“In less than two decades over half of the students in public schools will be students of color, many of whom will speak a language that is different from the teacher's” (Hoy & Hoy, 2003). An educational leader as an instructional leader and as a moral agent has a large task to pursue a multicultural environment. This leader promotes an equal representation of all cultures in the school as well as the community. Continuous support for all staff is key, whether it be through and open-door policy or through professional development. With this support, teachers can provide an environment that is welcoming for all learners.

I am in the process of gathering data from surveys and interviews which will permit me to understand the differences in administrator's and teacher's definition to multicultural education. I also hope to learn what teachers expect administrators to do when implementing a culturally inclusive environment. By July this research will have a conclusion.