 |
 |
| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Michelle E. Benegas, Hamline University, Saint Paul, Minnesota, USA |
| Read More |
|
|
| ARTICLES |
| LEADING TEACHERS AND TEACHERS LEADING |
| Andy Curtis, Anaheim University, CA, USA |
|
What do we mean when we talk about ‘teacher leadership’? And why is there this gaping hole in the literature on teacher leadership in language education, especially when compared with books in our field on other topics, like new methodologies, technologies, etc.? Those are some of the questions addressed in this article. Read More |
 |
|
|
|
| LOOKING UNDER THE HOOD OF LEADERSHIP: A REENGINEERING OF TESOL LEADERSHIP MECHANICS |
Jason Andrews, MEd, Bow Valley College, Alberta, Canada
Karen Densky, PhD, Thompson Rivers University, British Columbia, Canada |
|
In the TESOL field, there are stories of language teachers turned leaders who come into these new roles without prior leadership knowledge or training. To address this issue, a framework conceptualized for EAL leadership, unique to it and rooted within the core values of language education and educators is explored through a BC TEAL workshop. Read More |
|
|
|
|
| MENTORING AND TEACHER LEADERSHIP |
| Samir Omara, Ministry of Education and Technical Education, Egypt |
|
Novice and junior teachers can be guided by senior teachers through mentoring. Mentoring is a collaborative relationship which is important for staff development and teacher leadership. Mentoring is a beneficial, multi-phases and sustainable process and this article explores mentoring skills and types, distance mentoring strategies and techniques. Read More |
|
|
|
|
| GROW YOUR OWN TEACHER LEADERS: DEVELOPING COLLECTIVE EFFICACY WITH K12 ENGLISH LANGUAGE DEVELOPMENT (ELD) TEACHERS |
| Angela Froemming and Kristina Robertson, Roseville Public Schools and Hamline University, Minnesota, USA |
|
This article describes how two English Language Development (ELD) leaders leveraged teacher vision and drive in a K12 setting to create a team of instructional leaders. They did this by defining the ELD teacher role, developing a system-wide genre-based curriculum, and building general education teacher capacity through job-embedded professional development. Read More |
|
|
|
|
|
| VOICES |
| TEIS VOICES |
| Kisha C. Bryan, Ph.D., Tennessee State University, Nashville, Tennessee, USA |
|
Read More |
|
|
|
|
|
| ABOUT THIS COMMUNITY |
| MEET THE COMMITTEE |
|
Read More |
|
| CALL FOR SUBMISSIONS |
|
Read More |
|
|
| In This Issue |
|
|
|
| Tools |
|
|
|
| Next Newsletter |
| The next newsletter will be published in February 2022. Please send your contributions to the TEIS newsletter team by 1st December 2021. |
|
|
 |
|
|
 |
|
|
