English Language Program Administration: Leadership and Management in the 21st Century

Description

This volume provides both practicing and aspiring Language Program Administrators with knowledge about the research and theory that underpin key topics in educational leadership, as well as practical guidance for the day-to-day management of language programs, including budgets, personnel, decision making, strategic planning, advocacy, and digital technologies. The volume brings together 46 authors and contributors with a vast array of experiences as administrators of English language teaching programs all over the world―in Asia; Australia; Europe; the Middle East; New Zealand; North, Central, and South America; South Africa; Turkey; and the United Kingdom. As the need for more qualified administrators and leaders has increased, more teacher education programs have added formal courses on leadership and program administration to their offerings. Educators teaching these courses will find this volume to be an excellent core text to support students in developing their knowledge of and skills for language program administration. All chapters are connected to the contemporary realities of language program administration, and they offer practical guidance to Language Program Administrators in ways that are adaptable to different administrative contexts globally. Contents Editors and Contributors Editors Contributors Chapter 1: Introduction Purpose and Audience for the Book Organization of the Book Part I: Fundamentals of Language-Program Administration Part II: Leadership in Language Programs Part III: Management in Language Programs Part IV: Best Practices in Language-Program Administration Conclusion References Part I: Fundamentals of Language-Program Administration Chapter 2: Making the Transition: From Language Teacher to Program Administrator Managing Academic Matters Managing Human Resources Understanding Administrative Responsibilities Developing a Managerial Perspective Taking Advantage of Management Training and Development Reflecting on Making the Transition to Program Administrator Suggested Reading References Chapter 3: Perceptions of Language-Program Administrators’ Most Important Responsibilities Methodology Research Design The Questionnaire Participants Data Collection and Analysis Results Discussion Determining and Evaluating Program Mission, Vision, and Goal Statements Evaluating Overall Program Effectiveness Developing, Evaluating, and Revising Curriculum Testing Language Proficiency and Assessing Students Within the Language Program Language Proficiency Testing Assessing Students Within the Language Program Supervising Teachers and Advising Students Supervising Teachers Advising Students Implications Professional-Development Resources Courses and Webinars Conferences and Workshops Internships and Shadowing Conclusion Reflecting on LPAs’ Responsibilities Suggested Readings References Chapter 4: Language Programs in Diverse Contexts: Voices of Language-Program Administrators Overview of Types of English Language Programs Adult-Education Programs Binational Centers (BNCs) International Schools Primary and Secondary Public Schools Private Language Schools Refugee-Resettlement Programs University-Based English Language Programs Language-Program Administrator Responsibilities Across Contexts Managing Human Resources Funding and Budgeting Marketing and Recruiting Developing Partnerships Updating and Revising the Curriculum Planning for Innovation and Change Creating Opportunities for Professional Development Supporting Equity, Diversity, and Inclusion Conclusion Reflecting on Language-Program Administration in Diverse Contexts Suggested Readings References Part II: Leadership in Language Programs Chapter 5: Becoming Strategic Strategic Planning Conventional Strategic Planning Issues-Based Strategic Planning Organic Strategic Planning Real-Time Strategic Planning Alignment Strategic Planning Inspirational Strategic Planning Dynamic Thinking Strategic Thinking Dynamic Stability Program Health and Sustainability General Processes Associated with Developing a Strategic Plan Understanding Context SWOT Analysis Alternative Frameworks Analyzing and Mapping the Context Determining Strategies and Guiding Principles An ELT Framework for SP Conclusion Reflecting on Becoming Strategic Suggested Readings References Chapter 6: Taking the Lead to Promote Innovation Impetuses for Innovation Dissatisfaction with the Status Quo Desire for More Professionalism Explicit and Implicit Mandates, Requests, and Concerns Student Needs and Desires Instructor Interests and Expertise Characteristics of Language Programs That Stimulate Innovation Stable Team of Instructors Flexible Organizational Framework Responsiveness to Calls for Change Characteristics of Language Programs That Hinder Innovation Innovations as Hindrances Marginality of Language Programs Paths to Successful Innovation Diffusion Innovation Diffusion Process Initiation Phase Implementation Phase Continuation/Diffusion Phase Interacting Factors That Facilitate or Inhibit the Process Guiding Principles for the Successful Management of Innovation Reflecting on Innovation Suggested Readings References Chapter 7: The Promoter of Quality Skills and Competences for Promoting Quality Quality in Online Learning Promoting Quality in Language Programs Step One: Understand What You Already Do Become Familiar with External Accreditation Schemes and Frameworks Conduct a Program Self-Assessment Make Use of Quality-Improvement Plans Analyze and Evaluate Student Data Step Two: Understand What Matters to Your Customers Step Three: Plan, Set Targets, and Make Changes Step Four: Measure and Keep Improving Conclusion Reflecting on the Promoter of Quality Suggested Readings References Chapter 8: Leading Language Programs with Intercultural Competence What Is Culture? Shared Values Dynamic Constructions Intercultural Competence Models of Intercultural Competence Development of Intercultural Competence Supporting Continuing Professional Development for Language-Program Personnel Supporting Students Dealing with Intercultural Conflict Development of an Inclusive Organizational Culture Conclusion Reflecting on Leading With Intercultural Competence Suggested Reading References Chapter 9: Making Decisions: Navigating Challenges and Managing Crises A Process for Making Decisions The First Challenge: Functioning Under External Constraints The Second Challenge: Maneuvering Through the Diverse Scope of Decisions Budgetary Considerations Strategic Considerations The Third Challenge: Involving the Right People in the Process Independent Decision Making Consensual Decision Making Delegation of Tasks The Fourth Challenge: Maintaining Objectivity in Decision Making The Fifth Challenge: Taking into Account Time and Technology The Sixth Challenge: Managing During Crises Proactivity in Crisis Management Thoughtful Management of Crises Conclusion Reflecting on Making Decisions Suggested Readings References Chapter 10: Engaging, Energizing, and Empowering Faculty Embracing Consultative Management and Participatory Decision Making Building Consensus and Coalitions Redistributing Power Exchanging Information Identifying Skills for Successful Consultative Governance Supporting Participatory Decision Making Encouraging Professional Growth Energizing Faculty Professional Development Supporting Faculty Productivity and Avoiding Burnout Preventing Burnout through Improved Working Conditions Focusing on Wellness and Engagement Empowering Faculty Outside the Classroom Conclusion Reflecting on Engaging, Energizing, and Empowering Suggested Readings References Chapter 11: Advocating for Students and Language Programs Equity, Diversity, and Inclusion Primary Domains for Advocacy Instructional Advocacy Cultural Advocacy Developing Sensitivity to Types of Cultural Adjustments Understanding Culture Shock and Supporting Language Learners Language Advocacy Academic Advocacy Political Advocacy Conclusion Reflecting on Student and Language Program Advocacy Suggested Readings References Part III: Management in Language Programs Chapter 12: Communication Strategies for Effective Language-Program Administration Developing a Communication Toolbox Learning How to Manage Up Planning and Facilitating Meetings Making Difficult Decisions Maintaining Connections with Students Setting Up Processes for Effective Communication During Program Reviews Communicating during Annual Performance Reviews Conclusion Reflecting on Communication Strategies Suggested Readings References Chapter 13: Personnel Matters: Revisited Staffing Job Analysis and Job Description Recruitment and Screening Interviewing Hiring Supervisory Responsibilities and Evaluation Supervisory Responsibilities Evaluation Health and Wellness Conclusion Reflecting on Personnel Matters Suggested Readings References Chapter 14: Managing Technology: Feet on the Ground, Head in the Cloud Managing the Evolution of Language Programs Instructors’ Roles Technology Support Positions Student Expectations Implementing Technology Budget Basics Administrative Computing Technology in Marketing Planning for Ongoing Technology Needs Language Programs in Flux Responding to New Technologies Conclusion Reflecting on Managing Technology Suggested Readings References Chapter 15: Managing Resources and Financial Planning Fiduciary Responsibility Budget Income Expenditure Capital Expenses Assets Reserves Liabilities Costing Courses Developing a Budget Development of Fiscal Policy Surpluses Consumables Refunds Allocation of Fixed and Variable Costs Fund Transfers Reporting Monitoring of Fiscal Performance Financial Reports Key Performance Indicators Sample Report A Framework for Developing a Business Plan Conclusion Reflecting on Managing Resources and Financial Planning Suggested Readings References Chapter 16: Managing Time The Concept of Time A Key Time-Management Principle Reasons for Organizing and Managing Time Strategies for Successful Time Management Incorporating Time Management into Daily Routines Dealing with Unfinished Business and Incomplete Tasks Avoiding Crisis Management Whenever Possible Managing Electronic Communication Twelve Additional Strategies Conclusion Reflecting on Time Management Suggested Readings Appendix A: Preliminary Inventory on Time Management for Language-Program Administrators Appendix B: Two Perspectives on Professional Activity References Part IV: Best Practices in Language-Program Administration Chapter 17: Best Practices Based on 360+ Years of Administrative Experience Best Practices Organized around Overarching Themes Mark Algren’s Best Practices Susan Carkin’s Best Practices Christine Coombe’s Best Practices Maria Eugenia Flores’s Best Practices John Macalister’s Best Practices Suzanne Panferov Reese’s Best Practices Multi-Theme Best Practices Tony Acevedo, Alejandro Beoutis, Elizabeth Palacios, and Nelly Romero’s Best Practices Neil J Anderson’s Best Practices Rosa Aronson’s Best Practices Deena Boraie’s Best Practices Ayşegül Daloğlu’s Best Practices Patrick Kennell’s Best Practices Kristen Lindahl’s Best Practices Dudley Reynolds’s Best Practices Rob Sheppard’s Best Practices References