Leadership matters: World language program leadership & teacher practices. (12th September 2022)

• Record Type: Journal Article
• Authors: Ritz, Catherine; Sherf, Nicole
• Is Part Of: Foreign language annals. Volume 55:Number 4(2022)
• Page Start: 1025
• Page End: 1042
• Publication Date: 2022-09-12
• Subjects: all languages -- assessment -- curriculum -- high‐leverage teaching practices -- program design, implementation, and assessment; Languages, Modern -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1111/flan.12651
• Languages: English
• ISSNs: 0015-718X

Abstract

Abstract: This large‐scale study used a survey to collect data on K‐12 world language program leadership and instructional practices in Massachusetts public schools, investigating associations between the presence of a program leader or primary evaluator who is a world language specialist and instructional practices, curriculum, and assessment. The study resulted in 383 individual teachers completed responses, representing 188 school districts. Multilevel regressions were fit for groups of questions focusing on different categories of instructional practices by educational level (elementary, middle school, and high school). Results indicate positive associations between a world language specialist in the role of program leader or primary evaluator and a number of teacher practices. Further research is needed to expand understandings of the role and impact of world language leadership at the K‐12 level. Program leadership is an important component of the school system that has largely been omitted in world language educational research. The Challenge: Does leadership matter? In K‐12 world language programs, will a program leader or primary evaluator who is a world language specialist have an impact on teacher practices? The lack of attention to school leadership in our field has left us guessing. Its time to focus research on the importance of program leadership.