ERIC Number: ED259566
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Supervision in Special Language Programs.
Too little emphasis is placed on instructional supervision in special language programs for limited-English-proficient students. Such supervision can provide a mechanism to promote the growth of instructional staff, improve the instructional program, and lead to curriculum development. Many supervisors are undertrained and unable to provide leadership and supervisory support. Clear and specific competencies, roles, and responsibilities for direct in-class supervision of bilingual or English-as-a-second-language teachers are needed. Among the needed competencies are: sensitivity for diverse linguistic and cultural classroom settings; general knowledge of program development, planning, and evaluation; knowledge of the subject matter necessary for implementation of instructional methods; skill in designing and implementing instructional strategies to help students develop proficiency in the four language skills (listening, speaking, reading, and writing); skill in dual language development and assessment; leadership in the program evaluation process; ability to develop a well-organized inservice education program; ability to assist in diagnosing student needs, interpreting assessment instruments, and using results for identification and placement; engaging administrators and program staff to solve problems; skill in materials and equipment evaluation and selection; interaction with individual teachers concerning specific instructional issues; and the ability to promote positive community relations. (MSE)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the annual spring meeting of the National Council of Teachers of English (4th, Houston, TX, March 28-30, 1985).