Developing Shared Leadership for Educating Multilingual Learners in Rural Schools Through Collaborative Inquiry

• In Event: Transformational Leadership in Education: Cultivating Culturally Responsive Practices and Shared Leadership for Diverse Learners

Abstract

Multilingual learner (ML) populations in rural districts have grown considerably, but rural districts have fewer language specialists and programs than their urban and suburban counterparts. This challenge results in more limited language services and fewer trained bilingual teachers for MLs. This paper presents data from a 5-year qualitative study investigating the efficacy of a professional learning (PL) program designed for rural educators of MLs. Using the frameworks of culturally sustaining pedagogies and rural cultural wealth, this paper presents data that links improved self-efficacy and shifts in practice to features of the PL. Findings suggest that PL programs featuring sustained collaborative inquiry, shared leadership, and using evidence-based goal setting can develop teachers' self-efficacy and shared responsibility for educating MLs.

Authors

• Jennifer Wilfrid, University of Wisconsin - Madison

• Rebecca E. Sawyer, University of Wisconsin - Madison

• M. Elizabeth Cranley, University of Wisconsin - Madison