English Leadership Quarterly
English Leadership Quarterly helps department chairs, K–12 supervisors, and other leaders in their roles improving the quality of literacy instruction.
Calls for Manuscripts
English Leadership Quarterly currently has two open Calls for Manuscripts for the 2020 August and October issues.
The April and August editions comprise a two-part issue concentrating on equity in the language arts classroom: The April issue focuses on curriculum that reaches and represents all learners; in August, the emphasis will move to pedagogy that supports equitable practice in the classroom. Finally, the October issue looks at the pertinent matter of leading in a time of crisis.
Submission Deadline: June 25, 2020
The broad range of experiences and perspectives brought to school by culturally, linguistically, and ethnically diverse students offer a powerful resource for everyone to learn more—in different ways, in new environments, and with different types of people. Every single person in this enormously diverse and ever-changing system has the power to serve as an invaluable resource for all others—students, teachers, and the community as a whole. Rather than constituting a problem for students and educators, the growing diversity in US classrooms necessitates and encourages the development and use of diverse teaching strategies designed to respond to each student as an individual….
—Marietta Saravia-Shore, “Diverse Teaching Strategies for Diverse Learners”
Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners
The August edition considers the pedagogical demands and opportunities of curriculum that reaches and represents all learners. How does a teacher, department, or school rethink pedagogy to reach and represent all learners and the world(s) in they live? What specific approaches and practices can help support this work in the classroom? What resources are needed to support this change? How do digital learning tools factor into this work? What are some short- and long-term effects of this shift in pedagogical design on the student? On the teacher? On education?
Submission Deadline: July 15, 2020
When faced with a crisis, most leaders are forced to think and behave in ways that feel unfamiliar. Whether it’s a technological, financial, natural, or health crisis — at work or in the community — crises demand that leaders take an emergency response plan and adapt it as new evidence and factors present themselves.
—Center for Creative Leadership
How to Lead through a Crisis
Leadership is an improvisational art. You may be guided by an overarching vision, clear values, and a strategic plan, but what you actually do from moment to moment cannot be scripted. You must respond as events unfold. To use our metaphor, you have to move back and forth from the balcony to the dance floor, over and over again throughout the days, weeks, months, and years. While today’s plan may make sense now, tomorrow you’ll discover the unanticipated effects of today’s actions and have to adjust accordingly. Sustaining good leadership, then, requires first and foremost the capacity to see what is happening to you and your initiative as it is happening and to understand how today’s turns in the road will affect tomorrow’s plans.
—Ronald Heifetz and Marty Linsky
A Survival Guide for Leaders, Harvard Business Review, June 2002
What lessons in leadership are you learning from this unprecedented time? What principles guide you in a time of crisis? How do you work to sustain yourself, your colleagues, your students, your work? What strategies do you consider when a change in direction becomes necessary? How do you evaluate next steps? How do you support learning during this process—and beyond?