This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

本文研究了在为移民英语学习者服务的学校内工作的学校领导如何协商教师评估政策，包括他们如何影响对强制政策的遵守、将这些政策传达给教师，并指导他们在专业社区内的实施。我们探索一所取得积极成果的学校领导者如何协商外部政策，以支持真正的专业发展并最大限度地为移民 EL 提供学习机会。此外，我们还借鉴了一个比较学校的数据，该学校也为大部分 EL 学生提供服务，但该学校的政策以关注合规性、增加焦虑和对 EL 学生几乎没有价值的方式制定。在这样做的过程中，我们展示了领导者如何通过解决教师的不确定性和焦虑来减轻强制性政策的意外后果，