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Language Teacher Supervision (Education 661)
Professor Kathleen M. Bailey, PhD
Monterey Institute of International Studies
This two-unit seminar is designed to prepare language teachers for possible
future roles as language teacher supervisors. It is a requirement for the LPA
Certificate candidates but an elective for other TESOL/TFL MA candidates. This
course was designed because many effective language teachers are moved into
supervisory roles without any preparation. However, the skills and knowledge
needed to be an effective language teacher are not necessarily isomorphic with
those needed to be an effective language teacher supervisor.
This seminar has several broad goals, which are intended to help the
participants prepare for their future roles as language teacher supervisors.
Participants will:
- clearly understand current models of, and research on, language teacher
supervision;
- practice observing language teachers for supervisory purposes;
- gain experience in providing evaluative feedback to language teachers;
- develop strategies and verbal skills for providing such feedback in clear and
professional terms;
- analyze the language of supervisory discourse in order to improve their own
feedback skills; and
- clearly understand the developmental models of coaching and mentoring and
the differences between them and non-developmental supervisory functions.
These goals will be accomplished through a series of readings, lectures, role
plays, observations, and original research. In addition, working in pairs, each
seminar participant will be responsible for preparing a solution to a decision
case and for leading the group in a discussion of a decision case. (The cases
will be posted on our class conference.) Given these goals, students enrolled in
this seminar must have teaching experience. In addition they must have
successfully completed the MIIS introductory observation class as well as
Principles and Methods.
The required textbook for this course is Kathleen M. Bailey’s, Language Teacher
Supervision: A Case-based Approach (Cambridge University Press, 2006).
There is also a packet of required readings. These materials will be on reserve
in the MIIS Library. In addition, a variety of exercises and resources will be posted
on our class conference. Students are advised to check the conference at least
every other day.
There are two graded assignments for this seminar. The first involves being on
the receiving end of supervisory feedback. The second involves observing
classes and giving supervisory feedback. In each case, students will record and
analyze the interaction, using conceptual frameworks introduced in class.
Participants will also lead the discussion of a decision case (which may be done
with a partner). The discussion leader role is required but not graded.
Professor Kathleen M. Bailey, PhD
Monterey Institute of International Studies
This two-unit seminar is designed to prepare language teachers for possible
future roles as language teacher supervisors. It is a requirement for the LPA
Certificate candidates but an elective for other TESOL/TFL MA candidates. This
course was designed because many effective language teachers are moved into
supervisory roles without any preparation. However, the skills and knowledge
needed to be an effective language teacher are not necessarily isomorphic with
those needed to be an effective language teacher supervisor.
This seminar has several broad goals, which are intended to help the
participants prepare for their future roles as language teacher supervisors.
Participants will:
- clearly understand current models of, and research on, language teacher
supervision;
- practice observing language teachers for supervisory purposes;
- gain experience in providing evaluative feedback to language teachers;
- develop strategies and verbal skills for providing such feedback in clear and
professional terms;
- analyze the language of supervisory discourse in order to improve their own
feedback skills; and
- clearly understand the developmental models of coaching and mentoring and
the differences between them and non-developmental supervisory functions.
These goals will be accomplished through a series of readings, lectures, role
plays, observations, and original research. In addition, working in pairs, each
seminar participant will be responsible for preparing a solution to a decision
case and for leading the group in a discussion of a decision case. (The cases
will be posted on our class conference.) Given these goals, students enrolled in
this seminar must have teaching experience. In addition they must have
successfully completed the MIIS introductory observation class as well as
Principles and Methods.
The required textbook for this course is Kathleen M. Bailey’s, Language Teacher
Supervision: A Case-based Approach (Cambridge University Press, 2006).
There is also a packet of required readings. These materials will be on reserve
in the MIIS Library. In addition, a variety of exercises and resources will be posted
on our class conference. Students are advised to check the conference at least
every other day.
There are two graded assignments for this seminar. The first involves being on
the receiving end of supervisory feedback. The second involves observing
classes and giving supervisory feedback. In each case, students will record and
analyze the interaction, using conceptual frameworks introduced in class.
Participants will also lead the discussion of a decision case (which may be done
with a partner). The discussion leader role is required but not graded.
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