Campus Principals’ Perceptions of How Principal Mentorship Influenced Their Ability to Lead a Dual Language Campus


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Presented at: Conf on Immersion and Dual Language Ed

The overarching conclusion of this phenomenological bounded-case study suggested that dual language principals who don’t engage in professional development targeting dual language best practices, programming, and second language acquisition, negatively impact students’ academic success. Practical suggestions for present and aspiring dual language administrators will be provided in the presentation.