As the number of English learners (ELs) grows in the United States, so does the achievement gap between ELs and non-ELs. Research highlights the effective leadership of school principals who lead with instructional, social justice, and collaborative leadership styles. School leaders can close achievement gaps but the research on the field of school leadership for ELs is limited. The purpose of this qualitative study was to identify the specific leadership practices elementary school principals implement to support the academic and non-academic needs of ELs. The study was conducted in one school division in the Mideastern United States using semi-structured interviews. This study generated nine findings and nine implications. Among the findings, school principals communicated high expectations for ELs prioritizing ELs' access to core content, established structures to support ELs' English language development, used data to guide instructional outcomes, promoted collective teacher efficacy within the context of a collaborative learning team, and provided ongoing professional learning opportunities to staff. In addition, school principals cultivated an environment of inclusion and access and set up structures that increased family engagement, encouraged the collaboration of multiple stakeholders, and supported the socio-emotional needs of ELs. One major implication is for state and national boards of education to consider establishing professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs and for school divisions and principal preparation programs to provide coaching, technical assistance, and support structures to address the identified findings. Other implications included the need for school division leaders to provide professional development for school leaders and instructional staff on effective instructional methods, strategies, and supports for ELs, as well as technical assistance for schools to disaggregate and analyze EL performance in their data discussions in collaborative learning teams, a professional space where the academic needs of ELs can be addressed. Additionally, other implications included for school division leaders to develop systematic processes for equity and access, supporting schools' structures to target socio-emotional needs of ELs, and providing and expanding opportunities for family and community engagement. / Doctor of Education / The achievement gap between English learners (ELs) and non-ELs continues to grow. Effective school leaders can close the achievement gap for ELs but need systematic and explicit guidelines and programs to support the growing numbers of ELs in their schools. The purpose of this qualitative study was to identify the leadership practices elementary school principals implement to address the academic and non-academic needs of ELs. Elementary school principals from a school division in the Mideastern United States were interviewed. This study generated nine findings and nine implications. One suggestion for further research is to replicate this study at the secondary level or with school divisions that have high academic performance of ELs in low incidence schools in order to develop comprehensive K–12 professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/113250 |
| Date | 18 January 2023 |
| Creators | Rivas, Gabriela |
| Contributors | Counselor Education, Price, Ted S., Cash, Carol S., Johnstad, Susan, McConnell, Donna |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0029 seconds