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

2014-04-14Superintendents of large urban school districts face the arduous task of answering to rigorous state accountability systems while meeting a plethora of demands from No Child Left Behind (NCLB). Moreover, the role of the superintendent has shifted from that of a district manager to an instructional leader. Today, urban superintendents are expected to possess the skills necessary to augment instructional methods for increased student learning. Specifically, superintendents are charged with closing the persistent achievement gap that plagues the most at‐risk subgroup populations, including the diverse group of English Language Learners (ELL). ❧ This study employed a mixed‐method design to answer four research questions related to leadership strategies employed by K–12 urban superintendents to improve the academic achievement of ELL students. The four research findings were supported through data collection from 14 superintendent quantitative surveys and qualitative interviews conducted with eight superintendents. ❧ First, teacher expectations, access to highly qualified teachers, and instructional leadership emerged as key levers in developing strategies to improve the academic achievement of ELL students. Second, superintendents identified teachers, district‐level personnel, and school‐level administrators as critical stakeholders in the process of developing plans for increased academic achievement for ELL students. Third, high expectations for student achievement, clearly defined district‐wide academic goals, and on‐site teacher collaboration surfaced as some of the strategies that the superintendents in this study considered when executing plans to improve the academic achievement of ELL students. Fourth, strategies used by superintendents to monitor and evaluate the academic achievement of ELL students included valid and reliable assessment instruments, analyzing subgroup assessment data, and established instructional norms