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Articles

Vol. 4 No. 2 (2018): CLEARvoz Journal

Understanding Leadership within Comprehensive Early Childhood English Learner Reform

Submitted
December 10, 2018
Published
2018-12-20

Abstract

English Learners represent a significant student population in California, yet schools and districts have persistently been unable to support their learning needs.  The current policy setting of new standards that situate language in more prominent and cross cutting manners make this an ideal context to study reform leadership focused on English Learners. This is a critical case study of one district implementing a comprehensive early childhood reform model focused on English Learners. The concepts that frame this inquiry are rooted in the socio-political context, shared-ownership, and the crafting of coherence within reform implementation. Findings indicate that leaders enact implementation by building a coalition while navigating critical socio-political factors. Implications suggest that practitioners, policy makers, and researchers committed to understanding and improving education for English Learners should consider the deeply political nature of school improvement efforts that centralize English Learners’ needs.