Research on education in new immigrant destinations has highlighted the importance of educators' professional missions and expertise in shaping their receptivity toward newcomers. Less attention has been given to how educators' social identities, especially in relation to newcomers, influence how they perceive their role in serving the population. Drawing on the theory of representative bureaucracy, this qualitative study explores how educators' social identities shaped their identification with and orientation toward addressing the needs of immigrant-origin English learners in one new-destination high school. Results indicate that educators framed their orientation toward serving the population as a moral imperative, a professional responsibility, or a legal obligation. These orientations influenced how educators perceived their role in addressing newcomers' needs. This study offers implications for educational practice and provides avenues for future research on education in new immigrant destinations.