Abstract
Middle-level leaders in schools have a critical role in mentoring teachers as they work with the teaching-as-inquiry process. One-to-one interactions and professional conversations with each teacher largely determine the quality of inquiry, both for an individual teacher and on a school-wide basis. In this article, an experienced senior secondary school leader explores the conditions necessary for school-wide inquiry to flourish, and explains why mentorship needs to be valued and to operate at a range of levels within the school if effective inquiry is to be initiated and sustained.
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