Complexity Leadership Practices for Inclusive Chinese Immersion Preschool Professional Learning Communities

• In Event: Leadership for Organizational Change and School Improvement

Abstract

This study used design-based implementation research to develop equitable and differentiated Professional Learning Communities (PLCs) that empower early childhood educators across roles in a Chinese immersion preschool. By addressing hierarchical divides in leadership and instructional planning, the study empowered lead teachers, teaching associates, and support teachers to collaboratively support all children across the three tiers of Multi-Tiered System of Supports through shared decision-making and inclusive practices. Grounded in complexity leadership theory and multi-tiered system of support , the evolving PLC model emphasized distributed leadership, reflective practice, and sustainable systems. Findings offer implications for educational leaders seeking to redesign PLCs that promote equity, role-responsive collaboration, and high-quality, individualized instruction in multilingual early learning environments.

Author

• Chu Hsi Tseng, San Francisco State University