Principal’s Leadership Practices for Implementing Culturally Responsive Sustaining Education to Support English Learners
Abstract
This dissertation presents a comprehensive case study aimed at addressing the disparity in New York State English Language Arts Regents exam pass rates between English Learners (ELs) and their non-EL peers at Hudson High School, a pseudonym. Grounded in Adaptive Leadership Theory and Culturally Responsive School Leadership Theory, the study focuses on implementing Culturally Responsive Sustaining Education (CRSE) strategies to narrow the achievement gap. The intervention, spanning 15 weeks, utilized three improvement science Plan-Do-Study-Act cycles, targeting instructional improvement through CRSE practices, professional development, and collaborative teacher efforts. Data collection relied on reflective leadership journals and analytic memos, highlighting the complexities and challenges of equity-focused improvement work. Key findings underscore the significance of collaborative decision-making, distributed leadership, and sustained support for teachers, particularly in implementing CRSE. The study emphasizes the critical role of reflective leadership in assessing leadership styles and practices, with implications for fostering inclusive learning environments and promoting equitable outcomes. By offering insights and practical lessons from personal experiences, this dissertation contributes to advancing equity-focused improvement efforts and enhances the understanding of effective educational leadership practices.
Subject Area
Education|Educational leadership|English as a Second Language|Pedagogy
Recommended Citation
Guillaume, Marie A, "Principal’s Leadership Practices for Implementing Culturally Responsive Sustaining Education to Support English Learners" (2024). ETD Collection for Fordham University. AAI31293670.
https://research.library.fordham.edu/dissertations/AAI31293670
