School Leaders Perceptions of Family Engagement Practices with Immigrant Preschool Families in Virginia

School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). "Every family needs a voice in certain school decisions" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families.