Abstract
The research reported here is extracted from a larger study aimed at describing the challenges and barriers to implementing the two way immersion (TWI) program at Stark Elementary School (a pseudonym). While Stark’s TWI program is used as the backdrop for the current discussion the perspective taken here is to examine the actions (and lack of action in some instances) of Stark’s administrators and describe how those actions impacted other stakeholders and led to challenges during the implementation process. The findings illuminate the need for leaders to gain support for proposed changes while maintaining dialogue with stakeholders and developing other to help advocate for and lead the change process. The insights offered here are relevant beyond the scope of TWI and may be applicable within various industries as well.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons