There is an increasing need for equitable instructional practices that support diverse student populations. Equitable and inclusive teaching involves cultivating awareness of the dynamics that shape classroom experiences and impact learning. It requires an honest review of structures and supports in place and a commitment to being responsive to the identified needs. There is growing research available on helping teachers prepare for the needs of ethnically/linguistically diverse students. Building the capacity of ethnic majority teachers through high-quality professional development will ultimately alleviate the stress and expectations placed on culturally diverse teachers and better prepare them to enhance outcomes for all students. This quantitative study focuses on school and district- level leadership practices that further the progress of culturally and contextually responsive learning outcomes in support of culture, pedagogy and student and family engagement. Steered by NYSED's Multilingual Learner and English Language Learner Program Quality Review Continuum, this study has identified the perception of classroom teachers, English as a New Language (ENL) teachers and building principals in the areas of systems and organizations, school leadership, curriculum, instruction, social emotional learning and parent and community engagement through the lens of supporting English Learners (ELs). The significant supports identified to provide for both academic and social emotional needs of English Learners (ELs) include more collaboration and training opportunities for teachers of English Learners including the support of instructional coaches, an audit of curriculum and materials and leveraging cultures and home languages. This includes leadership practices that seek and evaluate resources as well as creating a culturally responsive community for all students, including the English Learners. This study concludes with implications for future practice and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]