TESOL Supervision

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Special lecture on Supervision and Classroom Teacher Assessment for the course Leadership in TESOL as part of an MATESOL program in Seoul, Korea. (minor supplements post-presentation)

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TESOL Supervision

  1. 1. An Invited Lecture by R. J. Dickey ___________________________________________ for the courseLeadership & Quality in ELT Organizations Sookmyung University TESOL MA Dr. Yeum Kyungsook November 20th, 2012
  2. 2.  Manage(r) Administrate(or) Supervise(or) Hierarchy Informal Networks Matrix Management o Quality Circles / TQM / 360 Management / Leadership Styles
  3. 3. Conventional Wisdom? 1. Managers get things done. Administrators move paper. 2. Managers plan and execute. Administrators react and report. 3. Managers are in business. Administrators are in governmentPerhaps no real difference?
  4. 4.  Scientific approaches  Efficiency and Effectiveness  Hierarchial Designs Psycho-Social approaches  Organizational Theory  Quality Circles Financial and Reporting Systems  MIS
  5. 5.  Influence & Trust  More important than formal hierarchy  May affect promotions and assignments Information may not follow prescribed paths  Withheld  Priority recipients
  6. 6. http://www.keyhubs.com/blog/talent-and-influence-transcends-hierarchy/
  7. 7. Who is 44?http://www.keyhubs.com/blog/talent-and-influence-transcends-hierarchy/
  8. 8. “Hidden” Influenceand Trust http://informalnetworks.wordpress.com/
  9. 9. http://beth.typepad.com/beths_blog/2009/05/index.html
  10. 10.  Official Titles  Chancellor/President/Chairman/Rector  Dean/Provost/Principal  Director of Education / Chief of Studies / Vice Principal [고감]  Head of Department / Grade (year)  Chief Instructor / Lead Teacher  Master Teacher  Peers … perhaps even ―Juniors‖?
  11. 11. http://blog.theprojectnotebook.com/2010/01/matrix-management-and-seniority/
  12. 12. Principal (Politics & External) Vice Principal(Administration) Grade Chief English Head Parents ??? Me the Teacher My Values /My Homelife Social Issues Professional Continuing Prof. My Learners Peers Development
  13. 13.  Not ―Top-down‖ but driven by workers who seek improvement Supported by Management Led by workers Reporting to Senior Management Focus on Quality and Customers
  14. 14. Define the term
  15. 15. Define the term  super – over  vise – to see (watch)1. To oversee, to watch over2. To be responsible for a. the person b. the activity (n.) A frontline manager
  16. 16.  Define the term Who can be a leader? Are leaders born? Trained? “Forged in the fire?
  17. 17. 1. Setting learning aims / objectives / criterion for individual learners and class as a whole2. Maintaining discipline3. Encouraging realization of targets (through positive and negative inducements)4. Assessing performance
  18. 18. Classically Defined  Traditional Leadership  Charismatic Leadership  Transactional Leadership  Transformational Leadership  Servant Leadership--- Everyone is / can be a leader ?
  19. 19.  We can assess ourselves (reflective practice)  diaries, journals, and logs  video or audio recordings  Activity records (forms) We can converse with peers We can be judged on non-class work and… Others …
  20. 20.  Our classroom work can be evaluated by external reviewers, supervisors, peers, or Learners!
  21. 21.  We/They can use forms, such as this.
  22. 22. http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/index.html
  23. 23.  Seating Chart Observation Record (SCORE) Communicative Orientation to Language Teaching (COLT) Simple Tallies
  24. 24. Allen, P., Frohlich, M. and Spada, N. (1984).
  25. 25.  Camera placement Student attention Student behavior Teacher behavior Use of the video (after)  Teacher as participant  Teacher as target  Teacher as owner
  26. 26.  Non-stop playback  Substitute for evaluators in the room Pause-and-chat  Who controls the pause/rewind button? ‗er vs. ‗ee with video  ‗er – teacher using video to tell their class purpose  ‗ee – teacher is defending what is seen in the video
  27. 27.  A plan to be followed, or an outline to work from Level of detail (time allocations, T and Ss specific doings Part of in-class or video assessments? Routine teacher assessment device? Textbook allegience?
  28. 28.  Using video, or other record of teaching, as a discussion tool for regular peer sessions Peers are friendly critics, or for learning instruments for junior teachers (―Why do you think I did that?‖) Discussions of ―other ways it could have been done‖ (non-judgmental)
  29. 29.  Tool to demonstrate skills Tool to demonstrate performance Tool to demonstrate growth  Lesson Plans  (Other) Preps  Materials used / Resources accessed  Assessments (formal, informal) …
  30. 30. 1. In your present organization, who evaluates you?2. Who do you consult with?3. Do you envision yourself as a supervisor/manager in this organization? Elsewhere? When?4. What are the strengths and weakness of various evaluations?
  31. 31. Strengths and weaknesses of1. Supervisor2. Students3. Peers4. External assessors5. In-room vs. Recorded6. Tick-box forms vs. Open-ended vs. no form
  32. 32. Strengths and weaknesses of Students + Longterm view (was a ―good day‖ or not) + End-user perspective + Understanding of relationship/norms - Non-professional view - Immaturity (popularity or…) - Selfish (grades-based) - Misunderstanding wants/needs/group/self…
  33. 33. Playlist:http://www.youtube.com/playlist?list=PL7JE_RAFPKXJNyB1Bz-Y6ibtHneiC9SMCTESOL-Clips—01, TESOL-Clips—02, TESOL-Clips—05,TESOL-Clips—06, TESOL-Clips—07, TESOL-Clips—08,TESOL-Clips—09, TESOL-Clips—00, TESOL-Clips—03,TESOL-Clips—04, TESOL-Clips—11User: http://www.youtube.com/user/rjdickey
  34. 34. Robert J. Dickey Keimyung University rjdickey@content-english.org 010-2272-0968File Available: http://www.slideshare.net/RobertDickey/tesol-supervision

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