Advising in Language Learning 5: Leading the Change
Next Course: January and February 2026 [Part 1: January 11, 18, 25; Part 2: February 1, 8, 15]
Course Details
- Course content and practical information (scroll down)
- Communication tools and protocol
- Eligibility, fees, and application procedure
Instructor
Hayo Reinders https://innovationinteaching.org/
Course description
Please note: there are two variants of this course. Option 1 is for those who are taking the certificate courses in Language Advising. This option, like all other courses in the program, takes 3 weeks. It helps participants develop a plan to implement a change relating to language advising in their community. Option 2 is open to anyone and is the only one of the certificate courses that is available to take as a stand-alone option. This option takes 6 weeks and goes more deeply into the practice of teacher-leadership.
OPTION 1 – LEADING A CHANGE (3 WEEKS)
Becoming a learning advisor brings tremendous satisfaction and new opportunities to broaden your skills and vision. It can also bring additional opportunities and – some would argue – responsibilities to share your new knowledge with others. In this final course of the advising program, you will develop a plan for implementing a change in your organisation or community, based on what you have learned about advising. This could be establishing an advising program in your school, doing an action research project on how best to support new advisors, or developing resources to support learners based on advising principles (all examples of actual projects that have been carried out in the past).
As part of the course you will learn how to innovate your practice, how to identify key stakeholders, how to communicate your ideas to them, and how to develop a feasible plan for implementation. You will learn about teacher-leadership skills that will support you in bringing people along with you and that will guide you in working ‘within the system’ you are in. You will pitch this idea to your peers and in this way develop your professional communication skills. At the end of the course you will have an actionable implementation plan.
OPTION 2 – STAND-ALONE TEACHER-LEADERSHIP COURSE (6 WEEKS)
In this version of the course you will also develop a plan-for-change (see above) but in addition we delve deeper into the practice of teacher-leadership.
A common misperception of leadership is that it requires a position ‘at the top’. Directors, managers and deans are leaders, the rest are expected to follow. 21st century challenges are such that this model no longer works. We all need to step up and do our part. This means knowing how to ‘lead from behind’, how to inspire colleagues, learners and the institution’s management. This means knowing how to identify problems or opportunities, how to alert and bring people on board, and how to collaborate to develop new ways of doing – and being. In this course you will learn not just the mechanics of leadership (as important as they are) but also the personal, emotional, ecological and spiritual strength necessary to be a true leader, regardless of your formal position.
Course objectives
At the end of course 5, students should be able to:
- recognise different forms of leadership and their relevance for language educators (primarily in Option 2).
- recognise different forms and aspects of innovative practice and encourage innovative practice in your community in a sustainable manner (primarily in Option 2).
- develop and articulate a clear personal philosophy of how you will contribute to your community (primarily in Option 2).
- engage in genuine stakeholder engagement.
- use advising practices and principles to guide yourself and others towards sustainable growth.
- propose a plan-for-change
Course structure
- This course consists of three hours of online live / real-time lectures per week (for three weeks for option 1 and for six weeks for option 2) and some recorded lectures.
- You are asked to watch Video 1, Introduction to the course (recorded lecture), before attending the first online class and read some introductory texts.
- The online live lectures are designed to be interactive and intentionally facilitate teacher-participant and participant-participant interactions.
- You are expected to view recorded lectures and read some materials each week as part of the course requirements.
- You are expected to apply some of the practices and principles discussed in class in your workplace.
- You are also required to participate in online text discussions via the online forum in order to discuss ideas related to the issues raised in the class and in the recorded/written materials.
- Practice and reflection activities will also form part of the weekly assignment.
Textbook
Reinders, H. (2023). From teacher to teacher leader. Cambridge University Press. https://doi.org/10.1017/9781009418287
Cambridge University Press online shop: (Link) | (Link for those outside the UK)
Amazon Japan: (Link)
Schedule Option 1
Before starting
Pre-course assignments (1 hour)
- Video 1 (Introduction to the course) (15 minutes)
- Course readings
- Familiarise yourself with the Miro board (our course platform)
Week 1: ‘Leadership communication’
Live lesson:
This week we look at the power of relationships in the workplace and the community, and how you can improve your communication skills in the context of professional change. Specifically, we will discuss the Elevator Pitch, which you will deliver in Week 3 to introduce your Change Project.
- Live lesson content (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 2: ‘Stakeholder engagement’
This week we look at the process of identifying stakeholders relevant for your project and how you can carry out mutually beneficial engagement.
Live lesson: (3 hours)
- Live lesson (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 3: ‘Implementing change’
Live lesson:
In the third week we will discuss how you can implement change in your own development as well as within your community.
- Live lesson contents (3 hours)
- Readings (2 hours)
- Tasks (2 hours)
Week 4: (Work on assignment)
Final assignment (4 hours)
- You will receive a pass/fail grade, which is based on your participation in the course and your performance on the weekly tasks. It is also based on your final assignment, for which you will develop an implementation plan for innovating your own and your colleagues’ practice. Your plan will have to demonstrate you have understood the different aspects of leading teachers, the innovation process, stakeholder engagement, and your own personal development necessary to carry out the project. More details will be provided during the course.
Summary of content
- Pre-course materials: 1 hour
- Live lectures: 9 hours
- Reading: 6 hours
- Tasks: 7 hours
- Final assignment: 4 hours
Total time: 27 hours
Schedule Option 2
Before starting
Pre-course assignments (1 hour)
- Video 1 (Introduction to the course) (15 minutes)
- Course readings
- Discussion forum
- Familiarise yourself with the Miro board (our course platform)
Week 1: ‘The Nature of Teacher Leadership’
Live lesson:
This week we look at what teacher leadership entails, the forms it can take, as well as your personal experiences with and preferences for leadership practices.
- Live lesson content (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 2: ‘The Practice of Teacher Leadership’
This week we look at developing a leadership mindset and a skillset that will enable you to grow as a leader in a sustainable manner.
Live lesson: (3 hours)
- Live lesson (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 3: ‘The Integration of Teacher Leadership’
Live lesson:
In the third week we will learn about the innovation process and how leadership can help encourage, initiate, guide and support innovation in teaching and advising.
- Live lesson contents (3 hours)
- Readings (2 hours)
- Tasks (2 hours)
Week 4: ‘Leadership communication’
Live lesson:
This week we look at the power of relationships in the workplace and the community, and how you can improve your communication skills in the context of professional change. Specifically, we will discuss the Elevator Pitch, which you will deliver in Week 3 to introduce your Change Project.
- Live lesson content (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 5: ‘Stakeholder engagement’
This week we look at the process of identifying stakeholders relevant for your project and how you can carry out mutually beneficial engagement.
Live lesson: (3 hours)
- Live lesson (3 hours)
- Readings (2 hours)
- Tasks (2.5 hours)
Week 6: ‘Implementing change’
Live lesson:
In the third week we will discuss how you can implement change in your own development as well as within your community.
- Live lesson contents (3 hours)
- Readings (2 hours)
- Tasks (2 hours)
Week 7: (Work on assignment)
Final assignment (4 hours)
- You will receive a pass/fail grade, which is based on your participation in the course and your performance on the weekly tasks. It is also based on your final assignment. This includes a Professional Leadership Plan, which is an outline of the actions you will take in the coming months towards developing yourself as a Teacher Leader. Secondly, it includes an implementation plan for innovating your own and your colleagues’ practice. Your plan will have to demonstrate you have understood the different aspects of leading teachers, the innovation process, stakeholder engagement, and your own personal development necessary to carry out the project. More details will be provided during the course.
Summary of content
- Pre-course materials: 1 hour
- Live lectures: 18 hours
- Reading: 12 hours
- Tasks: 14 hours
- Final assignment: 4 hours
Total time: 49 hours