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)

1. An Invited Lecture by
R. J. Dickey
___________________________________________
for the course
Leadership & Quality in ELT Organizations
Sookmyung University TESOL MA
Dr. Yeum Kyungsook
November 20th, 2012

3.  Manage(r)
 Administrate(or)
 Supervise(or)
 Hierarchy
 Informal Networks
 Matrix Management
o
 Quality Circles / TQM / 360
Management / Leadership Styles

4. 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 government
Perhaps no real difference?

5.  Scientific approaches
 Efficiency and Effectiveness
 Hierarchial Designs
 Psycho-Social approaches
 Organizational Theory
 Quality Circles
 Financial and Reporting Systems
 MIS

6.  Influence & Trust
 More important than formal hierarchy
 May affect promotions and assignments
 Information may not follow
prescribed paths
 Withheld
 Priority recipients

7. http://www.keyhubs.com/blog/talent-and-influence-transcends-hierarchy/

8. Who is 44?
http://www.keyhubs.com/blog/talent-and-influence-transcends-hierarchy/

9. “Hidden” Influence
and Trust
http://informalnetworks.wordpress.com/

10. http://beth.typepad.com/beths_blog/2009/05/index.html

11.  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‖?

12. http://blog.theprojectnotebook.com/2010/01/matrix-management-and-seniority/

13. 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

15.  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

18. Define the term

19. Define the term
 super – over
 vise – to see (watch)
1. To oversee, to watch over
2. To be responsible for
a. the person
b. the activity
 (n.) A frontline manager

20.  Define the term
 Who can be a leader?
 Are leaders born? Trained?
“Forged in the fire?

21. 1. Setting learning aims / objectives /
criterion for individual learners and
class as a whole
2. Maintaining discipline
3. Encouraging realization of targets
(through positive and negative
inducements)
4. Assessing performance

22. Classically Defined
 Traditional
Leadership
 Charismatic Leadership
 Transactional Leadership
 Transformational Leadership
 Servant Leadership
--- Everyone is / can be a leader ?

24.  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 …

25.  Our classroom work can be
evaluated by external reviewers,
supervisors, peers, or Learners!

26.  We/They can use forms, such as this.

27. http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/index.html

28.  Seating Chart Observation Record
(SCORE)
 Communicative Orientation to
Language Teaching (COLT)
 Simple Tallies

29. Allen, P., Frohlich, M. and Spada, N. (1984).

31.  Camera placement
 Student attention
 Student behavior
 Teacher behavior
 Use of the video (after)
 Teacher as participant
 Teacher as target
 Teacher as owner

32.  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

33.  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?

34.  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)

35.  Tool to demonstrate skills
 Tool to demonstrate performance
 Tool to demonstrate growth
 Lesson Plans
 (Other) Preps
 Materials used / Resources accessed
 Assessments (formal, informal)
…

36. 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?

37. Strengths and weaknesses of
1. Supervisor
2. Students
3. Peers
4. External assessors
5. In-room vs. Recorded
6. Tick-box forms vs. Open-ended vs.
no form

38. 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…

39. Playlist:
http://www.youtube.com/playlist?list=PL7JE_RAFPKXJNyB1Bz-Y6ibtHneiC9SMC
TESOL-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—11
User:
http://www.youtube.com/user/rjdickey

40. Robert J. Dickey
Keimyung University
rjdickey@content-english.org
010-2272-0968
File Available: http://www.slideshare.net/RobertDickey/tesol-supervision