This dissertation consists of three nested studies that focus on principal leadership to elevate the experience of long-term English learners in California’s secondary schools. The first study is a systematic review of the literature on long-term English learners to gain an understanding of who they are and how schools can improve the way that they serve this student group. The second study analyzes the current state of principal professional learning to examine the extent to which long-term English learners are centered in those experiences. This descriptive quantitative study was based on a survey of secondary principals in California public schools. The third study examined what principals identify as their professional learning needs and wants so they may better lead for the success of long-term English learners. This qualitative study was done through a series of interviews. Together, these studies demonstrate principal practices, professional learning experiences, and desires around leadership for long-term English learners.
