Developing

a Staff English Program

A Case Study in Leadership for PME 803 Fall 2015
by Neil Westcott

Introduction: Setting the Scene

This paper will discuss how leaders impact on a community of learners in an
educational setting. It will outline the impact of leadership using a particular case
study to chronicle the creation of an English language program for employees of an
international school. It will outline the case from inception, beginning from an idea
for contribution to the development of English usage at a school and ending up as a
example of the transformation of ideals and expectations for language usage at a
school. While observational notes and data that support the programs success are
readily available, the purpose of this paper will mainly deal with the beginnings of the
program. The central focus of this paper will be on the leadership aspects of creating
and sustaining change.
Case Summary
The following is a case that outlines how a small international school created a
solution for bringing about and sustaining change in staff members use of English to
communicate with students. Quasi International School (QIS) in Rivertown,
Quasiland is a small international school of approximately 350 students. The school
employs a local teacher for each classroom to support students in their daily life at
school.
Some of these staff members, termed Support Teachers, or STs, were hired
specifically to work academically with students. Others, however, were hired when
the school first opened and prior to being employed by the school worked as nannies
and domestic helpers for local families in the school community. As a result, the

English language skills those STs were less developed. While some were adept at
English, others had only Basic Interpersonal Communication Skills (BICS). In order
to support students, especially in the higher grades, local STs should be functioning
at a significantly higher level in English than the students with who they work.
Although their collective contribution to the school is obvious and valued, there was
also an understanding that their possible impact on learning at the school could be
much greater.
For a few years before MN was hired, Valerie ran a program that supported
many different types of local issues for the Support Teachers. The ad-hoc program
included disseminating information about the care of children and local shopping but
also provided a forum for the STs to talk about issues important to them. It was
designed as a needs-based program. The program had no focus and no clear goal in
mind. As a replacement to the program, an external group was brought in to try to
provide some education for support staff. However it was not sustainable and the
program was discontinued after one year.
The following year, MN was hired as the primary principal of Quasi
International School. She began her career at QIS with extensive, relevant and
successful international teaching and administrative experience. She has demonstrated
in-depth knowledge of current curriculum and teaching methods and her leadership
has tended toward making changes that advance academic achievement. MN has also
demonstrated a willingness to tackle difficult organizational problems in the interest
of the overall good of QIS.
The year after that, Charles was hired as a primary English as an Additional
Language teacher at QIS and began his first year teaching Grades 4 and 5 in a

combination of EAL push-in and pull-out programs. Charles had many years of EAL
experience in international settings prior to being hired to work at QIS. Charles settled
into life at school and supported his EAL students. The schools EAL population was
large and they kept him busy. Amongst the many other things that he accomplished
while working at the school, he was responsible for carrying out complete and
comprehensive English assessments of over 25 STs and other members of staff.
MN and Charles both recognized a need for a program to help the STs to
improve their English. Part of Charless assessment was a discussion with teachers at
the school, the outcome of which pointed to a need for overall English improvement
at the school. At the same time, surveys completed by the STs indicated that not only
did they understand that they had a significant need to improve their English, they
also understood their need and were willing to work hard to improve themselves.
A year later, Babs was hired to teach EAL and was placed in Kindergarten,
Grade 1 and Grade 4 classrooms in the primary school. She had previously worked at
schools where many of the staff had difficulty communicating in English. She had
witnessed situations where some staff lacked the skill necessary to communicate with
students, even though they were required to do so as part of their daily work. Babs
was also a qualified and experienced teacher with both classroom and specialist
language teaching experience in an international setting when hired to work at QIS.
Also, Babs had worked with local teachers in developing their English skills in
another international school setting before joining QIS. At her former school, teachers
were required to achieve a certain result in an English test given at the end of the year
and failure to achieve a positive result could result in demotion or dismissal. Babs saw
first hand what that type of situation could do to employee morale and knew she did
not want the same thing to happen at QIS.

At the beginning of that school year in early August, MN announced at a staff

meeting that every teacher at school had to fulfill their requirement for school
improvement by being part of a Special Interest Group as outlined by school policy.
Each group was deemed to be responsible for identifying a need at school, doing
some research about it and then proposing a plan for action as required. Special
Interest Groups, or SIGs, were developed through negotiation between staff members
and MN, the primary school principal.
A few weeks into the school year, MN followed up on her announcement by
asking if any teachers had identified an area of interest that they wished to pursue.
Babs outlined to her in an email the different possibilities for improving ST language
ability at QIS and suggested that they meet to discuss how a program might look. MN
and Babs then met, and Babs suggested a range of possibilities including: a
Toastmasters speech club, an ST bonus for high achievement or for a staff members
outstanding ability in English, a bonus for improvement, weekly presentations in a
professional development workshop style format, as well as targeted small group
instruction in all aspects of English. MN indicated that the possibilities needed to be
presented to the director and that a decision could be made after that time.
A month or so later, MN and Babs met to discuss possibilities for action.
Unfortunately, there was no money in the schools budget to support a bonus structure
for STs or any other option that would require money from the school. Out of the
other options available, MN seemed to think that targeted small group instruction
might function the best while offering a greater possibility for rapid improvement.
Her rationale was based on knowing her staff and her understanding of how best to
motivate people to take responsibility for their own learning. MN and Babs talked
about possible variables such as grouping, recruiting staff to work with each group,

types of grouping, scheduling and timetabling, and participation in the program. MN

agreed that Babs should start building the program and consult her if necessary.
Babs began with the assessments that Charles had done the year before. They
indicated that many of the STs had extremely low levels of overall English
competency. She decided to build a guided reading program built around a discussion
model so STs could learn reading strategies while practicing the format for leading a
reading group so they could facilitate reading groups in their classrooms. There was a
natural difference in the skill level that indicated four distinct groups would be
required.
At the same time, Babs began recruiting teachers to lead the groups. She
worked out scheduling and duty cover, and balanced the groups to provide groups
small enough to make instructional time worthwhile. She also sourced out possible
reading packs at each groups reading level and produced general lessons plans that
the teachers could use to target specific reading skills. Finally, Babs made a
presentation to the STs to explain the program and ask if any of them would be
willing to voluntarily take part in the program. When she circulated sign-up sheets
after her presentation, 24 of the 26 STs had wanted to participate in the program.
The ST English program now runs over an entire school year. It is organized
in equal blocks of time, usually ten weeks, and alternates between a having a reading
or a speaking focus. STs also have access to a teacher who is willing administer
reading and speaking assessments to help them track their progress. Another feature
that has been added is a weekly optional instructional component that focuses
explicitly on pronunciation practice. As it continues to be a voluntary program, STs
must show the desire and initiative to take the time required for testing.

Theory
This section of the paper will present and discuss some aspects of leadership
theory that are pertinent to a discussion of educational leadership. It will examine, in
particular, theories that are transactional and transformational in nature. The difficulty
in assessing how to implement any type a program stems from the fact that programs
need to be multi-faceted. Therefore, successful leaders need to address transactional
and transformational concepts simultaneously. (Beairsto, 1999) The program
discussed in the case study was put in place to bring about change in a specific area of
the school, but also with an eye to transforming the individuals involved, as well, by
drastically improving their self-confidence, how they view themselves within the
school and their role in the educational process.
To begin with, while many different factors come into play when setting up
training programs for staff, one of the driving forces in professional development at a
school is the school principal. If programs that support student language learning at a
school are driven by the principal, it follows that an initiative to build language
learning for other stakeholders at the school are primarily influenced by the principal
as well. Suffice it to say, a program such as this one would not exist without the
principals support of and belief in the program. (Theoharis, G and OToole, J., 2011)
One aspect of creating an English program for staff involved how various
leaders were able to spotlight staff English development as an area of need. In his
book, Focus, Daniel Goleman talks about channeling awareness and focus as being
the main function of a successful leader. He claims that a leaders main job is
focusing the attention of others, which is involves deciding where and how to focus
their attention. (Goleman, 2013) Obviously, this is extremely more complex a task

than it sounds. In education, as with many other professions, there are always more
initiatives than there is time to complete them.
Also, how inspiration acts to motivate people to effect change in a specific
situation or circumstance is another aspect of leadership theory that is applicable to
this case study. Through inspiring visions, leaders challenge others to transcend the
status quo to do something for others. (Northouse, 2016, p. ) Inspiration is an
important factor in bringing about and sustaining change in an international school
setting, simply because the nature of the schools themselves lend themselves to high
student and staff turnover, which in turn breeds uncertainty. Lacking continuity at
work, teachers are more likely to work as individuals rather than as a team. While
having a high standard for success and communicating your vision clearly to others
are important, developing an emotional connection around the values or goal that they
wish to reach is vital. (Northouse, 2016)
Another theory applicable to this case study is that of authentic leadership. In
several instances in this case study, leaders are able to be true to their own beliefs and
personalities, while working for the common good. In Focus, Goleman articulates
how important such qualities in a leader are.
Leaders who inspire can articulate shared values that resonate with and motivate the
group. These are the leaders people love to work with, who surface the vision that
moves everyone. But to speak from the heart, to the heart, a leader must first know
her values. That takes self-awareness. (Goleman, 2013)

The concept of self-awareness links extremely well to the concept of self-efficacy in

leadership. It stands to reason that leaders need to be confident in their abilities in
order to lead others. In fact, the connection between the confidence and successful

leadership is obvious and definite. (McCormick, Tanguma, and Lopez-Forment,

2002)
Aspects of Adaptive Leadership Theory, as outlined in Northouses text on the
subject of leadership, are pertinent to this case study. The systems perspective,
whereby problems are complex and ever changing, is applicable to this discussion.
From a systems perspective, there are a number of factors that affect the sustainability
and overall success of an ST English language program. One factor is that the staff
who are willing to take part in leading training sessions change year to year as staff
leave the school or wish to take part in other SIGs. Another dynamic is to do with the
impetus for change. How strong is it and who is driving it?
Another aspect of the Adaptive Leadership Theory is the biological
perspective, namely that people adapt and evolve as a result of internal and external
factors. (Northouse, 2016) Factors in the case study that helped people adapt include
both internal and external factors. External factors include new students who need
help in English, which should give the STs more incentive to work on learning
English. Also, peer pressure to improve from classroom teachers and other STs
might perhaps increase motivation. Also, internal factors include pride and care for
doing ones best are likely present as well. STs want to do the best job they can and
are most likely going to take advantage of opportunities to improve.
In addition, the Path-Goal Theory offers some perspective to the discussion of
how leadership theory applies to this case. This theory indicates the different types of
methods by which leaders can direct followers to achieve their goals. In this case, an
achievement-oriented application of this theory would be the most fitting. A challenge

was provided, high expectations were set, and challenging characteristics were
offered to stand in the way of a solution to the problem. (Northouse, 2016)
Lastly, a learning organization is characterized by an emphasis in developing a
shared vision, which allows employees to conceive of their own notions of what an
organization should be, rather than imposing a standard which constricts individuals
from being ambitious and taking initiative to improve the organization from within.
(Branson, 2009) There can be no question about how this might impact the case
study. The methods used within an organization to grow and the growth of people
within it is central to the purpose behind creating a staff development program such as
the one mentioned.
Summary
First of all, as head of the primary school, MN showed leadership in a variety
of ways. MN was able to use the schools resources to see the magnitude of the TAs
lack of proficiency in English. Not understanding the scope of the problem might
have lead to a lack of prioritizing it in terms of seeking possible solutions. She was
able to focus the awareness of staff over a significant period of time, in order for them
to collectively create a sustainable program. MN also proved to be an inspiration to
the teachers involved. By developing a connection with staff members around their
belief in this issue, she was able to find the right mix of people to take such a program
on and make it work. MN definitely characterized supportive leadership as defined by
the Path-Goal theory. Her decision to allow the program to be a voluntary one shows
a good understanding of the situation and the people involved. Finally, a defining
quality of a learning organization is that it is able to allow growth and change in
different directions while still maintaining a working structure. MNs efforts on

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behalf of her staff in order for them to grow professionally are characterized by her
support of this program.
Secondly, Charles exhibited leadership as well. He was able to use his
expertise to advance the school along the path towards creating a successful program.
His behaviour in support of the local teaching staff was true to his own belief in team
building. Charles also used time at work to complete assessments and employee
surveys faithfully, instead of spending the time advancing his own agenda. There is
also a part of what Charles accomplished that fits into Adaptive Leadership Theory
under the systems component. He had access to specialized knowledge that not many
other people at the school had, and he put it to fruitful use in this case.
Lastly, The leadership that Babs showed can be analyzed in several different
respects. Her efforts in creating the STs English program adhered to what is set out
by the Adaptive Leadership Theory from both a biological and a systems perspective.
Her knowing that staff, because of peer pressure and internal factors, would still
attend a voluntary program is an example of the biological perspective.
Understanding the systems and mechanisms necessary for the program and accessing
the resources that the school had to offer shows leadership from a systems
perspective. Also, Babs showed authentic leadership. By all accounts, Babs went
above and beyond what was expected of her by the participation requirement in this
schools Special Interest Group. Her self-efficacy is one reason that Babs was able to
design and implement a successful start up program such as this one. In conclusion, it
is fair to say that the individuals in this case study, including those not mentioned
here, exemplified several aspects of leadership theory.

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References
Beairsto, Bruce. (1999) The Artistry of Leadership, Education Canada, 39 (2).
Branson, Christopher M. (2009). Leadership for an Age of Wisdom, Studies in
Educational Leadership 9. Dordrecht, Netherlands: Springer.
Goleman, D. (2013). Focus. New York, USA: HarperCollins Publishers.
McCormick, M., Tanguma, J. and Lopez-Forment, A. (2002). Extending SelfEfficacy Theory to Leadership: A Review and Empirical Test. Journal of Educational
Leadership. 1 (2) 34-49.
Northouse, Leadership: Theory and Practice 7th Edition. Los Angeles, USA: Sage
Publications Inc.
Theoharis, G. and OToole, J. (2011). Leading Inclusive ELL: Social Justice
Leadership for English Language Learners. Education Administration Quarterly 47
(4) : 646 688.

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