Context for Content Teachers’ Learning: Leadership and Supports in a Linguistically Diverse High School

• In Event: Creating Socially Just Learning Environments Through Educational Leadership Programs

Abstract

This research examines the context for content teachers’ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining teacher learning. Specifically, the focus of this paper is on the supports that engaged content teachers in one high school over the course of a school year. In this paper, the contextual features of the setting are analyzed, paying particular attention to the leadership of the principal and an English language learner facilitator, and the supports that emerged as significant to enabling the development of content teacher capacity. Findings focus on how the leadership context contributed to content teachers’ capacity to meet the needs of ELs.

Author

• Felice Atesoglu Russell, Kennesaw State University