Leading Dual Language: Twenty Years of Innovation in a Borderland Elementary School

Abstract

This chapter presents a qualitative case study of authentic and social justice leadership of one exemplary bilingual principal working along the U.S.-Mexico border. The principal at the center of this study nurtured, inspired, and motivated teachers and families to create innovative and inclusive school programs to meet the needs of all students, especially Mexican American ELLs. Two micro-cases are presented to examine the principal’s role in founding a gifted and talented dual language program for ELLs and a merger with a low-performing school. The study’s key findings highlight how the principal developed strategic relationships to advocate for the needs of Latinx students and families. This chapter draws attention to areas where authentic and advocacy-oriented approaches to leadership can mitigate resistance from dominant groups. Implications for future research and principal preparation are discussed at the conclusion of the chapter.