ESL/Bilingual Teachers as de Facto School Administrators in Low-Incidence Schools

• In Event: Teacher and Middle Leadership

Abstract

Prior research has established school leaders as important school-based drivers of equitable outcomes for English learners (ELs) through detailed programs and their leadership across urbanicity (e.g., Ruecker, 2021; Shiffman, 2019; Brezicha & Hopkins, 2015). Very little research has focused on school leaders in low-incidence schools for ELs. Despite nearly half of US public schools fitting the category of “low-incidence," research on English language development programs and family engagement programs in low-incidence schools is scant. This paper begins to investigate issues of school leadership within low-incidence schools. I conceptualize ESL/bilingual teachers as de facto administrators in low-incidence districts. Using a narrative inquiry approach, I interview ESL/bilingual teachers to try to illuminate and describe their experiences. I conclude with policy implications.

Author

• Emma Taylor, Michigan State University