Abstract
This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.
Highlights
COVID-19, a global pandemic not encountered in almost 100 years, dramatically altered the context of education beginning in March 2020
Interviews with 25 leaders and analysis of relevant policy documents across the five districts allowed us to respond to the research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? It is important to note that all of those interviewed addressed the food and housing insecurities that vulnerable communities in their districts faced, as emphasized in a recent Phi Delta Kappan article, “[f]or most school superintendents, COVID-19 has been the biggest professional challenge of their careers
We present the findings on leadership thematically based on the interrelated policies and practices designed by these leaders to implement equitable distance learning for English Learners (ELs) in their schools and districts
Summary
COVID-19, a global pandemic not encountered in almost 100 years, dramatically altered the context of education beginning in March 2020. California Governor Gavin Newsom ordered school closures on March 19th, and educators unexpectedly had to pivot to distance learning for all students. We conducted this study between July and September 2020, a time when the duration of the pandemic and school reopening were still unclear in California. In the midst of this pivot to distance learning were California’s 1.1 million English Learners (ELs) for whom in-person language development learning suddenly ceased. The 2013 Local Control Funding Formula (LCFF) and associated Local Control Accountability Plan (LCAP) center equity as a guiding principle to provide additional allocations for increased or improved services for targeted student populations of ELs, low-income students, and foster/homeless youth (Armas et al, 2015; Humphrey et al, 2017; California Education Code, 2018; Lavadenz et al, 2019)
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