Language Teacher Supervision: A Case-based Approach "Bailey, Kathleen M."

Enhanced descriptions from Syndetics:

Teachers can be promoted to supervisory positions for a variety of reasons, such as excellent teaching skills, "people skills," or seniority. Seldom are teachers made supervisors because they have had specific professional preparation for the role. Using case studies of actual teaching situations, the book explores such issues as teacher evaluation, autonomy, authority and awareness and attitude. It contains a wealth of practical detail on gathering data and providing feedback in post-observation conferences with teachers. A variety of cases, together with a comprehensive review of the literature, offers valuable insights into the dynamic, interactive process of language teacher supervision. This book is a rich resource for teachers preparing to hold supervisory positions and for practicing language teacher supervisors alike.

Table of contents provided by Syndetics

• Preface (p. xiii)
• Acknowledgments (p. xv)
• Chapter 1 Doing supervision: Roles and skills (p. 1)
• Case for analysis: Your new job as a language teacher supervisor (p. 2)
• Supervision as a profession (p. 2)
• What is language teacher supervision? (p. 4)
• Supervisors' varied roles in professional contexts (p. 6)
• Roles of teacher supervisors in general education (p. 8)
• Supervisory roles in language education contexts (p. 13)
• Supervisory skills (p. 17)
• The case approach to teaching and learning (p. 22)
• Concluding comments (p. 27)
• Chapter 2 Awareness and attitude (p. 34)
• Case for analysis: A question of varieties (p. 34)
• Awareness and language teacher supervision (p. 35)
• Attitudes, language teaching, and language teacher supervision (p. 40)
• Sociocultural theory and language teacher supervision (p. 42)
• Working with teachers' knowledge and skills (p. 44)
• Attitudes, awareness, and teachers' journals (p. 47)
• Promoting awareness and development (p. 49)
• Concluding comments (p. 50)
• Chapter 3 Autonomy and authority (p. 54)
• Case for analysis: The "teacher's pet" issue (p. 54)
• Autonomy in second language learning and teaching contexts (p. 55)
• Autonomy, supervision, and power (p. 60)
• Autonomy and self-regulated action (p. 63)
• Autonomy in decision making and action taking (p. 68)
• Authority (p. 73)
• Concluding comments (p. 77)
• Chapter 4 Issues in observing language teachers (p. 81)
• Case for analysis: Getting through the door (p. 81)
• To observe or not to observe: That is the first question (p. 82)
• To collect data or not to collect data: That is the second question (p. 86)
• Key concepts in data collection (p. 92)
• Concluding comments (p. 95)
• Chapter 5 Manual data collection procedures (p. 99)
• Case for analysis: Wrong place on the audiotape (p. 99)
• Generating field notes as classroom data (p. 100)
• Using observation instruments (p. 112)
• Concluding comments (p. 118)
• Chapter 6 Electronic data collection procedures (p. 122)
• Case for analysis: Working with a transcript (p. 122)
• Using audiotapes to collect observational data (p. 123)
• Using videotapes to collect observational data (p. 124)
• Advantages and disadvantages of electronic data collection (p. 127)
• Using transcripts (p. 129)
• Triangulation in data collection (p. 131)
• Technological developments in supervision (p. 132)
• Concluding comments (p. 135)
• Chapter 7 The post-observation conference (p. 140)
• Case for analysis: Classroom control issues (p. 140)
• The role of feedback in language teacher supervision (p. 141)
• Factors affecting supervisory discourse (p. 148)
• Macroanalyses of the post-observation conference (p. 150)
• Supervisors' nonverbal behavior during post-observation conferences (p. 156)
• Concluding comments (p. 157)
• Chapter 8 Mitigation and the microanalysis of supervisory discourse (p. 160)
• Case for analysis: A tricky post-observation conference (p. 160)
• Face-threatening acts in the feedback conference (p. 164)
• Mitigation in supervisory discourse (p. 166)
• Syntactic mitigation devices (p. 171)
• Semantic mitigation devices (p. 174)
• Indirect mitigation devices (p. 177)
• Concluding comments (p. 179)
• Chapter 9 Purposes, participants, and principles in language teacher evaluation (p. 182)
• Case for analysis: Summative evaluation of two teachers (p. 182)
• Purposes of teacher evaluation (p. 184)
• Sources of input: Participants in the language teacher evaluation process (p. 185)
• Principles for language teacher evaluation (p. 192)
• Portfolio assessment (p. 194)
• Problems in language teacher evaluation (p. 198)
• Concluding comments (p. 202)
• Chapter 10 Criteria for language teacher evaluation (p. 206)
• Case for analysis: Letter of recommendation (p. 207)
• Evaluative criteria (p. 208)
• Problems in defining effective teaching (p. 213)
• Factors influencing teacher effectiveness (p. 217)
• Allocated time and engaged time (p. 219)
• Concluding comments (p. 222)
• Chapter 11 Supervising preservice language teachers (p. 225)
• Case for analysis: The practicum student (p. 225)
• The prevalence of research on preservice teacher supervision (p. 226)
• Situational leadership and language teacher supervision (p. 227)
• Participants in the supervision of student teachers (p. 233)
• Problems in giving feedback to preservice teachers (p. 242)
• Concluding comments (p. 247)
• Chapter 12 Supervising teaching assistants (p. 251)
• Case for analysis: Rater reliability (p. 251)
• The work of teaching assistants (p. 252)
• The central dilemma in supervising teaching assistants (p. 253)
• International teaching assistants (p. 257)
• Coordination and quality control (p. 258)
• Strategies for supervising teaching assistants (p. 260)
• Concluding comments (p. 262)
• Chapter 13 Supervising in-service language teachers (p. 267)
• Case for analysis: The curriculum issue (p. 267)
• Teacher decision making and language teacher supervision (p. 269)
• The induction years (p. 276)
• Attitudinal factors in the supervision of language teachers (p. 277)
• Research on supervision in in-service contexts (p. 284)
• Concluding comments (p. 289)
• Chapter 14 Supervising non-native-speaking teachers (p. 293)
• Case for analysis: Working with less-than-proficient language teachers (p. 293)
• Nativeness in the broader context (p. 294)
• Issues in working with non-native teachers (p. 297)
• Strategies for supporting non-native-speaking language teachers (p. 298)
• Defining language proficiency standards for teachers (p. 300)
• Language teachers' perceptions (p. 306)
• Concluding comments (p. 310)
• Chapter 15 Professionalism, paradigm shifts, and language teacher supervision (p. 314)
• Case for analysis: Exploring our options (p. 315)
• Teacher professionalism and language teacher supervision (p. 318)
• Reflective teaching and language teacher supervision (p. 325)
• Alternatives to supervision (p. 332)
• Supervision in service to teaching and learning (p. 340)
• Concluding comments (p. 341)
• References (p. 345)
• Author index (p. 373)
• Subject index (p. 379)