PAIS Newsletter

PAIS News, Volume 1:2 (October 2003)

by User Not Found | 10/28/2011
In This Issue of the PAIS Newsletter...

Message from the PAIS Chair
PAIS Officers for 2003-04
PAIS Statement of Purpose
TESOL 2004: Soaring Far, Catching Dreams; Long Beach, California, March 30-April 3, 2004
TESOL 2003: Hearing Every Voice: PAIS Presentation Summaries
Reader's Response
Website Review: ManagerWise
FAQ by Program Administrators
Other Conferences
From the Editor
About this TESOL Member Community

Message from the PAIS Chair

It was a real pleasure seeing so many of our PAIS members at the TESOL Convention in March and many thanks to all who made the week such a success, whether as presenters or as participants. It's been wonderful, too, this summer hearing from you individually or through your input to PAIS-L.

Our PAIS business meeting at the convention was well attended and as a group we developed our Program Administrator Interest Section goals for the year. These goals are:

  • To establish a PAIS webpage
  • To participate in an intersection session for TESOL 2004
  • To stimulate discussion on PAIS-L
  • To institute pre-convention electronic voting
  • To review the PAIS governing rules for possible updating

Many of you who were not able to attend the Baltimore Convention will be participating in affiliate conferences and activities throughout the year. Do please consider using this newsletter as a vehicle for updating all of us on those conferences and activities and on the ideas and approaches to administration they have stimulated for you. It becomes especially important in uncertain times like these for us to stay in touch with each other and to take advantage of the expertise that we as a group represent.

Ann Frentzen

PAIS Officers for 2003-04

Chair: Ann Frentzen, Pennsylvania State University,
Chair-Elect: John Aydelott, Qatar Foundation for Education, Science and Community Development,
Member at Large: Maxine Pond, Kalispell Montana,
Newsletter Editor: Karen Asenavage, Al Ain Women's College,
Webmaster: currently open for an interested PAIS member
Nominating Committee:
John Shannon (past-chair), American University of Sharjah,
Susie Miller, University of California at Santa Cruz,
Ann Frentzen, Pennsylvania State University,
John Aydelott, Qatar Foundation for Education, Science and Community Development,

PAIS Statement of Purpose

PAIS serves its membership by conducting a yearly needs assessment that identifies areas of interest, and concern in the membership. The section recognizes the following tasks and responsibilities for program administrators:

  • to develop budgets and monitor expenditures;
  • to recruit, hire, and supervise teachers and support staff;
  • to train teachers, aides, and other related staff;
  • to recruit/identify, test, and place students;
  • to determine program goals, objectives, and work plans;
  • to schedule classes;
  • to provide suitable facilities and sufficient materials;
  • to establish and maintain linkage between the ESL program and other departments within the institution, outside agencies, and the community as whole;
  • to evaluate program effectiveness.
TESOL 2004: Soaring Far, Catching Dreams; Long Beach, California, March 30-April 3, 2004

Right about now, you are hearing about your sessions being accepted for presentation at TESOL 2004. Others of you are receiving the information about the conference and are making plans to attend. Whoever you are, wherever you are, PAIS would like to encourage you to attend TESOL 2004 to take advantage of days professional development and networking that you probably don't get the rest of the year. If you're like most Program Administrators, you help develop others but long for the time and energy for your own professional development. Make an effort to get away for these few days to recharge and redirect your efforts.

This newsletter provides you with a brief summary of some of the presentations given at TESOL 2003 in Baltimore. These should be helpful now and encourage you to attend TESOL 2004 in Long Beach where you can soar far and catch those dreams!

TESOL 2003: Hearing Every Voice: PAIS Presentation Summaries

PAIS Presentation Summaries
--A Language Program Administration Course for MATESOL Students
--The Teacher Knowledge Project
--Teacher Training in the Middle East
--Professional Development in Latin America: Meeting the challenges
--New and Expanded Responsibilities for Administrators

A Language Program Administration Course for MATESOL Students
Bill Harshbarger, Senior Director, International Outreach Programs, University of Washington

When I started this short talk at the recent TESOL Conference in Baltimore, I asked the 60 or so people in the audience how many of them were administrators and virtually all raised their hands. I then asked how many had MATESOL degrees and again almost everyone raised their hands. I then asked how many had had a course in their MATESOL programs that had prepared them for language program administration. No hands went up.

The main point that I wanted to make in this presentation is that it is important for MATESOL programs to include program management preparation courses. For most people who stay in this profession for any length of time, involvement in administration is almost a given. Teacher training programs should recognize this and provide a basis for teachers to make more effective and confident transitions into administrative roles. Besides, as I like to point out to students in the MATESOL program at the University of Washington, you may not plan on being an administrator very soon in your careers, but as a teacher you will have a 100% chance of being administered and the more you know about good administration the more effective you will be in choosing good places to work and in helping improve the situation wherever you work.

I have been fortunate in being able to develop and teach a language program administration course at the University of Washington. Although this course is not a regular part of our MATESOL program, I do get to offer it on occasion as a special topics course and I hope that some day it will be a regular offering.

The course has three main components:

1. Readings and classes on program administration
2. Case studies and Group projects
3. The seven habits of highly effective ELP administrators.

If you would like a copy of the handout from this presentation, which includes more details on these components of the course, please send me an email.

William C. Harshbarger
University of Washington
English as a Second Language
Box 354232
Seattle, WA 98195 U.S.A.
Phone: (206) 685-6351
Fax: (206) 685-9572

The Teacher Knowledge Project
Donald Freeman, Dean, Department of Language Teacher Education, Director, Center for Teacher Education, Training and Research, School for International Training

Donald Freeman spoke about the Teacher Knowledge Project at the PAIS academic session at TESOL this year. The following is a brief synopsis of his presentation.

The Teacher Knowledge Project is about student learning, and the raw power of basing teaching on learning. The Project engages teacher-participants in how what they understand-- and by extension what they don't understand-- about learning can shape what happens in their teaching and their schools. The approach is neither prescriptive nor diagnostic; rather it is experimental in the fullest sense. To quote a teacher-participant in the Project who has 21 years of teaching experience:

My teaching now feels very different to me. There is a level of calm to it that I'd never had before and I think it comes from understanding that it really is a constant cycle of experience, reflection, decision making. And there is never going to be a time when I can say OK, I got it. Because times change, the kids change, I change. It's like waves.

The Teacher Knowledge Project was established in 1998 to support the development, delivery, documentation, and dissemination of reflective professional development. Based in the Center for Teacher Education, Training, and Research at the School for International Training (SIT), the Project draws on the School's decade-long professional development school relationship with the local Windham Southeast Supervisory Union as well as relationships with school districts throughout Vermont and it adjacent states.

How the Project Works

The Teacher Knowledge Project creates Inquiry Groups which bring teachers together - often across grade-levels, content-areas, schools, and districts -- to examine teaching and learning in their classrooms. In these Inquiry Groups, teachers focus on what is often taken for granted: their teaching context, their students, and what and how their students actually learn. The Inquiry Groups offer teachers a framework and a community for thinking about their teaching in relation to their students' learning, and for making thoughtful changes in what they do. In this disciplined way of thinking about learning, based on the work of John Dewey, teachers identify an issue, observe and describe it as fully as possible, collaborate to generate multiple interpretations, and then move forward with what Dewey called "intelligent action" to begin the cycle again.

The Project offers training in two areas: Inquiry, and Mentoring and Peer Support. Training in Inquiry focuses on helping participants use the reflective cycle to examine issues, questions, and decisions they face in their day-to-day teaching -- and to identify possible avenues to change while learning to work with their colleagues and students as partners in inquiry. Training in Mentoring and Peer Support focuses on classroom observation skills and techniques as well as pre- and post-observation conferencing and reflective discussion, using feedback. Each participant is required to observe and conference with a partner and to reflect and report on the their work together. This process helps teachers work together to support one another to examine their teaching and to strengthen it.

Dr. Donald Freeman
Dean, Department of Language Teacher Education
Director, Center for Teacher Education, Training and Research
School for International Training
P.O. Box 676, Kipling Road
Brattleboro, VT 05301

Teacher Training in the Middle East
Lizabeth England, Associate Professor, English Language Institute, American University in Cairo

Despite the unsettling events of the last several years, the Middle East, including Egypt, is actually an increasingly thriving environment for English language learning and teaching. Offering the only MATEFL program in the region, the American University in Cairo continues to see a steady stream of applicants made up of people wanting training to become better teachers.

A particular challenge for faculty in the MA program is the adaptation they must make of a western model for teacher training into a non-western context. This adaptation needs to occur both in terms of the training of the teachers themselves and in terms of the educational model from which those teachers come and to which they will return.

Salient features of the Egyptian educational model include a very hierarchical administration structure, a pedagogy based more often than not on memorization, unidimensional language textbooks, little autonomy in teaching or learning, a curriculum which is test driven, and the low pay and status of teachers themselves. Challenges in teacher training include lack of an integration of theory and practice and the difficulty of finding mentor/supervisors for practicum training who will support program participants in implementing the approaches they are being exposed to in the MATEFL program.

Adapting a western training model for Egyptian graduate students includes, for example, faculty making in class more explicit connections between linguistic theory and the communication based instruction students are being urged to undertake. It also includes taking advantage of students' particular strengths, such as strong peer interaction, by allowing them to do language class observation in pairs rather than individually.

An adaptation in teacher training now occurring in the West is also occurring in Egypt and this involves the use of technology to support this training. Using such innovations as video conferencing, training is now much more available to teachers at a distance. Studies are now underway in Egypt to gauge the effect of such technologies and the effect it is having on teacher training.

Lizabeth England
Associate Professor
English Language Institute
American University in Cairo
113 El Aini Street
Cairo, Egypt
Phone: 0111-202-797-5089

Professional Development in Latin America: Meeting the challenges
Michael E. Rudder, PhD, Regional English Language Officer, U.S. Department of State, Costa Rica

Having served as Regional English Language Officer in South America and currently serving in Central America, I have had the privilege of working closely with English language teaching institutions throughout the continent. Perhaps my most salient observation has been the large divide between the "haves" and the "have nots", the former being generally the private sector, e.g, the Binational Centers, language school franchises, etc., having up-to-date equipment, facilities, and materials, a well-trained staff of teachers with frequent opportunities for continuing professional development, and access to technology, and the latter being generally the public sector, i.e, the public schools at all levels, which largely lack these benefits.

As this has become a highly technological global society, the necessity for English and the interest in jumping on the "English language" bandwagon have soared to new heights. The recent free trade accords among South and North American nations as well as the post 9/11 world turmoil have made increasingly more evident the need for a lingua franca for economic cooperation and for conflict resolution and mutual understanding.

The governments of Costa Rica and Panama have recently passed legislation requiring the teaching of English at all levels of public education, and in many other countries of the region there has been a heightened interest in making the population bilingual. The goals are ambitious, and the challenges are equally monumental, as funding and training are presently insufficient to implement the projects, which would have a sustainable impact nationwide. However, on a more positive note, steps are being taken to endeavor to meet the goals.

I will mention briefly some of the primary agents of change and professional development in the ELT domain. First, TESOL has a very strong and active presence in most of Latin America. There are presently twelve TESOL affiliates (including the Caribbean area), the oldest dating back to 1986 (Brazil and Panama) and the largest having over 4000 members (BRAZ-TESOL). Most of these organizations regularly sponsor conferences and other training events for teachers and administrators from both the public and private sectors throughout the region.

Among the best ELT institutions in the continent are the Binational Centers (BNCs), created in the 1930s and thereafter for the purpose of cooperation and mutual understanding between the U.S. and the host countries. Although initially these institutions were administered and managed by both the U.S. and host country governments, they are currently autonomous and independent and receive various types of support from the USG. There are BNCs in 25 countries worldwide, 18 of which are in Latin America, and in each the major program by far is the teaching of English. Most also provide high standards training for their teachers, and some also extend the training to the public school teachers as a contribution to the local community.

The U.S. Department of State also plays an important role in ELT professional development in Latin America. First, three countries (Argentina, Ecuador, and El Salvador) have embassy-affiliated English teaching programs in several language institutes and cultural centers. Currently, there are six English Language Fellows in the region. The Fellows generally serve a term of one year and assist with major ELT projects in the host countries. There are also two RELOs, one based in Brazil and covering the Southern Cone and the other based in Costa Rica and covering Central America. They act as consultants with the embassies' primary ELT contacts, participate in training events, and make available the resources of the Office of English Language Programs in Washington.

These are only some of the means by which professional development in ELT is being facilitated in Latin America. It is a very exciting part of the world at the moment, as much is being done to promote the teaching of English and raise standards. As a catalyst in this endeavor, I wish to tap into the resources and expertise of the "haves" to better assist the "have nots" so that we all may reap the benefits of technology, a global economy, and hopefully a more peaceful world.

Michael E. Rudder, PhD
Regional English Language Officer
U.S. Department of State
Address: Unit 2504, APO AA 34020-9504
Tel. (Costa Rica) 506-220-3939, ext. 2283

New and Expanded Responsibilities for Administrators
Ann Frentzen, Director, Intensive English Communication Program, Penn State University

I happened on this topic as I reviewed a list of the responsibilities, which define what language program administrators do. The list was developed by PAIS in 1984, and I felt relatively confident in my ability to carry them out well. I was troubled, however, by what the list did not include, given the changed environment I have been working in for the last year and a half. I am now affected by an uncertain world situation, by onerous government rules and regulations, by uncertain enrollments, and by serious budget cuts affecting my home institutions. I see a variety of roles and responsibilities I need to grow into in order to be successful as an administrator. This I believe is true for many of us and we need to seek out professional development regarding these areas. These areas for development include:

Publicly representing our programs and profession. We, and the student's we work with, are now on local, state, and national media's radar screen and this presents both challenges and opportunities for getting our story out in an accurate way. We need to learn how to react appropriately when the media calls on us and we need to learn how to effectively use media to the profession's purposes.

Becoming effective advocates. Policy is being promulgated that is having direct effects on our programs. It is important that we learn how policy is actually made, who really makes it, and how we can have an influence on it. This is true whether it be within our institutions themselves or at state and national government levels. This involves more than simply establishing linkages outside our programs; it involves learning how things truly work and using that understanding to our own advantage.

Actively networking within our profession. The implementation of SEVIS is only one example of the importance of our actively and continuously networking for the exchange of information. In terms of professional development, we development in how to get past our traditional reluctance to share our program information widely, in how to identify the information we need to exchange, and in how to do it quickly, efficiently and in ways yielding reliable data.

Being proactive members of organizations. We need to learn how to be not only good members of professional organizations but also savvy consumers of what they can do for us. As we cope with new realities, we must identify what it is we want our organizations to do for us and we must learn effective ways to communicate what we want to them. Our organization and associates can be strong advocates for us when we insist they be and they can help organize us into effective individual advocates ourselves.

Partnering strategically and effectively. Points made above indicate the importance of partnering well among ourselves as members of a professional group particularly challenged at this time. Equally important is seeking out groups in our communities with which we can make common cause. These groups can include church people, service organizations with an international perspective, and businesses with global trade dimensions.

Planning in excruciatingly unpredictable times. How many of us are now asking ourselves "Which shoes are going to drop next?" Do writing three, much less five year strategic plans, still make any sense? Are there planning models for use in environments as unstable as this one feels? Planning remains a critical administrator function; how do we learn to tailor it to these times?

Providing special support to faculty, staff and students. In these times, special challenges have presented themselves in two distinct areas. One involves supporting morale as world events create anxiety and concern for all and as fiscal situations raise questions about employment stability for faculty and staff. Supporting and maintaining positive morale requires a deft touch by administrators and focused training on the development and use of this touch can be helpful. The second challenging area involves emergency planning. It's an old axiom that the worst time to begin such planning is while an emergency is imminent or actually occurring. Yet, how many of us have developed well-informed plans for specific types of emergencies? Training in the best way to do so could perhaps get us started.

As administrators we are responsible for the health and well-being of the programs we direct. Events have combined to demand of us an expansion of our roles and responsibilities in ways that few of us anticipated. Only by seeking out the professional development which addresses that expansion can we continue to serve our programs well.

Ann Frentzen, Director
Intensive English Communication Program
301 Boucke
Penn State University
University Park, PA 16802-5901
Phone: 814-865-7550
Fax: 814-863-5889

Reader's Response

Francisco Maya's responded to the February 2003 E-Sections:

I think going electronic with the PAIS newsletter is an excellent idea. We can keep up with new developments without spending a lot of time. Accepting your offer for suggestions about interesting topics, here is my suggestion:

Can we have some type of articles, discussion or suggestions about how to evaluate teachers' performance in teaching ESL or EFL? What parameters can be used to reflect the "areas of opportunity" in teaching/training for our teachers?

I personally believe that there is a lot of room for improvement. In Mexico most ESL or EFL teachers tend to blame students for poor learning results. I disagree and I think that it is time to think about whether or not our teaching methods and techniques are appropriate.

I look forward to your response.
Thanks and have a successful convention!
Francisco Maya. Language Dept. Professional Area.
ITESM-Campus San Luis Potosi

Responses from other PAIS members, Karen Asenavage and Vera Burlamaqui Bradford as presented at TESOL 2002 in Salt Lake City and printed in the PAIS Newsletter 2002.

At the Higher Colleges of Technology, we use a Performance Evaluation Plan (PEP) that consists of several supervisor's observations of the teacher, a performance plan developed in conjunction with the supervisor, confidential student evaluations and a teaching portfolio of work that documents teaching and learning (soft and/or hard copy). Teachers create a Teaching Portfolio (TP) Extract that contains a reflective statement about their teaching. This is not just their philosophical statement about EFL teaching, but also reflective thought about some aspect of their teaching and how they developed it during the year. The TP Extract also indicates how they met the goals in their performance plan, what courses they taught, new initiatives, committee work, professional development undertaken or presented, curriculum or materials developed and any other information that shows that they have met the core competencies of an HCT teacher.


Some of the most effective coaching or mentoring that I have done has been in the pre and post meetings for the supervisor's observation. Teachers' have the opportunity to ask me to focus on a particular aspect of their teaching and to give them feedback. Giving feedback is a delicate process that can have wonderful results for the teacher, the supervisors and for those who count, the students.

Karen Asenavage
Al Ain Women's Higher
Colleges of Technology
Al Ain, United Arab Emirates

Vera Burlamaqui Bradford offers a summary of her presentation during the PAIS Academic Session at TESOL 2002 Salt Lake City: Evaluation in ESL/EFL Program Administration.

Evaluation in ESL/EFL Program Administration
TESOL 2002 Salt Lake City

The Instituto Brasil-Estados Unidos (IBEU) is a traditional Binational Cultural Center in Brazil recognized by the American Embassy for its outstanding excellence in the teaching of English as a Foreign Language. IBEU is located in the city of Rio de Janeiro where we have had the mission of representing American Culture and teaching English for more than 60 years.

Up to the year 2001, teacher evaluation at IBEU was performed in a traditional way: every teacher was observed at least once a year. After every class observation, a form was filled out evaluating the teacher, stating if his/her class was satisfactory or if it needed improvement. Teachers whose style of teaching needed improvement were helped throughout the semester by an Academic Supervisor.

Neither the Academic Staff nor the teachers were satisfied with this system of evaluation: both groups felt that it was obsolete and too top-down. It was felt that something should be done about it.

So, in the second semester of 2001 IBEU, in a joint venture with SIT (School for International Training), started a project in which the goal is " to change the focus of the Institution to student learning by creating a strong community that supports teacher development, values open lines of communication and works together."

The IBEU 2003 Project consists of five components:

  1. Strengthening classroom teaching;
  2. Strengthening branch management;
  3. Developing teacher observation and professional development;
  4. Assessing Student Learning;
  5. On-going professional development.

Efforts in the professional development component (in the list above) have been devoted to studying, among other items, a new format for teacher evaluation. The first steps taken were to form a working group composed of members of the Academic Staff and teachers. Together, this group created a list of habits of mind and habits of action that should be shared by all teachers.

Some of the Habits of Mind adopted by the working group are:
1- Reflection as a key tool.
2- Active listening
3- I-centeredness should be preferred to projections on the Other
4- Awareness of the fact that teachers teach much more than only English.
6- Discipline is directly linked to motivation and honest interaction..
7- Classrooms are teachers' best possible source for life-long research on learning and teaching.
8- Awareness of the fact that teachers don't have a total mastery of the subject they teach.
Some of the Habits of Action, adopted by the working group are:

1- Before teaching a class, a good teacher...

  • consults colleagues / resource books for new ideas
  • prepares classes using variety of activities, adapts materials to suit students' needs, and finds out what learning strategies works best for his/ her students.

2- While teaching, in terms of attitude, a good teacher...

  • creates a friendly, relaxed atmosphere
  • adjusts his / her use of English according to students' level
  • listens to students
  • supports and motivates students so that they develop a positive self-image as learner
  • adapts his/her way of doing things so that it works well
  • provides opportunities for interaction
  • is patient with slow learners/problem learners

3- While teaching, in terms of procedures, a good teacher...

  • seats students appropriately
  • provides activities dealing with the 4 skills
  • elicits students' verbalization
  • encourages students to give examples and share activities
  • gives clear instructions and explanations
  • rephrases explanations to enhance comprehension
  • monitors students' performance
  • gives students enough time to do proposed activity
  • provides enough practice so that the students become proficient and creative
  • deals with correction in a meaningful way
  • uses audio / visual materials when appropriate

The second step taken was to ask for teachers' suggestions for evaluation and development. A menu of possibilities for achieving goals in these areas was sent to teachers:

Online courses and/or face to face interaction
Online discussion groups
Reflection groups at the branches
Peer observation, discussion and feedback
Videotaping of teaching, individual reflection and/or peer discussion
Participation in working groups; (e.g. curriculum development, student assessment)
Teaching portfolio development supported by peers, branch coordinators, supervisors
Teaching dialog journals, online or within the branch
Teacher-led workshops
Online publishing of teachers' articles, reflections, teaching ideas

Finally, the following questionnaire was sent to help teachers set their goals:

1.a) Is there a problem in any of your groups or a teaching practice that has been bugging you?
b) Is there something you are curious about?
c) Is there something going so well in your class that you would like to repeat?

2) Is there something concerning your answer to question # 1 that you would like to become aware of, reinforce, improve or change?
a) what would you like to find out/reinforce/improve/change?
b) why would you like to find out/reinforce/improve/change?
c) how would you like to find out/reinforce/improve/change?

3) Based on your assumptions and conclusions, can you identify a goal you would like to set up for yourself this term? Your goal should be related to what you want to find out, reinforce, improve or change in your teaching practice so as to foster student learning.

4) How can you work towards achieving your goal this term?
a) what things can you do on your own?
b) what things do you need help with?
c) which professional development tools, processes and activities are you willing to use?

This is the first part of a process of transition towards a new system of teacher evaluation and development.

In this new process all teachers are involved. The academic staff is listening to the teachers' voices: no regulation is implemented without the sharing of ideas and the coming to a consensus. The empowerment of teachers is our target

Finally, the new system will be fully implemented in 2003, after being piloted in the second semester of 2002. I am certain that next year when I come to the TESOL convention in Baltimore, I will be able to share the success of our teacher evaluation program with the TESOL community.

Vera Burlamaqui Bradford
IBEU Academic Superintendent
Binational Cultural
Rio de Janeiro, Brazil
PAIS Past Chair

We'd like to hear about your program. This is opportunity for you to respond to what you've read in this newsletter or to respond to hot topic issues such as marketing, visa issues, program evaluation and assessment, new legislation, recruiting, staff development, or other issues that we face as program administrators. It is also an opportunity to tell us more about your programs worldwide.

Send your responses to Karen Asenavage at:

Website Review: ManagerWise

ManagerWise ( is a good all around website for articles a wide variety of professional development for managers. The site provides links to articles, a manager's glossary, book review, career and recruiting and links to Business Schools. You can also add your own knowledge by submitting articles.

FAQ by Program Administrators

This is your opportunity to be involved with the newsletter and ask those burning questions. We'll post your questions on the e-list and to other TESOL leaders.

Answers will be provided in the Post-Conference newsletter and on the e-list. Send your questions to:

Other Conferences

Please send the editor information and contact numbers for conferences that may be of interest to the membership of the PAIS.

From the Editor

One of the goals of the E-Sections is for you to participate and interact with this newsletter. That's an immediate benefit of an electronic newsletter. You can just click on any of the contact links, write to us or send along thoughts, articles, comments. Several of you have responded, but I think that there are more of you who can offer the rest of us the benefit of your expertise. Take the time to send something today.

You have received this E-section in the format friendly to your computer as text or HTML-formatted, but in all cases you should have received a professional-looking document. The purpose, as stated by TESOL, is to:

  • fulfill a long term goal to provide TESOL members with access to a range of ideas from various Interest Sections, and to do so at a reduced rate or at no cost
  • utilize the most effective delivery mechanism and medium for member benefits
  • provide IS members with substantive IS-focused articles --- a primary benefit of belonging to an IS
  • make it easier for the IS editors to do their volunteer tasks
  • minimize time-consuming efforts and rising costs of the traditional hardcopy newsletter format
  • move toward more efficient, flexible availability of IS-related articles and news

We hope that you enjoyed reading the PAIS E-Sections online and that you found it find it informative. More importantly, we hope you find the time to send FAQ by Program Administrators, or a Reader's Response that gives you an opportunity to tell colleagues about the work you're doing. Maybe you've read a great new book you think other Program Administrators will find useful. We hope you'll find time to write a review. Or maybe you've found a good website that you'd like to review for other PAIS colleagues.

If you have any suggestions for features, thoughts you'd like to share or articles you'd like write please feel free to contact Karen Asenavage, 2003-2004 PAIS newsletter editor at:

The PAIS will produce 2-4 E-sections per year depending upon the needs of the Interest Section and the submissions received. The next deadline for submissions to the E-sections PAIS newsletter will be November 15th, 2003.

Karen Asenavage
E-Sections editor, 2003-2004

About this TESOL Member Community TESOL's Program Administration Interest Section (PAIS)

PAIS addresses the special needs of ESL program administrators at all levels and in all fields. Recognizing the unique role program administrators can play in fostering professionalism; PAIS provides a forum for strengthening managerial and leadership skills. As administrators, members of PAIS have the responsibility for ensuring that ESL/EFL programs are effective in meeting the goals of the institutions of which they are a part as well as meeting the needs of their students.


Chair: Ann Frentzen, Pennsylvania State University,
Chair-Elect: John Aydelott, Qatar Foundation for Education, Science and Community Development,
Newsletter Editor: Karen Asenavage, Al Ain Women's College,
Member discussion e-list: Visit to join PAIS-L, or if you are already a subscriber.