A Qualitative Approach for Aspiring Leaders: Bridging Theory and Practice Together to Lead a Curriculum for English Language Learners
Keywords:English Language Learners (ELL), Aspiring Leadership, Language Policy, Bridging theory to practice, Culturally Responsive Leadership, Translanguaging.
The purpose of this qualitative study was to capture the application experiences of principal interns in a fifteen-month job-embedded residence program learning to lead a curriculum for English Language Learners (ELL). This qualitative study focused on the documented analysis of principal interviews conducted by residence interns and their leadership experiences in rural, urban, and suburban schools. Findings included lack of basic ELL knowledge by district and campus administrators but found success through advocacy with assigned students. The study highlights three points for aspiring principals to acquire knowledge in when leading campuses with ELL students including language policies in schools, culturally responsive leadership, and translanguaging in multilingual classrooms. Key conclusions show current school leadership in preparation programs is built upon traditional conceptions, but true social justice educational leadership involves dismantling traditional structures.