Exploring Organizational Leadership for English Learner Equity

Autor/inn/en	Callahan, Rebecca M.; Mayer, Anysia P.; Johnson, Anthony H.; Ochoa, Claudia J.
Titel	Exploring Organizational Leadership for English Learner Equity
Quelle	In: Leadership and Policy in Schools, 22 (2023) 1, S.99-118 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callahan, Rebecca M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1916539
Schlagwörter	Organizational Culture; Leadership; Equal Education; Bilingual Education Programs; Culturally Relevant Education; Ideology; Faculty Development; Mathematics Teachers; Science Teachers; Elementary School Teachers; Assistant Principals; English (Second Language); Teacher Attitudes; Administrator Attitudes; Instructional Leadership; Teacher Supervision; Engineering Education; Barriers; Minority Group Students + Suchen Sie Ihr Suchwort? Unternehmenskultur; Führung; Führungsposition; Ideologie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Elementary school; Grundschule; Volksschule; Principal; Principals; Stellvertretende Schulleitung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Ingenieurausbildung
Abstract	In this study, we explore leadership practices in a dual-language elementary school led by three leaders of color committed to the ideals of cultural responsiveness. We employ an organizational leadership lens informed by aspects of culturally responsive school leadership (CRSL) and teaching (CRT) to interpret interview and observational data collected during the implementation of an equity-oriented engineering program for English learner (EL) students. In the midst of attempting to implement this school-research partnership, preexisting tensions between the school's leadership and instructional culture rose to the forefront, offering the opportunity to analyze the data with this particular intersectional lens (organizational leadership and CRSL). Thus, subsequent data analysis focused not on program implementation but rather the existing challenges present in the school. Insights from our data suggest that both school leaders and teachers faced considerable challenges that appeared to stem from disparate understandings of how to achieve equity for their EL students. Ultimately, these challenges prevented leaders' successful enactment of CRSL within the existing organizational infrastructure. We suggest that the lack of explicit processes of critical consciousness defined the school culture and that accountability practices limited leaders' ability to implement CRSL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01