Literaturnachweis - Detailanzeige
| Autor/in | Abedin, Sabrin |
|---|---|
| Titel | School-Based Leadership: An Investigation of Principals and Assistant Principals' Professional Development Needs to Accelerate English Language Learners' Academic Success and Achievement |
| Quelle | (2022), (233 Seiten)
PDF als Volltext Ed.D. Dissertation, Sage Graduate School |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-2689-3 |
| Schlagwörter | Hochschulschrift; Dissertation; English Language Learners; Principals; Assistant Principals; Administrator Role; Leadership Responsibility; Professional Development; Academic Achievement; Administrator Attitudes; Instructional Leadership; Educational Policy; Barriers; New York; New Jersey; Maryland |
| Abstract | With the growing population of English Language Learners, there is a need to focus on ELL education from a new perspective as principals' school priorities and practices directly influence teacher priorities and practices (Dufour & Marzano, 2011; Walker et al., 2004). Elmore (2000) stated that "leadership is the guidance and direction of instructional improvement" (p. 13). Furthermore, school-based leaders' leadership is contingent on their ability to set high expectations for all, as their behaviors are true catalysts for change (McKinney, 2015). Recent research has delved into the support and professional development that teachers need to address the needs of MLS/ELLS. But one knows that no matter how much a teacher is supported externally through professional development, if school leaders do not support them internally, "change stalls and carnage grows" (Kotter, 2012, p. 68). Therefore, this grounded theory qualitative study investigated the professional development needs of school-based principals and assistant principals to accelerate ELLs' academic success and achievement. Examining what professional development is needed to accelerate ELL achievement was conducted by exploring school-based administrators' experiences, values, and beliefs through Russell Sage College's ZOOM platform. Using 12 semi-structured questions, an interview protocol was used to elicit responses and engage school-based leaders such as principals and assistant principals in New York State, New Jersey and Maryland who detailed how they perceived their role as instructional leaders for ELLs and how that differs from being an instructional leader for mainstream students. These school-based administrators also shared their specific roles as instructional leaders of ELLs, as well as the procedures and practices they have in place for their ELLs. Through exploring their reflections, school-based administrators contextualized the ELL-specific professional development topics that would help further support their instructional leadership for ELLs. This research was guided by the following questions: 1. How do school-based administrators perceive their role as instructional leaders for ELLs within their school? 2. How do school-based administrators' perceptions of ELL mandates/policies contribute to the choices of programs, procedures, and practices they currently have in place? 3. How do school-based administrators navigate the meanings behind mandated ENL services to make sense of the core beliefs of their practice and leadership? 4. What professional development is necessary for school-based administrators to address their instructional supervisory needs for ELLs? This study identified several key findings, including the realization that although school-based leaders of ELLs perceived themselves as advocates of ELLs, they are not able to acquire the knowledge needed through ELL-specific professional development workshops to fulfill their roles as effective advocates for ELLs. This study has concluded that there is an immense lack of ELL-specific professional development workshops for school-based leaders that addresses their needs as ELL supervisors. The lack of ELL-specific professional development workshops hinders school-based administrators from knowing how to create the sense of urgency needed for all stakeholders in their school communities to have a shared sense of responsibility for ELLs as well as how to effectively support teachers of ELLs. Further, school-based leaders detailed professional development topics they would be interested in, acknowledging that they need support in areas such as supporting general education and ELL teachers with ELL pedagogy, specific look-fors for classroom observations, unpacking and understanding the ENL mandates/services and best practices, welcoming and affirming environments for ELLs, increasing parental involvement and engagement for ELL families, CRSE tools for administrators, trauma-informed professional development, understanding the basics of second language acquisition, and data literacy for ELL assessments. Hence, the researcher has created a grounded theory A.D.V.O.C.A.T.E framework for superintendents and school-based administrators to utilize as a reference tool to create a sense of urgency for targeted, intentional, and differentiated ELL-specific professional development workshops to meet the specific needs of school-based leaders of ELLs. Additionally, superintendents and school-based leaders of ELLs would be able to hold themselves accountable by evaluating their actions with fidelity so that these programs, procedures, and protocols for ELLs can be modified, adjusted, and corrected for continued ELL success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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