Fostering Classroom Communities: Evaluation of a Single Dissertation (2019)

Fostering Classroom Communities: School Leaders Who Cultivate a Mutually Reinforcing Learning Environment in Schools with Spanish-Speaking English Language Learners

This dissertation study focuses on instructional leadership and effective evidence-based instructional teaching practices for English Language Learners. The purpose of this dissertation is to analyze both the formal and informal effective leadership practices that help foster a positive learning environment in Spanish-speaking English language learner schools in a manner in which teachers, students, and leaders share a mutual respect.

The participants selected for this qualitative case study are exemplar leaders chosen from two different school locations, both located in a large urban city in the midwestern region of the United States. Nine individuals from East School, a prekindergarten through eighth-grade school, were selected, consisting of the principal, vice-principal, instructional coach, and six teachers. From Sor Juana School, a kindergarten through eighth-grade school, the nine individuals selected were the principal, vice-principal, two bilingual coordinators, three teachers, and two other members.  

This dissertation study uses a qualitative methodology approach. To accomplish this qualitative study, the author utilizes multiple forms of data collection. For example, to interview individuals in a leadership role such as principals and vice principals, as well as teachers and instructional coaches, all in a one-on-one setting at each school, a purposeful sampling procedure was used. Teacher and adult leading and learning observations, documents such as school improvement plans, performance data, professional learning dates were also a part of the data collection process. The National Center for Education Statistics (2006) was used to collect data surrounding the number of English Language Learners (ELL) in each state. From the Northwest Evaluation Association’s Measure of Academic Progress (NWEA MAP), student performance scores in areas of Reading and Math were obtained.

The conclusions of this study show that the analysis of the data acquired was shown to be inclusive as a result of the various perspectives collected from participants and the sites themselves. Both schools felt that leadership is necessary for the overall improvement of students learning needs, as well as for teachers and formal leaders. Another conclusion found was that both schools were attempting to reinforce strong learning environments by requiring evidence-based professional development sessions aimed at the specific learning needs of each student within that particular school, instead of the general population. However, the conclusions of this study show that although Sor Juana School may have had a succeeding mutually reinforcing learning environment in the past, the learning environment was no longer thriving at the time of this study. On the other hand, East School showed signs that the leaders were cultivating a mutually reinforcing learning environment by the criteria set forth by the researcher.

The author of this dissertation study utilized various resources to support the findings of this study. For example, Elmore’s (2004) conceptual framework of distributed leadership was one. This resource proved essential in the data collection and analysis process. Elmore’s guide to the importance of distributed leadership allowed data collected throughout the interview process to be broken down and placed under its relevant category per Elmore. This resource proved relevant to this study in that it employed the data collected through the interview process to reflect upon the researchers findings regarding the question “how school leaders cultivate a mutually reinforcing learning environment among students, teachers, and administrators in schools with Spanish-speaking English learner populations” (Sangroula, 2019, p. 77). Another relevant resource used in this study was the NWEA MAP. The performance data of students obtained from the Northwest Evaluation Association’s Measure of Academic Progress was both essential and relevant to this study in that it provided students achievement scores in areas of reading and math from both schools. This data was used to compare overall student academic achievement in regards to East School and Sor Juana School. One last resource which was proved relevant in this qualitative study was the Strategic Actions in a Mutually Reinforcing Learning Environment. This strategy outlines the need for leaders and teachers of schools to understand students learning needs thoroughly, focus and provide continuous learning for both student and adult learning for the entire staff through professional learning settings aimed at improving student learning outcomes, engage students in the learning process, and finally, based on the most up-to-date information start the process regarding students learning needs.  

This qualitative study and its findings were very insightful in examining my current learning environment and whether it positively fosters student learning, classroom communities, and cultures. This study has allowed me the opportunity to strengthen my understanding of the importance of promoting supportive learning environments through the use of strategies and plans. Through the use of strategic plans, I am then able to take that information and educate other teachers and leaders on the importance of using evidence-based strategies to support student learning. Another way the research and findings from this dissertation have helped increase my knowledge surrounds the influence and involvement of instructional leadership and how their particular role supports the creation of positive classroom environments. Although learning and development are most times aimed at student achievement, it is crucial that continuous learning and development occur among leaders and other educational members as well. Teachers and leaders must support one another through professional development meetings and extend that same learning into the classroom to help bridge the gap that exists between instructional leadership and distributed learning throughout a school. The findings of this study have left a profound impact on my understanding of the critical involvement leaders have in the learning environment. Finally, this study has helped to reinforce my knowledge of the importance of setting and communicating learning objectives based on student learning needs.

References

Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press

Sangroula, L. J. (2019). School leaders who cultivate a mutually reinforcing learning environment in schools with spanish-speaking english language learners (Order No. 13427542). Available from ProQuest Dissertations & Theses Global. (2178457650). Retrieved from https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F2178457650%3Faccountid%3D14872