The challenge of creating site-level support for teacher involvement in collaborative inquiry and reflective discourse is examined in this paper, which asserts that this process is an important component of school leadership in general and instructional leadership in particular. In considering the amount of "sense-making" to be incorporated into the administrative role, the discussion draws on ideas about school leadership and the development of school culture, current literature on supervisory practices, and personal experiences with peer support networks. Ways to improve administrator effectiveness by creating structures and strategies to develop staff commitment in learning through collaborative inquiry and reflection are illustrated. A conclusion is that administrator support of individual and group "sense-making" is crucial for professional growth. (22 references) (LMI)