample protocols and tools were identified.; Powerful implications for school reform included a conception of the internal accountability systems of schools as the network of intricate, aligned, interrelated, and interdependent collective inquiry processes and structures that served the performance goals of the schools. Two main factors determined success: (1) the degree to which clusters of collective inquiry were aligned with external systems of accountability, including district, state, and federal systems, and (2) expanding participation and the flow of information in the collective inquiry clusters. The latter engendered a broader base of shared vision, commitment, and shared leadership, resulting in continuous improvement. |
