We are celebrating the year of the horse. It is a year for “unremitting efforts to improve oneself” (according to some astrologers). So let’s consider: What do we do in program administration? How can we do it better? It’s a broad topic, so we need to cut it into more manageable bits.

Perhaps we divide the “operations” or “program” side of things from the “business” or “administration” aspects. Looked at a different way, it could be separated into “people vs. numbers,” or yet another way, “the soft side and the hard side of leadership.”

As administrators, we’re paid to analyze the current situation and improve it. In this context, I’d like to invite us to analyze ourselves—in which areas of program administration are we strongest, and where could we use more work?

People skills. Do we build positive rapport with the teachers around us? Do we encourage and lead in the field of professional development? Do we maintain an open-door policy with the faculty, and if so, do they feel our door is truly open? How much of a typical work week is spent with people? Do we enjoy our time with faculty and support staff? How about our administrative role with students?

Operations. Are we responsible for more than just the classroom teaching done by others? How do we approach textbook selections and materials development/sharing? What do we find most effective for faculty recruitment and retention? Are we involved in student recruitment/placement/advancement? How do we address nonfaculty management? Which avenues in program evaluation have we explored? Where do you yourself feel more comfortable? Less so?

Linkages. How do our organizations fit in with others? If part of a larger organization, how do we deal with pressures across campus or from the higher administration? With our funding sources? Student recruiting and placement agencies? External accrediting bodies? Publicity and public relations?

The budget (oh my goodness!). Do we understand where it came from, how it connects to the actual operations of the entire organization we lead, and how we are working within it? Do we have a role in budget development and management? Is it our tool or others’ weapon? Are other stakeholders allowed to participate in budgetary discussions? (See the article on budgets in this issue.)

Many language program administrators have narrowly defined roles. Some others in PAIS serve as senior executives in their learning institutions. Some of us hope to move up to higher ranks in administration with broader responsibilities and greater authority. Others can’t wait to escape administration to return to the classroom. Yet our participation in this Interest Section indicates that we feel there is more we can do here.

It is my hope that over the next year, and the years that follow, the TESOL Program Administration Interest Section becomes an active source for sharing and development of skills for program administrators. Through the newsletters, discussion boards, and conference sessions, we can include simple publicity: Who is presenting at various local TESOL events? Which workshops and nondegree training programs look promising? Which books have been helpful, and what other resources look promising?

Your Interest Section leaders do not claim exclusive or exemplary knowledge in program administration. As a community, we, the PAIS, can best serve each other by sharing what we know.

I look forward to seeing many of you in Portland, March 26–29, and hearing from all of you through the online community.

Rob Dickey

PAIS Incoming Chair