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It links demographic change to leadership capacity challenges and discusses the need to reculture site-level instructional leadership through professional development. It also argues that administrator preparation programs should better integrate curriculum-and-instruction knowledge for English-learner teaching to address persistent achievement gaps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equitable-education-of-english-learners-in-the-common-core-age-implications-for-principal-leadership/602485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equitable-education-of-english-learners-in-the-common-core-age-implications-for-principal-leadership/602485.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are principals’ leadership practices especially important for English learners under the Common Core?","Question",{"text":112,"@type":113},"The paper argues that as CCSS implementation intensifies demands for language and articulation across subjects, principals must guide teachers in meeting English learners’ learning needs to support achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the paper identify in administrator preparation programs for English learners?",{"text":117,"@type":113},"It states that credential programs often emphasize leadership, management, and related areas while excluding courses directly tied to curriculum and instruction for English learners.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper propose strengthening instructional leadership at the school-site level?",{"text":121,"@type":113},"It recommends professional development to reculture site-level instructional leadership so it better addresses the academic learning needs of English learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602485,1792171227,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Equitable Education of English Learners in the Common Core Age: Implications for Principal Leadership  \nDavid Whitenack  \nSan Jose State University  \nThis paper highlights the importance of school principals in English Learners’academic achievement in the age of the Common Core State Standards. Revising the curriculum of administrator preparation programs to include a greater emphasis on curriculum and instruction is one approach to enhancing principal leadership for English Leaners. Another approach is to reculture site-level instructional leadership through professional development to address the academic learning needs of English Learners.  \nIntroduction  \nDramatic demographic shifts are occurring in the student population in U.S. public schools. In that shifting demographic context, 43 states have adopted the Common Core State Standards (CCSS) . As a result, in most U.S. states, particularly California, today’s principals face the daunting challenge of leading teachers’ implementation of the language-intensive CCSS with large and increasing numbers of students who are learning English as a new language. One way to address that challenge is through reculturing principal leadership.  \nMendoza-Reis and Flores (2013) have articulated a tri-level model for reculturing instructional leadership to address the academic learning needs of English Learners. Included in that model is the notion that the principal at schools with English Learners must be capable of instructional leadership that is informed in part by the knowledge of the teaching and learning of English Learners. Such knowledge encompasses at least familiarity with and ideally expertise in implementing some of the instructional approaches that are most widely used in teaching English Learners.  \nEnglish Learners comprise almost one-fourth of the K-12 public school population in California (California Department of Education, 2014a, 2014b), and their numbers are high and rising in other U.S. states. Although school leadership quality is second only to quality of curriculum and teacher instruction among within-school factors related to student achievement, schools with large numbers of English Learners are more likely to be staffed by principals with lower levels of preparation and academic attainment (Mendoza-MendozaReis and Flores, 2014) . It is important, therefore, to consider how to address the learning needs of English Learners, particularly related to the CCSS, both in the preparation of principals and in reculturing instructional leadership at the school-site level.  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nBackground Context  \nThe number of public school students in the U.S. participating in programs for English language learners (ELLs) increased by more than 400,000 between 2003-2012. While California, Texas, Florida, New York, and Illinois remain the states with the most English Learners, the largest growth rates among that population are found elsewhere. During that time period, the numbers of English Learners more than doubled in Arkansas, Delaware, Kansas, Mississippi, and North Dakota. South Carolina’s English Learner population more than quintupled. English Learners account for approximately one in every 11 public school students in the U.S. (U.S. Department of Education, 2013b) .  \nWhile their numbers may be on the rise, an academic performance gap persists between English Learners and other students. For example, since 1996 non-ELLs consistently have outscored ELLs by 24 points on the Gr. 4 Mathematics National Assessment of Educational Progress (NAEP)—by 25 points since 2011 (U.S. Department of Education, 2013a) . Because the CCSS emphasize language and articulation of thinking in all subject areas (Common Core State Standards Initiative, 2014), the performance gap for English Learners could increase","cbCaiuh2C2vXkklZ","https://ap.wps.com/l/cbCaiuh2C2vXkklZ","pdf",204766,"English","# Introduction\n# Background Context\n# Educational Leadership and Administration: Teaching and Program Development","[{\"question\":\"Why are principals’ leadership practices especially important for English learners under the Common Core?\",\"answer\":\"The paper argues that as CCSS implementation intensifies demands for language and articulation across subjects, principals must guide teachers in meeting English learners’ learning needs to support achievement.\"},{\"question\":\"What problem does the paper identify in administrator preparation programs for English learners?\",\"answer\":\"It states that credential programs often emphasize leadership, management, and related areas while excluding courses directly tied to curriculum and instruction for English learners.\"},{\"question\":\"How does the paper propose strengthening instructional leadership at the school-site level?\",\"answer\":\"It recommends professional development to reculture site-level instructional leadership so it better addresses the academic learning needs of English learners.\"}]","Equitable Education of English Learners in the Common Core Age - Implications for Principal Leadership | PDF",1792094756,18]