Exploring Principal Leadership Roles within a Community of Practice to Promote Science Performance of English Language Learners
Academic Leadership - Online Journal,
Vol. 8 No. 4 (2007): Vol-8-Issue-4-April-2007
The world we live in continues to become more technologically advanced and educating youth to
become productive citizens in an ever-changing global society is vital. The importance and necessity of
educating an increasingly diverse student population has become a top priority for Pre-K-16 educators.
To meet this challenge and set priorities for serving English Language Learners (ELLs), educators at
all levels need to forge a clear vision and shared commitment for fostering “… a sense of belonging
and community that inspires collaboration” among its members for the success of all students (Texas
Association of School Administrators, 2008, p. 4).
It is with this sense of shared commitment that the current study was undertaken. It investigated the
roles of principal leaders within their respective community of practice (COP) and within their
respective year-long science professional development program (PDP). As Sergiovanni (2009) noted,
“principals have a responsibility to help teachers improve their practice and to hold them accountable
for meeting their commitments to teaching and learning” (p. 281). One common way this responsibility
is carried out is through the process of supervision, which, if done well, will enhance teacher lifelearning.
Often, however, more is needed.