How a Leadership Institute Supports District Leaders in Equitable English Learners Reclassification

• In Event: Leadership for Multilingual and Immigrant Students and Communities

Abstract

This qualitative study examines how a professional learning institute supported district leadership teams in implementing California's Observation Protocol for Teachers of English Learners (OPTEL) to address inequities in English learner reclassification. Grounded in communities of practice and transformative learning theory, the study analyzed implementation planning and processes across 72 participants from diverse local educational agencies across Southern California. Five key themes emerged: systems support, leadership professional development, equity focus, teacher buy-in, and parent consultation. Findings revealed that successful implementers exhibited comprehensive, systems-level reflection encompassing organizational cultural shifts and sustained capacity development. This research demonstrates how collaborative leadership institutes can function as catalysts for educational justice by supporting participants in addressing systemic inequities.

Authors

• Soomin Chao, California State University - Fullerton

• Amanda R. Diaz, California State University - Fullerton