Leadership skills are indispensable in language teaching and learning, and the effectiveness of these skills directly affect the quality of language education, the soundness of a program, and the satisfaction level of both teachers and students in the language classrooms and beyond. Part 1 of this collection provides the theoretical underpinnings of leadership development. Part 2 focuses on leadership skills and strategies on the topics of interpersonal communication, personal organization skills, and program organization skills. Part 3 discusses ELT leadership issues in U.S. public schools. The contributors to this volume include leaders who have contributed to the TESOL profession in various capacities. Their collective expertise makes this volume an excellent resource for teachers and program directors.

The impression you make as a leader has the power to build, enhance, or sabotage your authority and ideas. Discover how to convey the essence of leadership with every interaction. Every communication leaders make—speaking, writing, posting, sharing, and even listening—has the power to either secure or sabotage their impact. But wanting to inspire and engage their team and knowing how to do it are two different things. In this book, Joel Schwartzberg suggests mindsets, tactics, tips, and examples to help readers reach that goal using the most powerful leadership tool available: a leader's voice. Whether managers are giving speeches, telling stories, sending emails, posting messages, recording videos, or running Zoom meetings, these are essential tools for establishing authority and galvanizing an audience. Readers will learn how to inspire instead of inform, communicate with purpose and power, and sell—not just share—their most important ideas.

Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing readers with the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: The roles and characteristics of leaders Skills for leading ELT leadership in practice Leadership theories and approaches from business and industry are applied to and conclusions are drawn for English language teaching in a variety of organizational contexts, including intensive English programs in English-speaking countries, TESOL departments in universities, ESL programs in community colleges, EFL departments in non-English speaking countries, adult education programs, and commercial ELT centers and schools around the world. This is an essential resource for all administrators, teachers, academics, and teacher candidates in English language education.

Whether you are just beginning to work with or trying to improve the outcomes of English learners, this book provides a comprehensive framework for educating a growing population of public school english learners. Each chapter focuses on a key element of EL education programming as it relates to the entire school. The author uses research-based principles and practices to address such critical topics as: selecting the appropriate program model for your school; managing time appropriately for English language development and content learning; making data-driven decisions using effective measures of student prerformance; and effectively using Response to Intervention (RTI). The author summarizes the key Supreme Court cases that led to the federal regulations for educating ELs. Also included is a framework for designing and delivering high quality instruciton, enhancing parental engagement, and creating a learning environment and whole-school community where ELs flourish.

The dangerous work of leading change--somebody has to do it. Will you put yourself on the line? To lead is to live dangerously. It's romantic and exciting to think of leadership as all inspiration, decisive action, and rich rewards, but leading requires taking risks that can jeopardize your career and your personal life. It requires putting yourself on the line, disrupting the status quo, and surfacing hidden conflict. And when people resist and push back, there's a strong temptation to play it safe. Those who choose to lead plunge in, take the risks, and sometimes get burned. But it doesn't have to be that way say renowned leadership experts Ronald Heifetz and Marty Linsky. In Leadership on the Line, they show how it's possible to make a difference without getting "taken out" or pushed aside. They present everyday tools that give equal weight to the dangerous work of leading change and the critical importance of personal survival. Through vivid stories from all walks of life, the authors present straightforward strategies for navigating the perilous straits of leadership. Whether you're a parent or a politician, a CEO or a community activist, this practical book shows how you can exercise leadership and survive and thrive to enjoy the fruits of your labor.

The Teacher Leader Guide for School-Wide English Learning provides a roadmap for capitalizing on the often untapped language expertise of ESL teachers. By providing teacher leaders with the tools needed to develop customized professional development and engage in non-evaluative peer instructional coaching, the School-Wide English Learning (SWEL) coaching model supports English learners? academic success throughout the school day, not just when there is a language specialist in the room.

On March 14, 1948, Douglas Hyde handed in his resignation as the news editor of the London Daily Worker and wrote “the end” to twenty years of his life as a member of the Communist Party. A week later, in a written statement, Hyde announced that he had renounced Communism and, with his wife and children, was joining the Catholic Church. The long pilgrimage from Communism to Christ carried Douglas Hyde from complete commitment to Marxism, to a questioning uneasiness about Soviet Russia’s glaring contradictions of ideology and action, to a final rejection of the Party. In Dedication and Leadership, Hyde advances the theory that although the goals and aims of Communism are antithetical to human dignity and the rights of the individual, there is much to be learned from communist methods, cadres and psychological motivation. Hyde describes the Communist mechanics of instilling dedication, the first prerequisite for leadership. Here is the complete rationale of party technique: how to stimulate the willingness to sacrifice; the advisability of making big demands to insure a big response; the inspirational indoctrination; and the subtle conversion methods. In this small book, so large with implications, Douglas Hyde comments on both Communist and Catholic potential and their lack of maximum effectiveness. He advocates positive Catholic action, not just a negative anti-Communism, and he points out that the guidelines are now down for a decisive choice between total Communism and a total Christianity. Here is a realistic approach to an acute problem uncolored by emotional propaganda, and here is a realistic answer on how to inspire dedication for leadership.

Leading Beautifully provides a new dimension to understanding effective leadership. Drawing from lessons in the arts and the humanities, English and Ehrich explore how educational decision-making in schools can be informed by identity, personal competence, and an understanding of the field’s intellectual foundations. Based on in-depth interviews of artists and educational leaders, this book provides insight into the inner world of successful leaders who have developed competencies and understandings that extend beyond the standard leadership tool box. This exciting new book explores the theory and practice of leadership connoisseurship as a human-centered endeavor and as an antidote to mechanistic, business-oriented practices. The authors’ well-grounded reconsideration of educational leadership will enliven and enhance any educational leader’s practice.

This book is a road map for teachers and school leaders who need to meet the needs of increasing numbers of Newcomers and other English Learners (ELs). The authors draw from years of experience in working with, listening to, and coaching administrators, teachers, and coaches nationwide to help you develop and implement an effective plan for your school. Beginning with the core belief that "getting to know the student is pivotal," the authors show how to address both the academic and the social needs of Newcomers to help them integrate and excel—from their first day of school. The main components of the plan are the following: - Identifying your students and assessing educational and socioemotional needs. - Identifying qualified teachers and staff. - Developing highly effective programs for Newcomers and other ELs. - Accelerating English learners' acquisition of language, literacy, and knowledge through proven classroom teaching techniques. - Supporting Newcomers' socioemotional well-being through classroom and administrative structures. - Designing, implementing, and sustaining professional development for all staff. If you already have a plan for integrating Newcomers and ELs, you can use the information in this book to assess and strengthen it and to learn more about resources for continued coaching and growth. Whether your school has a formal plan or not, the information in this practical guide can help your staff better collaborate to attend to the needs and build on the strengths of Newcomers and ELs in your school.

Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership. Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.