With the growing population of culturally and linguistically diverse students in K-12 schools, explicit English as a Second or Other Language (ESOL)-focused leadership is needed to support culturally responsive teaching practices, as well as provide socially just and equitable educational opportunities for all students. This study focuses on how one school district and its high school have distributed and sustained ESOL-focused leadership (knowledge, skills, dispositions, and practices) to promote inclusive and equitable learning opportunities for ELLs. Findings from this case study provide examples of the presence of ESOL-focused leadership and how it supports ELLs and their teachers. Practical implications for meeting ELLs’ unique needs are shared.
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