Leadership strategies employed by K-12 urban superintendents to improve the academic achievement of English language learners

2014-02-26Through their specific leadership strategies, today’s superintendents continue to confront extraordinary pressure to close the academic achievement gap that persists for all students, including and especially those classified as English language learners. Superintendents continue to seek successful leadership strategies being employed by K‐12 urban superintendents that are improving the academic achievement of English language learners. This mixed‐method study design was developed to answer 4 research questions related to leadership strategies employed by K‐12 urban superintendents to improve academic achievement of ELL students. Data collected through a quantitative survey of 14 superintendents and a qualitative interview conducted with 8 superintendents were used to support the 4 research findings. ❧ First, teacher expectations, access to high quality teachers, and instructional leadership stood out as key factors to consider in developing strategies to improve academic achievement for ELL students. Second, teachers, district‐level personnel, and school‐level administrators were identified as critical stakeholders involved in developing a plan and process to reach the desired academic gains. Third, high expectations for student achievement, clearly defined district-wide academic goals for ELL students, and on‐site teacher collaboration were key strategies for implementing plans to improve academic achievement. Fourth, superintendents used valid and reliable assessment instruments, analyzed subgroup assessment data, and established instructional norms to monitor and evaluate the academic achievement of ELL students