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.
Author(s): MaryAnn Christison, Fredricka L. Stoller
Series: Educational Linguistics, 59
Publisher: Springer
Year: 2023
Language: English
Pages: 304
City: Cham
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
