The increased number of English language learners (ELLs) presents a difficult task for middle school building principals. The challenge of ensuring the success of ELLs in future years will force schools to rethink educational practices. This study focused on how middle school building principals strategically planned, organized, and managed their schools to meet the needs of ELLs. The phenomenological study was based on the growing student population of English as a second language (ESL) in school districts in Eastern New York. Ten principals were interviewed and a triangulation of data was achieved through observation and collection of documents. The researcher found through bridging that middle school principals engaged in relationship building with parents, students, teachers, and community to create a sense of belonging in the school. As a result, principals are encouraged to provide professional opportunities for the faculty to become certified ESL teachers, accessible to community members, bilingual, and engaged in community building.
|Advisor:||McCray, Carlos R.|
|Commitee:||Cattaro, Gerald M., Cooper, Bruce S.|
|Department:||Division of Educational Leadership, Administration, and Policy|
|School Location:||United States -- New York|
|Source:||DAI-A 74/08(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Educational leadership|
|Keywords:||Academic achievement, Leadership, Organization, Student success|
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