DOES KNOWLEDGE LEAD TO ACTION? EMPOWERING SCHOOL ADMINISTRATORS TO SUPPORT MULTILINGUAL LEARNERS IN ACADEMICALLY AND CULTURALLY RESPONSIVE WAYS

Abstract

This dissertation explores how school administrators learn about and apply knowledge related to multilingual learners (MLs), and how this understanding shapes their leadership practices within secondary school settings. Grounded in a qualitative case study approach, the research focuses on three department chairs overseeing seven departments in a diverse high school. Through a series of four structured study sessions, participants engaged with frameworks such as the Sheltered Instruction Observation Protocol (SIOP), translanguaging pedagogy, and culturally responsive teaching (CRT). In this study I investigate how these leaders reflect on their current practices, identify systemic barriers, and consider shifts necessary to better serve ML students.

The conceptual framework draws on sociocultural learning theory and transformative leadership, emphasizing the importance of reflective practice and equity-driven decision-making in educational leadership. I collected data through audio-recorded discussions, written reflections, and a culminating artifact: a collaboratively developed lesson plan reflecting a reimagined approach to instruction that centers multilingual learners’ linguistic and cultural assets.

Findings reveal that administrators often possess limited formal preparation regarding ML education but are eager to engage when provided with structured, reflective opportunities. Participants identified critical gaps in district-wide training, inconsistencies in program implementation, and a lack of shared language for discussing ML needs. They also expressed a shift in mindset—from deficit-oriented views to asset-based frameworks that value students’ bilingualism and cultural identities.

This study contributes to the field by illustrating how targeted professional learning can foster more inclusive, equity-minded leadership practices. It also offers a replicable model for engaging administrators in structured reflection and collaborative inquiry to build capacity in supporting MLs. Ultimately, the research underscores that when school leaders are given the space to learn and reflect, they can become powerful advocates for systemic change that better supports multilingual students academically and culturally.