In Part 1 of this article last year, I explored the profile and practices of culturally responsive school leaders working in US public schools with increasing numbers of immigrant students. These leaders engage in critical reflection and culturally responsive instructional leadership. They value bilingualism, amplifying student voices and fostering family engagement – practices that provide practical strategies for making schools more inclusive. In this continuation, I will discuss additional key leadership practices that champion for an inclusive school environment that supports teaching, learning and school culture. A new theme that emerges in Part 2 is the recognition that while immigrant communities . . .
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