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Figure 1 illustrates the different program and further explains that leadership is not mobilizing others. administrative features that benefit from different to solve problems we already know how to solve but. leadership contributions from skilled providers helping them to confront problems that have not yet. been addressed successfully p 3 Engaging and, supporting educators in leadership development enables. them to successfully respond to pressing educational. Professional Administrative,background and,credentials. and supervisory,skills experiences, challenges in a dynamic professional culture of change. knowledge and,Parent and,Principles of Culturally Responsive. pedagogical skills engagement,Leadership in Chinese Language.
Teacher leaders,Mentors coaches,Capacity for,Chinese and. English languages Administrators innovation,leadership and. and cultures Curriculum instruction,assessment experts. reflection Leadership building efforts that support Chinese. Materials developers educators to engage in professional learning just like all. types and levels of learning need to be rooted in, authentic cultural contexts and take into account the. Figure 1 Roles of Educator Leaders and Essential Knowledge and Skills diversity of the individuals involved These efforts need. to address the various cultural lenses of leadership They. also need to help educators develop the capacity to. Teacher leaders mentors coaches and curriculum and. interpret and navigate the relationships among their. materials developers need to continuously update their. potential roles various stakeholders administrators. content and pedagogical knowledge and administrators. peers students parents community members and,and program coordinators need to upgrade their.
others policies and regulations educational and local. leadership and facilitation skills appropriate to their. contexts conflicts or challenges and desired results. specific roles in the enterprise All current and potential. This is especially true for the Chinese language field in. leaders need to demonstrate a high level of Chinese and. which a high percentage of teachers are foreign born and. English language and cultural competence in order to. educated Ingold Wang 2010 p 6 see also Wang, successfully interact with all stakeholders in the school. 2009 Opportunities for professional learning and,and the broader community Depending on the. development must be culturally responsive and permeate. educational contexts in which they work there may be. all components stages and contexts of the professional. credentialing requirements for additional course work. life cycle of the educator Ingold Wang 2010 Wang,exams and experiences. Teacher Leadership in Education The following seven principles of culturally responsive. Reform leadership are discussed here Leaders,1 Stimulate intentional and purposeful teaching. and learning, Education reform efforts have a constant presence in our.
2 Lead and influence others by modeling,educational system and all of them appear to be. exemplary practices, dependent on one critical factor competent teachers. 3 Challenge themselves and others to pursue a, who can translate the goals of the different reform. vision of excellence, movements into professional practices Among the most. 4 Build and support the infrastructure for learning. promising initiatives in the field of education reform is. and teaching, the leveraging of teacher leadership development to.
5 Develop a culture of collaboration by building,inform guide and drive excellence in schools. trust and effective communication,Bambrick Santoyo 2012 The focus on teacher. 6 Promote and facilitate continuous growth and, leadership opens a new window in improving teaching. improvement,and learning and provides a path for continuous. 7 View development as a continuum of individual, improvement long after a specific reform initiative has.
and program growth and renewal,ended Hall Simeral 2008 p 1 Fullan 2004 2. 1 Leaders stimulate intentional and purposeful teaching paramount to creating a shared vision and building trust. and learning and respect among a cadre of emerging and contributing. leaders to the profession, Leaders guide themselves and others toward a specific. purpose that is based on a common set of knowledge 4 Leaders build and support the infrastructure for. values and beliefs They empower themselves and their teaching and learning. peers to discover and maximize their strengths and. potential while also taking responsibility for making Leadership development is an essential component of. sound decisions that are based on research data and every organization However it is not only about setting. experience in order to bring about desirable change a vision identifying goals and drafting master plans. When teachers and leaders do not share the same but also about the need to focus on how it creates an. cultural canon values and beliefs care is needed to inclusive and culturally responsive environment for. cultivate a common frame of reference in order to sustainable growth for everyone involved Authentic. promote participation and encourage contributions by leaders transform learning contexts and practices and are. all individuals An example of this is given under the cognizant of how these affect the engagement and. next principle performance of learners, 2 Leaders lead and influence others by modeling 5 Leaders develop a culture of collaboration by building. exemplary practices trust and effective communication. Leaders strive to attain the best results from themselves Strong leadership practices establish effective dialogue. and their teams by having their actions exemplify their among all stakeholders and promote professional. thoughts and practices They seek to activate their relationships built on trust and mutual respect A. team s individual and collective strengths as a catalyst for leader s role is to listen promote and honor diverse. change to advance the teaching of Chinese language and ideas facilitate the dynamics of change in action and. culture In multicultural teams leaders facilitators are reframe a future that embraces innovation in teaching. attentive to the various ways in which individual and learning Chinese language and culture Effective. strengths manifest themselves and are articulated in both and meaningful dialogue recognizes others modes of. implicit and explicit ways expression e g being aware of language barriers and. different cultural frames of reference and builds an. For example in Chinese culture in a meeting situation inclusive environment that promotes genuine. team members do not customarily offer their opinions communication and intercultural understanding. or showcase what they have done without prompting, Silence does not mean that these members do not want 6 Leaders promote and facilitate continuous growth and. to participate or have nothing to contribute The improvement. leader facilitator needs to invite all participants to speak. out on the topic of discussion or share experiences Ongoing learning and improvement is the hallmark of. effective leadership efforts In every leadership, 3 Leaders challenge themselves and others to pursue a development environment there exists a co learning.
vision of excellence opportunity where everyone from novice to expert is. engaged in different stages of learning The relative. Vision inspires individuals to commit take action and expertise of each member of the community is valued. develop and move a shared agenda forward An effective An effective leader demonstrates respect and. leader boosts team members belief in their self efficacy appreciation for what others know and are capable of. by reducing their fear of failure and instilling confidence knowing and becoming by creating learning contexts in. helps them gain momentum to conquer identified which everyone s knowledge on a given topic is an asset. challenges and sets high standards for everyone In the to the community. case of Chinese language educators recognizing and. valuing the perspectives and positions of others is. 7 Leaders view development as a continuum of teaching faculty Institutional memory often based on. individual and program growth and renewal cultural understandings of the traditional U S. education system may result in exclusion of those who. Change is inherent in any organization and failure to do not share such a history Status and competency bias. recognize and address the factors that drive change is that may grow out of linguistic challenges see. often detrimental to the health of the community discussion below may also exist and be unrecognized or. Sustainable leadership approaches change by leveraging interpreted as implicit agreement or a common point of. resources brought by different stakeholders and fostering view on a specific issue when in reality there is no such. collaboration among them The concept of a growth agreement Program leaders will want to recognize these. mindset is key to evaluating and retaining teachers in possible issues when identifying potential teacher leaders. the field providing them with a sense of purpose and a. career trajectory recognizing their contributions at Cultural linguistic and personal barriers may also. different levels in the profession and supporting their prevent Chinese educators from stepping up to. potential as emerging leaders leadership Chinese educators might be unaware of the. structures and opportunities within a school system that. These seven principles of culturally responsive leadership typically position individuals to be recognized to have. provide a framework for leadership development In leadership potential This includes not being part of the. implementing these principles in any teacher in group of teachers and administrators They might. development program however care must be taken to not know how to forge professional relationships and. recognize and resolve challenges that might occur access networking opportunities that often make upward. mobility possible Once teachers are aware of, Challenges of Developing Chinese opportunities they might face cultural barriers such as. uncertainty or hesitation about promoting themselves. Educators for Culturally Responsive and highlighting their professional strengths and. qualities that are considered to be essential to assuming. Leadership leadership roles, As we consider the development and promotion of Level of mastery of professional and academic. Chinese educators into leadership positions it is crucial English language and control of other pragmatic. to understand how individuals view the concept of sociolinguistic cues may compound the problem. leadership and the role that culture plays in the Patterns of turn taking the nature of quick paced. interpretation of the concept Within the broad discussions and conventions of meetings in a U S. sociocultural and political contexts of a society professional setting often make it challenging for even. individual and collective perceptions of leadership roles highly proficient second language speakers to act react. and responsibilities greatly influence the interplay and interact on cues that are shared among native. dynamics and process of leadership development Often speakers of English Native speakers of Chinese might. these perceptions determine who is invited and also feel intimidated to participate in and contribute to. developed into positions of leadership and ultimately professional discussions fearing that their level of. who assumes positions of leadership and who does not linguistic competence in English might not include the. appropriate jargon pragmatic considerations and, Challenges may include cultural linguistic and professional rhetoric. personal barriers For example many promising, Chinese language educators may be overlooked for Even within a Chinese program intra language. leadership opportunities because cultural distance can among Chinese dialect varieties and intra cultural. result in Chinese classes and teachers being somewhat issues such as age gender origin of hometowns. isolated or separate even within the strongest and most experiences and educational degrees may arise. inclusive world language program Current leaders may between groups of Chinese educators from different. not move beyond traditional leadership classifications backgrounds There are different groups of Chinese. and roles and unwittingly fail to recognize identify speakers in any given community whose relationships. and support potential leadership within the Chinese may be strained as a result of different assumptions. values and beliefs These differences often surface for leader while those from non hierarchical communities. example in discussions of the teaching of simplified may question the status quo It is therefore imperative. versus traditional characters and may manifest that any process for developing a cadre of education. themselves in other professional or social settings as well leaders explores these different dimensions of leadership. These divides should not become a factor in identifying and creates a vision of future leaders who are inclusive. potential leadership and participation in programs diverse and dynamic. designed to prepare leaders in the field of Chinese. language and culture education Leadership Essential Elements of a Chinese. development programs need to formally address these. issues and prepare future leaders to successfully navigate Education Leader Development. the different points of view that are inherent in any. professional learning community Such programs must. also provide guidance to and create experience for. candidates about how to earn respect from individuals Building on the seven principles for culturally responsive. from diverse backgrounds leadership and aiming at developing Chinese education. leaders who are able to remove barriers for themselves. and others the following elements must be incorporated. The dominant status of English in classrooms, into the design and implementation of a leadership.
schools and professional settings must be addressed. development program,in order to strike a healthy balance between the. perceived power of English and Chinese The concept Exploring and navigating the U S and Chinese. of language status seeks to explain the often education systems. unintentional and implicit isolation and therefore Creating and visualizing personalized pathways. diminished power of non native speakers in settings that for career and professional development. give native speakers an edge over non native Stepping out and stepping up capacity. speakers of the language in use at the time Even in what building. should be culturally sensitive contexts the English Building trust and learning to collaborate. language often dominates professional dialogue without Creating professional learning communities. the participants being aware that the selection of English. over another language actually creates a disadvantage for Exploring and Navigating the U S and Chinese Education. non native speakers in the room and thus might Systems. potentially exclude their valuable contributions, A first step is to explore the structures and practices of. What are promising strategies to overcome these the U S and Chinese education systems and help. challenges How can an education organization or educators develop a roadmap that helps them navigate. school establish a process that systematically recognizes. the different levels of the U S education system grades. current and potential leaders and magnifies their impact. at the local national or international level One K 16 and gain access to the multiple opportunities for. strategy is to promote the concept of shared leadership leadership that exist in their local and other settings. which recognizes that we are all learners teachers and Since the Chinese education system tends to be. leaders depending on a number of factors such as the hierarchical in nature with decision making funding. academic area pedagogical content and professional and curriculum development carried out at the national. setting Printy Marks 2006 In other words an or regional levels it is important that professional. educational leader is always first and foremost a learner. development be provided that helps international,sometimes an educator and at other times a leader. which often means assuming additional responsibility in teachers from China understand the structure of U S. advancing a shared goal in the profession The concept schools and the roles that parents play in their children s. of shared leadership may be challenging to some on education Chinese teachers may not understand school. both personal and cultural levels Those from more districts and boards local structure funding and. hierarchical backgrounds may hold a different set of decision making processes and the limited roles of. assumptions regarding who should be recognized as a. federal and state agencies in the U S education system becoming a master teacher mentor coach or. This aspect of professional learning should be an curriculum developer or pursuing administrative. important component of any preparation program for positions and opportunities for training within and. international teachers starting at the university level and outside the school This type of socialization into the. continuing as teachers are hired in schools Without an teaching profession could include providing mentors. understanding of these systems teachers will not be able and mentoring networks to help educators identify. to clearly identify diverse pathways to professional possible professional development opportunities It also. development and career advancement A co visitation might include presenting at school or district meetings. model of teacher preparation in which two or more and professional conferences pursuing funding. teachers collaborate to identify a problem of practice opportunities for specific projects and activities and. jointly research possible solutions and observe and showcasing student learning outcomes and performances. support each other to acquire knowledge or refine such as Meet the Author at book reading and signings. pedagogical practice can be valuable for foreign born art shows musicals or plays and cultural performances. educators to gain a deeper understanding of the for parents and the community. education system that they are now part of and in which. they are key constituents in shaping its future Stepping Out and Stepping Up Capacity Building. Once teachers are aware of the possibilities for growth. Creating and Visualizing Personalized Pathways for. offered by the profession they may need guidance to. Career and Professional Development, discriminate among the many possibilities and select the. An introduction to professional networks and most appropriate engagement activities for their stage in. understanding of their role in the language teaching the Learning to Teach Continuum Ingold Wang. profession is a critical first step in gaining access to 2010 This process enables educators to develop their. leadership pathways Exposure to and engagement in the own plans and pathways of professional growth guided. wide range of professional networks within the by a framework devoted to excellent practice and. profession can be eye opening for young professionals continuous improvement over their entire careers. particularly when those in positions of leadership share. Teacher preparation programs sometimes offer teacher. their career paths the roles that mentors have played in. candidates the opportunity to develop a career plan. their development and the processes and preparation. This is a valuable activity for professionals at all levels of. that they undertook to avail themselves of such, development to reassess their goals and plans A theory.
opportunities Young educators may not be aware of the. of action might include self assessment or an inventory. vast number of organizations for language educators. of preferred learning styles e g through the TELL,including those in world language dual language. collaboration self assessment protocol Teacher,immersion and other types of programs and for. Effectiveness for Language Learning Framework, classroom teachers in general See Appendix 1 for a list. http www tellproject org framework along with, of language organizations in the United States Chinese. training in identifying and articulating one s own. educators will want to explore opportunities beyond. strengths and areas for growth Educators further along. Chinese specific sessions at conferences Chinese only. on the Learning to Teach Continuum might engage,organizations and Chinese focused publications in.
in action research or other research activities to increase. order to learn from broader discussions across all. their professional knowledge or experiences New,languages and content areas. teachers might be encouraged to identify their best. Similarly young educators may need guidance in practices and develop a conference proposal and. recognizing the possibilities for growth including presentation More advanced participants might be. challenged to participate in leadership building activities foreign born Chinese educators specific language and. such as engaging in public speaking reconciling pragmatics training that supports them to join in a. differences in their school or learning community or conversation e g appropriately agree and disagree and. facilitating a meeting This personalized and culturally share one s own point of view can enhance their. responsive approach can meet the needs of all teachers at intercultural competence Relevant reading and. different levels of leadership development resources e g meeting agendas or information about. the history of and theoretical basis for the discussion. Ongoing processes for stepping out of our comfort, should be provided in advance if possible Particularly. zones taking responsible professional risks especially in. in a bilingual or dual language immersion environment. the area of leadership opportunities and assuming, it is crucial that all stakeholders thoroughly understand. greater responsibility for things that we care about most. the stakes Team building activities and social events in. must also be addressed The need to step up to, which teachers of all languages interact can be a great. leadership might be unrecognized by many educators. way to support learning for all and level the playing field. This includes specific understanding of what this means. for an educator with background in Chinese language Productive and successful professional meetings include. and culture and the potential intercultural challenges the following. that might surface as a result of taking a position on a. specific issue Well crafted and annotated agendas that. facilitate understanding of what is to be, Building Trust and Learning to Collaborate discussed provided in advance to all.
participants perhaps in English and Chinese, Professionalism and collaboration development must so that everyone has time to consider their. include team and trust building activities tailored to points of view prepare to participate in the. the participants It is particularly important to recognize various discussions and make their. group dynamics in team building activities and to contributions. address the privileged status of English that is often Defined time frames for discussion of the. present in professional contexts It is important to take different agenda items and ample wait time. notice when Chinese educators are being vocal or silent for second language speakers to process and. and to have participants attend to this phenomenon as respond to different prompts. well For example it is beneficial to balance the time Strategies for reaching consensus and ownership. afforded to listening to the contributions of the Chinese of the process. team and the English team and address any,Checks for understanding to ensure that. discrepancies that exist Team building activities might. everyone is comfortable with the overall course, include hosting social events for all teachers meeting in. of the meeting and decisions that are made, less stressful spaces and providing meaningful activities. and opportunities for all teachers to discover who their It may be important to set aside times in meetings to. colleagues are and what they care about ensure that all of the language teams have the. opportunity to speak and contribute It is important to. Creating Professional Learning Communities recognize the possible discomfort of Chinese language. teachers with the process of making themselves heard. An education leader development program values and. and disagreeing with decisions made by the majority. builds inclusive professional learning environments that. They may be fearful of being wrong misreading the,invite participation of educators from diverse.
room misunderstanding the outcomes or lacking, backgrounds to learn and share from experts and one. understanding of the greater context or impact of the. another To address the language and cultural issues of. decisions Time for one on one conversations among Leadership Development Opportunities. language teams or cross language partners with specific. time set aside for listening protocols can help less Chinese educators are provided opportunities and. confident members participate and share ideas platforms to take on leadership training responsibilities. Listening protocols involve teachers actively engaging in and roles within existing structures and organizations. listening to their peers issues without providing For example seasoned Chinese educators might invite. immediate feedback but rather seeking clarification to their junior peers to jointly plan propose and deliver a. ensure deeper understanding Once the problem is professional presentation at a local regional or national. understood by both parties jointly exploring potential conference and then debrief the entire process to. solutions is the next step in the process In meeting note increase new members understanding of the norms of. taking may be crucial to everyone being able to join in the profession See Appendix 2 for a list of such. A whiteboard system for graphically organizing the opportunities. discussion and recording talking points will help,Professional Networks. everyone hear the voices of all participants while seeking. solutions to the problems at hand Many communication and professional networking. opportunities are available where ideas can be, In Practice Engaging Education exchanged vetted and shared See Appendix 3 for a list. Leaders and Maximizing Their Impact of such opportunities focused on Chinese It is. important that these networks be inviting and receptive. To incorporate these essential elements into an to both native Chinese speaking and non native. education leadership development program and to Chinese speaking educators Education leaders benefit. ensure that program leaders will translate these elements when they can take small easy steps to be part of. into practice the following components might be part professional networks so hands on guidance about how. of leadership training to participate and how to join can be easy to. implement and also fruitful,Mentoring programs, Leadership development opportunities Strategic Plan for Teacher Career and Leadership. Professional networks Advancement,Strategic plan for teacher career and leadership.
A strategic plan must be in place to effectively deploy. advancement, education leaders This means identifying meaningful. Mentoring Programs and significant roles for them to play in the education. system in professional organizations and in policy. Mentoring programs can be established at different decisions Often educator leadership development ends. levels of the educational and professional systems Such on the last day of the formal program with no plans for. programs need to be stage appropriate to successfully following up with the participants or commitment to. mentor educators at every level of their leadership continuing to involve them in accessing leadership. development These programs should include a opportunities Programs need to have a field work. component in which participants develop a personalized component that provides opportunities for the. leadership professional growth plan that considers their participants to apply their newly acquired skills with the. strengths desires and challenges and encompasses all appropriate level of support and mentoring. phases of their professional life cycle See an example of. a template for a professional leadership growth plan in. Appendix 4, Conclusion The principles of culturally responsive pedagogy and. practices described in this Brief offer suggestions for. There is a leadership role to suit every educator It is ways to develop much needed cadres of education. important not only to encourage but also to offer leaders It is critical to provide them with opportunities. Chinese educators the opportunity to step up to the to grow and help them maximize their potential The. type of leadership roles that maximize their knowledge sustainability and expansion of the Chinese language. skills and talents It is the responsibility of current field depends on a strong cadre of education leaders to. leaders to recognize and accommodate sociocultural inspire more students to learn and more teachers to. differences in their approaches to leadership address teach Such leaders can also engage decision makers and. potential linguistic and cultural issues and bridge the community members to commit to the goal of. gaps in understanding the various paths to leadership developing a globally competent citizenry and work. They need to offer professional development and force. leadership training that recognizes and alleviates the. challenges that potential education leaders face,References. American Academy of Arts and Sciences 2016 The state of languages in the U S A statistical portrait Cambridge MA. Author https www amacad org multimedia pdfs publications researchpapersmonographs State of Languages in. Bambrick Santoyo P 2012 Leverage leadership A practical guide to building exceptional schools San Francisco CA. Jossey Bass, Fullan M 2004 Leading in a culture of change San Francisco CA Jossey Bass. Hall P Simeral A 2008 Building teachers capacity for success A collaborative approach for coaches and school leaders. Alexandria VA Association for Supervision and Curriculum Development. Ingold C W Wang S C 2010 The teachers we need Transforming world language education in the United States. College Park MD National Foreign Language Center at the University of Maryland. http www nflc org publications the teachers we need pdf. Printy S M Marks H 2006 Shared leadership for teacher and student learning Theory Into Practice 45 2 125. Wang S C 2009 Preparing and supporting teachers of less commonly taught languages The Modern Language. Journal 93 2 282 287, Wang S C 2012a Sustaining the rapidly expanding Chinese language field Journal of the Chinese Language Teachers.
Association 47 3 19 41, Wang S C 2012b The study of Chinese language in the United States ADFL Bulletin 42 1 13 22. Wang S C 2014 Preparing and supporting language teachers throughout their professional life cycle In Li Yuming. Ed World language education and talents cultivation pp 171 191 Beijing China Beijing Language and Culture. University Press,Further Reading, Aguilar E 2017 May Leadership coaching that transforms Educational Leadership Lifting School Leaders 74 32 36. Baum K Krulwich D 2017 May A new approach to PD and growing leaders Educational Leadership Lifting School. Leaders 74 62 66, Bolman L Deal T 1995 Leading with soul An uncommon journey of spirit San Francisco CA Jossey Bass. City E Dolly D 2017 May Tending the fire Educational Leadership Lifting School Leaders 74 38 41. DePree M 1989 Leading is an art New York NY Dell, Fiarman S 2017 May Building a schoolwide leadership mindset Educational Leadership Lifting School Leaders 74 22 27. Gabriel J 2005 How to thrive as a teacher leader Alexandria VA Association for Supervision and Curriculum. Development, Hoerr T 2005 The art of school leadership Alexandria VA Association for Supervision and Curriculum Development.
Intrator S Seribner M 2007 Leading from within Poetry that sustains the courage to lead San Francisco CA Jossey. Kafele B 2017 May Is your school better because you lead it Educational leadership Lifting School Leaders 74 10 14. Lemov D 2010 Teach like a champion 49 techniques that put students on the path to college San Francisco CA Jossey Bass. Liu E 2004 Guiding lights The people who lead us toward our purpose in life New York NY Random House. Liu E 2017 You re more powerful than you think A citizen s guide to making change happen New York NY Public Affairs. Rath T Conchie B 2008 Strength based leadership Great leaders teams and why people follow New York NY Gallup. Reeves D 2008 Reframing teacher leadership to improve your school Alexandria VA Association for Supervision and. Curriculum Development, Reeves D Allison E 2009 Renewal coaching Sustainable change for individuals and organizations San Francisco CA. Jossey Bass, Toll C 2017 May 5 perspectives for leadership success Educational Leadership Lifting School Leaders 74 28 31. Trumbull E Pacheco M 2005 Leading with diversity Cultural competencies for teacher preparation and professional. development Providence RI The Education Alliance at Brown University. Tschannen Moran M 2004 Trust matters Leadership for successful schools San Francisco CA Jossey Bass. Zepeda S Lanoue P 2017 May Conversation walks Improving Instructional Leadership Educational Leadership. Lifting School Leaders 74 58 61, Appendix 1 National Language Organizations in the United States. ACTFL and CELIN have lists of state regional and national organizations that support language learning including. early language and immersion education, https www actfl org about actfl resources member organization map http asiasociety org china learning. initiatives organizations supporting language learning. American Council on the Teaching of Foreign Languages ACTFL. https www actfl org, Association of Two Way and Dual Language Education.
https www atdle org, Chinese Early Language and Immersion Network CELIN. http asiasociety org china learning initiatives chinese early language and immersion network. Chinese Language Association of Secondary Elementary Schools CLASS. http www classk12 org,Chinese Language Teacher Association CLTA. http clta us org,National Association for Bilingual Education NABE. http www nabe org, National Council of Less Commonly Taught Languages NCOLTL. http www ncolctl org, National Network for Early Language Learners NNELL.
https nnell org, Teachers of English to Speakers of Other Languages TESOL. https www tesol org, Appendix 2 Educator Leadership Development Opportunities in the United States. Association for Supervision and Curriculum Development ASCD. http www ascd org Default aspx, Resources and events for educational leadership and leadership development. Center for Advanced Research on Language Acquisition CARLA. http carla umn edu immersion, Research resources professional development biennial conference for immersion educators. Center for Applied Linguistics CAL,http www cal org.
Research resources and policy analysis institutes for language teachers and teacher leaders. Leadership Initiative for Language Learning LILL, https www actfl org assessment professional development lill. LILL s summer initiative is based on the premise that every educator is a leader and strives to be highly effective For. language educators effectiveness is demonstrated by evidence of growth in proficiency including growth in. interculturality This initiative aims to bring together the best and brightest language educators teacher leaders and. national experts to explore this issue and others important to teachers and the language learning enterprise LILL provides. the opportunity for emerging leaders to discover their sphere of influence for effecting change engage with peers and. create their own proactive plans to grow in their effectiveness as leaders and language educators. National Association of District Supervisors of Foreign Languages NADSFL. http nadsfl org, Leadership development opportunities that vary from state to state and address different priorities in the profession. National Council of State Supervisors of Languages NCSSFL. http ncssfl org, Leadership development opportunities related to setting a vision for world language education either at the state or. national level Examples of activities include the development of LinguaFolio and the NCSSFL ACTFL Can Do. Statements,National Heritage Language Resource Center NHLRC. http international ucla edu nhlrc, Focuses on heritage and community languages conferences professional development and resources.
STARTALK National Foreign Language Center NFLC,http www nflc umd edu projects language startalk. Summer training programs for teachers of Chinese and other critical languages opportunities to develop as teachers and. teacher leaders, Appendix 3 Professional Networking Opportunities in Chinese. Associations,Chinese Language Teachers Association USA CLTA. http clta us org, National organization for Chinese language teachers researchers teacher trainers etc holds annual conferences has. many regional affiliates,Local CLTA s and local CLTA conferences.
http clta us org about clta regional cltas, There are local CLTA s across the United States which offer professional development and annual conferences. specifically on Chinese language teaching,Conferences. National Chinese Language Conference NCLC sponsored by Asia Society. https asiasociety org national chinese language conference. Held each year in a different city in the United States. State language organizations also provide these opportunities. Appendix 4 Professional Leadership Growth Plan, California World Language Project CWLP Stanford Graduate School of Education. http www tellproject org framework, This plan is used by the CWLP in its leadership development programs Following the Teacher Effectiveness Language. Learning TELL framework educators identify targets for professional growth in the various domains described. selecting categories from the following,E Environment LT Learning Tools.
P Planning C1 5 Collaboration,LE Learning Experience PR1 5 Professionalism. PF Performance Feedback, DESIRED RESULTS EVIDENCE ACTION STEPS TIMELINE RESOURCES. E P LE PF LT I choose the TELL criteria I want to work on and set personal goals for my classroom instruction. C5 I connect with local and global communities to support and encourage language and culture learning.

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