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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

Publication Date



Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Teacher Education and Professional Development

Recommended Citation for Full Report

Dell’Olio, F. & Anguiano, K. (2009). Vision as an impetus for success: Perspectives of site principals [Education and Policy Brief No.2]. Loyola Marymount University Center for Equity for English Learners. 10.15365/ceel.policy.2

No.2, April 2009: Vision as an Impetus for Success: Perspectives of Site Principals