Language Program Leadership In A Changing World An Ecological Model

Presents a comprehensive view of management and leadership in language programs as situated in a complex, globalized context with rapidly changing characteristics. This book offers case studies and overviews of 'nuts and bolts' issues of administration such as financial, data, and people management, as well as suggestions for further research.

Language Program Leadership in a Changing World: An Ecological Model presents a comprehensive view of management and leadership in language programs as situated in a complex, globalized context with rapidly changing characteristics. The language program i.

Language Program Leadership in a Changing World: An Ecological Model presents a comprehensive view of management and leadership in language programs as situated in a complex, globalized context with rapidly changing characteristics. The language program is described as an extensive ecology made up of many different types of interacting parts, which leaders of these programs must manage and balance with strong attention to context and to the future. The discussion emphasizes the complexity of the job of leading a language program and the many types of roles the leadership must fill in monitoring the program and its context for continuity and change and leading with an eye the future. The focus is on college and university English language programs, with discussion of the place they occupy within academia and in relation to other types of language programs (e.g. foreign language and English composition). The book is both practical and theoretical, offering case studies and overviews of 'nuts and bolts' issues of administration such as financial, data, and people management, in addition to an original model that problematizes and theorizes the language program based on notions of ecology and frames, a review of research, and suggestions for further research.

Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.

At a time when environmental humanities and sustainability studies are creating new opportunities for curricular innovation, this volume examines factors key to successful implementation of cross-curricular initiatives in language programs. Contributors discuss theoretical issues pertinent to combining sustainability studies with foreign languages, describe curricular models transferable to a range of instructional contexts, and introduce program structures supportive of teaching cultures and languages across the curriculum. Exploring the intersection of ecocritical theory, second language acquisition research, and disciplinary fields, these essays demonstrate ways in which progressive language departments are being reconceived as relevant and viable programs of cross-disciplinary studies. They provide an introduction to teaching sustainability and environmental humanities topics in language, literature, and culture courses as well as a wide range of resources for teachers and diverse stakeholders in areas related to foreign language education.

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

The Task Force examined four issues: the need for an international school, the need for more international education in all Indiana's schools, the need to better coordinate international services, and the need for direct international air transportation. The report also includes the recommendations of the Task Force's four committees.