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LEADERSHIP UPDATES
MESSAGE FROM THE INCOMING CO-CHAIRS
Linda Wesley, University of Oregon, Eugene, Oregon, USA & Angela Dornbusch, University of Oregon, Eugene, Oregon, USA
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LETTER FROM THE EDITORS
Jacqueline Evans, Northern Arizona University, Flagstaff, Arizona, USA & Hannaliisa Savolainen, Northern Arizona University, Flagstaff, Arizona, USA
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ARTICLES
APPRECIATIVE INQUIRY: ORGANIZATIONAL CHANGE AND STAFF DEVELOPMENT THROUGH STRENGTHS-BASED INQUIRY
Barbara Hoekje, Drexel University, Philadelphia, Pennsylvania, United States, & Massah Lahai, Drexel University, Philadelphia, Pennsylvania, United States

Appreciative inquiry is a strengths-based approach to organizational and professional development that allowed an English language program staff to endorse organizational values while addressing workplace stressors. The authors describe the program and provide two views on the experience. Read More

HOW ORGANIZATIONAL CULTURE AFFECTS AN INSTITUTION
Elizabeth Gould, University of Kansas, Lawrence, Kansas, USA

Have you tried to make a change that seemed to be in the best interest of everyone, only to be met with total resistance? Organizational culture may be the culprit. In this article, Gould describes the concept of organizational culture and why it should matter to program administrators. Read More

INSTRUCTIONAL LEADERSHIP FOR ENGLISH LEARNERS: THE ROLE OF THE PRINCIPAL
Michaela Colombo, Laurie Hartwick, & Kinnon Foley

As instructional leaders, principals play a compelling role in promoting academic success for English learners. This article highlights the instructional leadership practices of one secondary principal in a school where English learners across grade levels have shown ongoing and steady growth in acquiring academic English in all content areas. Read More

CEA ACCREDITATION: ONE PROGRAM'S JOURNEY THROUGH THE (RE)ACCREDITATION PROCESS
Sigrun Biesenbach-Lucas, Georgetown University, Washington, DC, USA and Deanna Wormuth, Georgetown University, Washington, DC, USA

An IEP program director and a self-study coordinator, both of whom have served as CEA site reviewers, review their program’s 2-year CEA (re)accreditation process, from creating a timeline, to involving faculty, writing the self-study report, compiling evidence, hosting the CEA site review team, and reflecting on insights of the process. Read More

MILITARY VS CIVILIAN LANGUAGE PROGRAM ADMINISTRATION: SIMILARITIES AND DIFFERENCES
Peggy Garza, Partner Language Training Center Europe at the George C. Marshall European Center for Security Studies, Garmisch-Partenkirchen, Germany

In Europe, most nations have military language schools or language programs in which English is taught. In these contexts, the Partner Language Training Center Europe has traditionally focused its professional development opportunities on classroom teachers and test developers, but we realized that we had been overlooking a critical population, the language program administrator. Read More

EXTRA CATEGORY
MEET THE MEMBER: MARJANEH GILPATRICK
Linda Wesley, University of Oregon, Eugene, Oregon, USA
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ABOUT
STATEMENT OF PURPOSE
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