Although there are many aspects of language education that have been covered extensively in the literature, from methodologies to technologies, Leadership in Language Education (LiLE) has received very little attention - until recently.As the world saw, during the global pandemic, poor leadership at the highest levels costs lives. The world needs better leaders - at every level of society - and Reflecting on Leadership in Language Education represents the first time that Reflective Practice has been positioned at the forefront of leadership development in language education. It is also the first book ever to bring together 300 years of LiLE experience into a single volume, capturing the insights from three centuries of lived LiLE experiences for the generations of leaders to come.

In an era of constant connection, it can be challenging to prioritize time for reflection. Taking time to think can feel like a luxury or even a waste time. People facilitating complex leadership processes may feel the least able to pause and reflect. However, it is through intentional reflection that we make meaning of experiences, connect ideas, question assumptions, and generate innovative possibilities. By taking time to reflect, individually and with others, learners can see the full picture of an experience, understand their thought processes, and enhance their capacity for leadership. Beyond individual reflection, by engaging in reflection on social issues with others, leaders can be empowered and enabled to create positive changes. This book is a clarion call for educators and learners to make reflection a central priority. Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. Together, they strengthen the potential for leadership learning through experience. This book addresses challenges for reflection in leadership learning while also connecting it to timely topics. It begins with connections between reflection and leadership and then introduces a framework for reflection in leadership learning. Reflection is a powerful strategy curricular and co-curricular learning; for instruction and assessment, reflection in leadership learning can benefit from both intentional framing and feedback. As socially constructed concepts, both reflection and leadership have historically lacked clarity; to add to the confusion, critical reflection is often interchanged with reflection. This book introduces a continuum of critical reflection in leadership learning. In order to facilitate reflection in leadership learning, educators must engage in the inner work of becoming reflective educators. Finally, in the face of complex social challenges, reflection, leadership, mindfulness, and resilience are juxtaposed in order to highlight how these concepts are reliant upon one another. Reflection in leadership learning is essential for anyone who wants to develop their capacity for leadership. When faced with complex social issues and challenges at a global scale, the only way to make progress is through collective action that results from critical reflection. To develop more resilient and mindful learners who can adapt to changing circumstances, educators must center reflection in leadership learning as a philosophy, pedagogy, outcome, and strategy. This book provides a balance of theory and practice to empower and enable educators to engage in reflective leadership learning.

Although there are many aspects of language education that have been covered extensively in the literature, from methodologies to technologies, Leadership in Language Education (LiLE) has received very little attention - until recently. As the world saw, during the global pandemic, poor leadership at the highest levels costs lives. The world needs better leaders -- at every level of society - and Reflecting on Leadership in Language Education represents the first time that Reflective Practice has been positioned at the forefront of leadership development in language education. It is also the first book ever to bring together 300 years of LiLE experience into a single volume, capturing the insights from three centuries of lived LiLE experiences for the generations of leaders to come.

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.

This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers.

"Teacher Leadership 2.0 is a step-by-step discussion and description of how and why to foster teacher leadership in schools. Unlike top-down delivered leadership, this book will seek to empower teachers throughout schools to create and grow in leadership roles. This topic has gained traction in district and school level discussions and has become a key topic at teacher and principal conferences in the last few years. There are five conceptual must-haves that are essential in promoting teacher leadership in schools today. Must-Have #1: Why Top Down Change Is Less Effective Today Than Ever. Must-Have #2: Teacher Leadership in Schools Is a Force Not a Position. Must-Have #3: Why We Don't See Teachers as Leaders (Bad Images of Teachers). Must-Have #4: Leadership, Learning, and Change Are One. Must-Have #5: Teacher Leadership: A New Definition"-- Provided by publisher.

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

Choosing Leadership is a new take on executive development that gives everyone the tools to develop their leadership skills. In this workbook, Dr. Linda Ginzel, a clinical professor at the University of Chicago’s Booth School of Business and a social psychologist, debunks common myths about leaders and encourages you to follow a personalized path to decide when to manage and when to lead. Thoughtful exercises and activities help you mine your own experiences, learn to recognize behavior patterns, and make better choices so that you can create better futures. You’ll learn how to: Define leadership for yourself and move beyond stereotypes Distinguish between leadership and management and when to use each skill Recognize the gist of a situation and effectively communicate it with others Learn from the experience of others as well as your own Identify your “default settings” and become your own coach And much more Dr. Linda Ginzel is a clinical professor of managerial psychology at the University of Chicago’s Booth School of Business and the founder of its customized executive education program. For three decades, she has developed and taught MBA and executive education courses in negotiation, leadership capital, managerial psychology, and more. She has also taught MBA and PhD students at Northwestern and Stanford, as well as designed customized educational programs for a number of Fortune 500 companies. Ginzel has received numerous teaching awards for excellence in MBA education, as well as the President’s Service Award for her work with the nonprofit Kids In Danger. She lives in Chicago with her family.

This is an account of how a principal combines the rational and emotional components of leadership to lead the transformation of a school. The book assumes that schools can transform themselves, but only when those involved in schools develop