Abstract:

Considering that implementation of a new academic program does not always succeed, a case of study was conducted in a private school in the city of Torreón, México , as well as in three other institutions in northern México. After many observations in both classrooms and administrative practices, a common factor was detected: Lack of decision-making and design of specific goals without any sign of institutional collaboration.
Consulting was initiated in a new way, beginning with individualized observation, setting goals and following the work of each member of the administrative staff. Regarding the latter, it was decided to include all of them as part of the plan for program implementation. Administration became an integral part to be restructured for the achievement of academic success; not only for balancing and managing resources, but for well-conducted interventions, when needed, in academic practices.
Independence and autonomy for the teachers was imperative among the long list of changes that the school had to make in order to obtain the desired results which were expected by the school board, the parents and the students. Developing teachers was part of the strategy involving them in seminar sessions and courses and providing them with professional strategies and publications from various authors. They were additionally fully supported to define and design their own development courses as well.
The implementation of such procedures and retro alimentation from administration and teachers provided enough information for the creation of an academic-administrative model. The objective of such a model is actually to obtain specific guidelines for the implementation of successful academic programs. Considering the positive results obtained from the application of the model, in this work experiences involving newly-defined roles, procedures and expectations from administrative and teachers will be presented.

Keywords:

English program, program implementation.