Chapter 7: Inquiry As Stance: An Administrator-Initiated Narrative Practice

This chapter chronicles the development of a narrative practice that grew out of a Critical Friends Group activities underway at T. P. Callaghan Middle School. It reports the use of email and written correspondence between the principal and the teachers in ways that supported the educator’s personal professional growth. The work includes the “tests” some teachers devised to gauge the principal’s actual engagement and support, and the results of the email and written exchanges.