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CATESOL Book Review: Pursuing Professional Development: The Self as Source by Kathleen Bailey, Andy Curtis, & David Nunan
01/29/2025
Michelle Skowbo
By Amel Farghaly
Introduction
Pursuing Professional Development: The Self as Source starts with a brief preface by the Teacher Source series editor, Donald Freeman. He succinctly explains that throughout the series, readers will encounter three strands: Teachers’ Voices (teachers in the field sharing their thoughts and experiences on the topic), Frameworks (the author’s reporting on key concepts and issues from the professional literature and community) and Investigations (tasks and activities designed to engage the reader and help them develop their own point of view on the topic). These strands are interwoven with one another throughout the book to deliver a text that is engaging and thought-provoking. Each chapter wraps up with tasks that are both introspective and practical in nature, as well as a list of suggested readings, along with the authors’ thoughtful notes for each suggestion.
Chapter 1: Why Bother with Professional Development?
The authors start the book with the story of how the three of them collaborated on professional development activities and decided to co-author this book. They, justifiably, start by defining professional development and examining why members of the professional community should bother with it. The authors outline five key ingredients of professional development: (1) individual’s choice, (2) trust among those involved in the process, (3) mutual or reciprocal nature of the development, (4) the improvement of teaching and learning as a result, and (5) awareness of the difference between evaluative vs. developmental assessment. The authors then provide several compelling reasons for pursuing professional development (e.g., keeping up with the field, teacher empowerment and combating negativity and burnout, to name a few). The authors then segue into the topic of teacher burnout and they share results from Maslach’s (1982) studies which find that some of the factors underlying burnout were emotional exhaustion and depersonalization, among others. In analyzing burnout, the authors share Dan Lortie’s (1975) metaphor of teaching as the “egg carton profession,” and in doing so make a compelling argument for seeking collaborative and professional development opportunities. To that end, an analysis of the differences between individual versus collaborative development is offered, along with multiple examples of both. In wrapping up, the authors then explore the concept of “professionalization,” as well as the defining characteristics of teaching as a profession.
Chapter 2: Self-Awareness and Self-Observation: Cornerstones
This chapter, and the next, examine cornerstone principles upon which the rest of the book is based. Bailey et al. explore the concepts of self-awareness and self-observation as key components for professional development. Self-awareness is illustrated through Freeman’s (1989) descriptive model of teaching components (knowledge, attitude, skills and awareness). In this model, one’s awareness triggers attention to one’s attitude, skills and knowledge. In digging deeper into self-awareness, the authors elucidate this concept by drawing on the model of the ‘Johari Window’ (Luft & Ingram, 1969). The model sheds light on self-awareness through its four quadrants of knowledge: (1) known to self as well as others, (2) known to self but unknown to others, (3) blind to self but known to others, and (4) hidden to self and unknown to others, thus showing readers an appreciation for the complexity of awareness. Building upon their explanation of self-awareness, the authors share van Lier’s (1998) four levels of consciousness (Level 1: global, Level 2: awareness, Level 3: metaconsciousness, Level 4: voluntary action), and maintain that professional development entails continuous activity from Level 2, into Level 3 and onto Level 4. The authors then assert that since the purpose of this book is bringing about positive change to our teaching, self-observation plays a vital role in reaching that goal. To attain accurate self-observation, several steps are presented: identifying a specific area of interest, followed by collecting classroom data, and finally reviewing and reflecting on the data. This process will yield realizations that may have otherwise gone unnoticed.
Chapter 3: Reflective Teaching: Looking Closely
In this chapter, the authors delve into the concept of reflective teaching, a concept that is a foundational component for the rest of the book. They begin by examining various definitions of reflective teaching, and in doing so pinpoint the element of solitary vs. collaborative reflective teaching. In addition to the individual vs. social aspect, the authors also highlight other variables of reflective teaching (e.g., teaching conducted by preservice vs. in-service teachers, focus on the teacher/teaching itself vs. the social conditions/context in which the teaching happens, etc.). Bailey et al. also delineate a key dimension of reflection; namely, Schon’s (1983) distinction between “reflection in teaching” (the reflection while teaching in the classroom) and “reflection on teaching” (the reflection taking place during preparation before the class and after the teaching is over). In fact, the authors maintain that without examination of one’s motivation, thinking, and practice, we cannot call our teaching reflective, even if we are meticulous and thoughtful in our planning and implementation. Bailey et al. conclude by reiterating the reflective teaching paradox; while reflection itself is an individual and cognitive practice, it thrives best collegially and socially.
Chapter 4: Teaching Journals: Pieces of the Puzzle
Bailey et al. start the chapter by promoting journal keeping as a professional development tool to describe and explore one’s teaching practice. As Bartlett (1990) notes, journal keeping may have dual benefits; it is a data collection tool and is a starting point of the data analysis itself. In fact, the authors highlight the power of teaching journals through the image of a jigsaw puzzle; each journal entry represents a ‘piece’ of the puzzle which, in turn, reflects a picture of your teaching. In making a case for teaching journals, the authors distinguish between a journal and a diary study; the latter typically includes a language learning history and analysis of journal entries. A language learning history is key in a diary study because of Lortie’s (1975) “13,000 hour apprenticeship of observation” (i.e., the early childhood years to adulthood of being students in classrooms during which we have observed our teachers). When writing retrospective entries of our own language learning, we implicitly allow those observations and impressions to emerge, thus journaling helps us surface these observations and brings them to the forefront of our awareness. In addition to clarification and realization as benefits of journaling, Bailey et al. refer to articulating puzzles and problems and stretching ourselves professionally as additional advantages. The authors wrap up by pointing out the pros and cons of journal writing as a public or private endeavor, examining how collaborative journal keeping may open the typically closed doors of one’s teaching, and help build a professional community.
Chapter 5: Using Cases: Stories in the Air
The authors launch into the chapter by defining case studies. Shulman (1992) explains that a case frequently is a narrative or a sequence of events that take place over a period of time. Bailey et al. familiarize readers with key types and components of cases that can serve in teacher preparation (e.g., case materials, case reports, case studies, among others). The authors make a pedagogical argument for using cases in professional development, as they provide an abundant repertoire of teacher-generated information that is both illustrative and thought-provoking, hence they provide access to a unique “emic” perspective of teachers that is not always readily heard. The authors maintain that the narrative aspect of cases gives them instructional power, and as Shulman (1992) observes, these narratives typically share common characteristics (e.g., they are plot-based, they place events in a frame of time and place, and they reflect the social context of the events, among others). Bailey et al. assert that whether it be writing, reading and/or discussing a case or an event, all these actions can lead to creative and critical thinking processes that could potentially help surface issues of concern for our own professional development and for the professional community. The authors wrap up the chapter by reiterating that stories are interactive, collaborative events, and highlighting the powerful role they can play in teacher development contexts.
Chapter 6: Language Learning: Experience Role Reversal
In this chapter, the authors invite teachers to reverse roles with students and put themselves in the students’ shoes, i.e., they are inviting teachers to become second/foreign language learners themselves as a means of professional development. Bailey et al. contend that in putting ourselves in our students’ shoes, there is much to gain, such as an awareness of mental processes involved in language learning, a better understanding of students’ challenges, among others, thus stretching our professional expertise. An additional facet of our professional expertise is encompassed in Wallace’s (1991) two types of knowledge: (1) received Knowledge (educational knowledge from the field), and (2) experiential knowledge (one’s own experience as a professional). NNS teachers in the field are able to utilize their language learning experience to help them relate to students and modify their teaching, as necessary, and the authors maintain their support of language learning experiences as part of teacher preparation in our field. The authors maintain that NNS teachers are fully effective, and at times more so, than NS teachers within our language teaching context. The authors present the view that as teachers in the field (NS and NNS), we all have much to offer and would benefit from adopting, adapting, and learning from each other.
Chapter 7: Video: Seeing Ourselves as Others See Us
This chapter explores the use of videotaping as an informative tool in professional development. At the outset, Bailey et al. point out videotaping advantages such as providing objective and detached accounts of class activities (Wallace, 1981), revealing habits and mannerisms that could be modifiable (Wallace, 1979), minimizing the problem of ‘loss of face’ which can be especially poignant in some cultures (Curtis, 1997), as well as providing provide impartial data on various aspects of one’s teaching (e.g., content, organization, activity pace, ratio of teacher talk vs. student talk, among others). Along with the opportunity to critique our work dispassionately and neutrally (van Lier, 1988), videotaping also poses the opportunity for teachers to collaborate with facilitators who can guide them with furthering their development, thus gaining social support. Among the potential pitfalls of videotaping one’s classroom, Bailey et al. identify issues such as the intrusion of the camera/cameraman on class dynamics, the limited “tunnel vision” of the camera, and the less-than-ideal sound quality, among others. The authors wrap up with practical tips for making sound choices when utilizing videotaping, such as selecting which lesson to record, the frequency of recording, and how to maximally utilize the rich medium of videotaping.
Chapter 8: Action Research: In-class Investigations
Bailey et al. start the chapter by emphasizing the importance of action research as a professional development tool. They define this type of research as a self-reflective inquiry involving a systematic alteration of our practice in response to an issue or a puzzle. While Wallace (1991) asserts that action research is an extension of reflective practice, it does involve a more rigorous process. Van Lier (1994) depicts this process in a cyclical form (identification of a puzzle/question, data collection and analysis, composing intervention strategies, activating them and documenting results, reporting on the outcome, forming the next cycle of research, and so on). Bailey et al. emphasize the key role that data play in action research, and they recommend having ‘baseline data’ to serve as a reality check for the teacher researcher to compare their data against. The authors, then, caution against possible challenges when conducting action research (e.g., not being provided recognition or time for conducting the research, possible hijacking of one’s efforts by administrators and/or colleagues who may feel threatened, etc.). The authors succinctly provide a checklist of guiding questions to help keep you on track during the process, as well as offer tips for success (e.g. managing time, collaborating with peers, etc.). The chapter ends with the thought-provoking words of Mingucci (1999) that to genuinely embrace action research, one first needs to closely examine and reinvent oneself.
Chapter 9: Peer Observation: Someone Else’s Shoes
Peer observation, according to Bailey et al., is an excellent means to start conversations that lead to professional development. To that end, this chapter’s primary purpose is to provide teachers with frameworks for observing language classrooms. At the outset, Bailey et al. acknowledge key weaknesses related to traditional classroom observations. Williams (1989), for instance, portrays the tension between the judgmental observer vs. helpless teacher in a class observation. Such situations typically result in a sole focus on teacher evaluation (rather than development) and may create a threatening, even demoralizing, environment. Bailey et al suggest that in order to promote the developmental aspect of observations, it is necessary to make a clear distinction between evaluative and descriptive observations. In examining various facets of peer observation, the authors outline a four-quadrant grid in which they illustrate two continua: one for participant/nonparticipant observation and overt/covert observation. Regardless of where an observation falls on the grid, Bailey et al. maintain that transparency among parties involved is essential. The chapter ends with a number of ‘Do’s and ‘Don’ts’ for both observer and observed to ensure the success of observations, and the authors share Freeman’s (1998) three components when engaging in a peer observation (contract, duration, resolution) to further guide teachers interested in getting involved in peer observations.
Chapter 10: Team Teaching: Learning to Dance
Bailey et al. examine various facets of team teaching in this chapter. They begin by sharing Johnson and Lobb’s (1959) definition of team teaching as a situation where a single group of students is assigned two or more teachers. Bailey et al. share different team arrangements in which team teaching can take place (e.g., team leader, associate, master/beginning teacher, coordinated, etc.). The authors draw attention to the fact that while the term ‘team teaching’ implies focus on classroom teaching, much of the work involved is done before and after class. Bailey et al. draw on Armstrong’s (1977) list of advantages of team teaching, which include, but are not limited to, capitalizing on team members’ strengths, sparking creativity, etc. The authors iterate that in many cases there is a ‘built-in’ professional development component of peer observation amongst team members. Bailey et al. share interview responses with various teachers -who have team teaching experience- about factors important for successful team teaching. The teachers identified factors like trust and mutual respect as key in successful team teaching. In the second half of the chapter, the authors share their own interview excerpts with colleagues, as well as segments of their journals that they kept during their own team teaching experiences. The interviews and journals highlight the benefits and lessons learned from these experiences (e.g., building confidence, collaborative responses to tricky situations, divvying up large workloads, sharing resources, among others).
Chapter 11: Mentoring and Coaching: Helping Hands
This chapter is dedicated to two interpersonal approaches to professional development: coaching and mentoring. Bailey et al. delineate the difference between both: Mentorship generally occurs between a seasoned and novice teacher, while coaching is a tool used by teachers in all phases of their careers. Both are intended to provide non-threatening and nonjudgemental support for teachers. One of the critical factors for the success of mentorship is that the mentor must be active in maintaining their own development (in terms of their own teaching skills as well as their mentorship skills); otherwise, the mentee teacher may end up at a disadvantage. In this context, the authors draw on Osburne’s (1982) reference to the mentor’s leadership behavior in terms of task and behavior, as well as the situational leadership model (Hersey and Blanchard, 1982), which sheds light on the mentor’s ability to interpret the mentee’s psychological readiness and job readiness and provide support accordingly. Peer coaching is defined by Joyce and Showers’ (1982) as an interpersonal developmental relationship in which teachers meet over a period of time to focus on a specific skill and broader purposes. Purposes include building a community of practicing teachers who examine their profession and develop a shared understanding for professional study (Showers, 1985). Benedetti (1997) maintains that the interesting equal power basis specific to coaching is significant in that the focus is solely on the subject matter and thinking about the content teaching from the learner’s perspective. There is agreement that coaching ought not be supervisory in nature and ought to be naturally focused on the development of participating teachers.
Chapter 12: Teaching Portfolios: Cogent Collages
Bailey et al. explain that portfolios have been part of many professional fields for years. Then, they cite various definitions of portfolios, the most basic of which is Stronge’s (1997) definition that a portfolio is a collection of information about a teacher’s work. He adds core descriptors of a portfolio; namely, it should be structured around professional content standards and institution goals. Bailey et al. highlight the importance of the narrative and reflective aspects of a portfolio. Brown and Wolfe-Quintero (1997) explain that such aspects relay the teacher’s efforts, skills, and accomplishments to their colleagues, institution and professional community. Bailey et al. maintain that reflection is at the heart of portfolio compilation and thus also at the heart of professional development. Institutions have utilized portfolios as a unique means of teacher evaluation, and Green and Smyser (1996) describe portfolios as providing teaching a context, promoting teacher reflection, and integrating all aspects of teaching, among others. Bailey et al. highlight that, in a portfolio, in addition to including documents related to teaching duties, professional development, administrative responsibilities, there also needs to be a descriptive, narrative or explanatory note for the different portfolio sections to reflect the learning and growth of the portfolio author. While championing portfolio compilation, the authors also warn against some downsides, such as a potential judgmental focus vs. developmental focus by administration, as well as potential resentment against administration for “dictating” portfolios as an evaluation tool. Therefore, they recommend teachers be involved in setting content and evaluative criteria and in selecting the content be included—if portfolio use by institutions is to be successful and meaningful.
Chapter 13: Conclusion: The Heart of the Paradox
In this concluding chapter, Bailey et al. reiterate that they see teachers, first and foremost, as the ones in charge of their professional development. The underlying premise only upon which genuine professional development can be achieved is autonomy. Van Lier (1996) declares that the components of choice and responsibility are central to autonomy, thus handing teachers the responsibility of their own development. In this book, Bailey et al. have shared powerful tools that are anchored in daily teaching practice, and that are often introduced within the dimensions of observing/doing and individual/collaborative. The authors share a grid representing these two continua, thus reminding us that various professional development tools are not necessarily discrete categories, but rather flexible ones that may fall in different locations on the grid. The manner in which we utilize these procedures (e.g., individually vs. collaboratively) is dependent on our teaching context, personality, resources available, etc. While this book is about professional development, as indicated in the title, it refers to self-development. Edge (1992) asserts that for self-development to happen, we need other people to collaborate with, get their perspectives, collect data from, etc. Ultimately, however, we must be our own sources of renewal and development (Bailey et al.).
Conclusion
The book was published in 2009, but it is still a relevant resource of both novice and veteran teachers. The authors advocate for a more holistic approach to teaching, where teachers not only impart knowledge but also bring their own humanity and authentic selves into their teaching practices. By doing so, they can create more meaningful connections with students and foster deeper learning experiences.
Michelle Skowbo
Pursuing Professional Development: The Self as Source by Kathleen Bailey, Andy Curtis, & David Nunan
By Amel Farghaly
Introduction
Pursuing Professional Development: The Self as Source starts with a brief preface by the Teacher Source series editor, Donald Freeman. He succinctly explains that throughout the series, readers will encounter three strands: Teachers’ Voices (teachers in the field sharing their thoughts and experiences on the topic), Frameworks (the author’s reporting on key concepts and issues from the professional literature and community) and Investigations (tasks and activities designed to engage the reader and help them develop their own point of view on the topic). These strands are interwoven with one another throughout the book to deliver a text that is engaging and thought-provoking. Each chapter wraps up with tasks that are both introspective and practical in nature, as well as a list of suggested readings, along with the authors’ thoughtful notes for each suggestion.
Chapter 1: Why Bother with Professional Development?
The authors start the book with the story of how the three of them collaborated on professional development activities and decided to co-author this book. They, justifiably, start by defining professional development and examining why members of the professional community should bother with it. The authors outline five key ingredients of professional development: (1) individual’s choice, (2) trust among those involved in the process, (3) mutual or reciprocal nature of the development, (4) the improvement of teaching and learning as a result, and (5) awareness of the difference between evaluative vs. developmental assessment. The authors then provide several compelling reasons for pursuing professional development (e.g., keeping up with the field, teacher empowerment and combating negativity and burnout, to name a few). The authors then segue into the topic of teacher burnout and they share results from Maslach’s (1982) studies which find that some of the factors underlying burnout were emotional exhaustion and depersonalization, among others. In analyzing burnout, the authors share Dan Lortie’s (1975) metaphor of teaching as the “egg carton profession,” and in doing so make a compelling argument for seeking collaborative and professional development opportunities. To that end, an analysis of the differences between individual versus collaborative development is offered, along with multiple examples of both. In wrapping up, the authors then explore the concept of “professionalization,” as well as the defining characteristics of teaching as a profession.
Chapter 2: Self-Awareness and Self-Observation: Cornerstones
This chapter, and the next, examine cornerstone principles upon which the rest of the book is based. Bailey et al. explore the concepts of self-awareness and self-observation as key components for professional development. Self-awareness is illustrated through Freeman’s (1989) descriptive model of teaching components (knowledge, attitude, skills and awareness). In this model, one’s awareness triggers attention to one’s attitude, skills and knowledge. In digging deeper into self-awareness, the authors elucidate this concept by drawing on the model of the ‘Johari Window’ (Luft & Ingram, 1969). The model sheds light on self-awareness through its four quadrants of knowledge: (1) known to self as well as others, (2) known to self but unknown to others, (3) blind to self but known to others, and (4) hidden to self and unknown to others, thus showing readers an appreciation for the complexity of awareness. Building upon their explanation of self-awareness, the authors share van Lier’s (1998) four levels of consciousness (Level 1: global, Level 2: awareness, Level 3: metaconsciousness, Level 4: voluntary action), and maintain that professional development entails continuous activity from Level 2, into Level 3 and onto Level 4. The authors then assert that since the purpose of this book is bringing about positive change to our teaching, self-observation plays a vital role in reaching that goal. To attain accurate self-observation, several steps are presented: identifying a specific area of interest, followed by collecting classroom data, and finally reviewing and reflecting on the data. This process will yield realizations that may have otherwise gone unnoticed.
Chapter 3: Reflective Teaching: Looking Closely
In this chapter, the authors delve into the concept of reflective teaching, a concept that is a foundational component for the rest of the book. They begin by examining various definitions of reflective teaching, and in doing so pinpoint the element of solitary vs. collaborative reflective teaching. In addition to the individual vs. social aspect, the authors also highlight other variables of reflective teaching (e.g., teaching conducted by preservice vs. in-service teachers, focus on the teacher/teaching itself vs. the social conditions/context in which the teaching happens, etc.). Bailey et al. also delineate a key dimension of reflection; namely, Schon’s (1983) distinction between “reflection in teaching” (the reflection while teaching in the classroom) and “reflection on teaching” (the reflection taking place during preparation before the class and after the teaching is over). In fact, the authors maintain that without examination of one’s motivation, thinking, and practice, we cannot call our teaching reflective, even if we are meticulous and thoughtful in our planning and implementation. Bailey et al. conclude by reiterating the reflective teaching paradox; while reflection itself is an individual and cognitive practice, it thrives best collegially and socially.
Chapter 4: Teaching Journals: Pieces of the Puzzle
Bailey et al. start the chapter by promoting journal keeping as a professional development tool to describe and explore one’s teaching practice. As Bartlett (1990) notes, journal keeping may have dual benefits; it is a data collection tool and is a starting point of the data analysis itself. In fact, the authors highlight the power of teaching journals through the image of a jigsaw puzzle; each journal entry represents a ‘piece’ of the puzzle which, in turn, reflects a picture of your teaching. In making a case for teaching journals, the authors distinguish between a journal and a diary study; the latter typically includes a language learning history and analysis of journal entries. A language learning history is key in a diary study because of Lortie’s (1975) “13,000 hour apprenticeship of observation” (i.e., the early childhood years to adulthood of being students in classrooms during which we have observed our teachers). When writing retrospective entries of our own language learning, we implicitly allow those observations and impressions to emerge, thus journaling helps us surface these observations and brings them to the forefront of our awareness. In addition to clarification and realization as benefits of journaling, Bailey et al. refer to articulating puzzles and problems and stretching ourselves professionally as additional advantages. The authors wrap up by pointing out the pros and cons of journal writing as a public or private endeavor, examining how collaborative journal keeping may open the typically closed doors of one’s teaching, and help build a professional community.
Chapter 5: Using Cases: Stories in the Air
The authors launch into the chapter by defining case studies. Shulman (1992) explains that a case frequently is a narrative or a sequence of events that take place over a period of time. Bailey et al. familiarize readers with key types and components of cases that can serve in teacher preparation (e.g., case materials, case reports, case studies, among others). The authors make a pedagogical argument for using cases in professional development, as they provide an abundant repertoire of teacher-generated information that is both illustrative and thought-provoking, hence they provide access to a unique “emic” perspective of teachers that is not always readily heard. The authors maintain that the narrative aspect of cases gives them instructional power, and as Shulman (1992) observes, these narratives typically share common characteristics (e.g., they are plot-based, they place events in a frame of time and place, and they reflect the social context of the events, among others). Bailey et al. assert that whether it be writing, reading and/or discussing a case or an event, all these actions can lead to creative and critical thinking processes that could potentially help surface issues of concern for our own professional development and for the professional community. The authors wrap up the chapter by reiterating that stories are interactive, collaborative events, and highlighting the powerful role they can play in teacher development contexts.
Chapter 6: Language Learning: Experience Role Reversal
In this chapter, the authors invite teachers to reverse roles with students and put themselves in the students’ shoes, i.e., they are inviting teachers to become second/foreign language learners themselves as a means of professional development. Bailey et al. contend that in putting ourselves in our students’ shoes, there is much to gain, such as an awareness of mental processes involved in language learning, a better understanding of students’ challenges, among others, thus stretching our professional expertise. An additional facet of our professional expertise is encompassed in Wallace’s (1991) two types of knowledge: (1) received Knowledge (educational knowledge from the field), and (2) experiential knowledge (one’s own experience as a professional). NNS teachers in the field are able to utilize their language learning experience to help them relate to students and modify their teaching, as necessary, and the authors maintain their support of language learning experiences as part of teacher preparation in our field. The authors maintain that NNS teachers are fully effective, and at times more so, than NS teachers within our language teaching context. The authors present the view that as teachers in the field (NS and NNS), we all have much to offer and would benefit from adopting, adapting, and learning from each other.
Chapter 7: Video: Seeing Ourselves as Others See Us
This chapter explores the use of videotaping as an informative tool in professional development. At the outset, Bailey et al. point out videotaping advantages such as providing objective and detached accounts of class activities (Wallace, 1981), revealing habits and mannerisms that could be modifiable (Wallace, 1979), minimizing the problem of ‘loss of face’ which can be especially poignant in some cultures (Curtis, 1997), as well as providing provide impartial data on various aspects of one’s teaching (e.g., content, organization, activity pace, ratio of teacher talk vs. student talk, among others). Along with the opportunity to critique our work dispassionately and neutrally (van Lier, 1988), videotaping also poses the opportunity for teachers to collaborate with facilitators who can guide them with furthering their development, thus gaining social support. Among the potential pitfalls of videotaping one’s classroom, Bailey et al. identify issues such as the intrusion of the camera/cameraman on class dynamics, the limited “tunnel vision” of the camera, and the less-than-ideal sound quality, among others. The authors wrap up with practical tips for making sound choices when utilizing videotaping, such as selecting which lesson to record, the frequency of recording, and how to maximally utilize the rich medium of videotaping.
Chapter 8: Action Research: In-class Investigations
Bailey et al. start the chapter by emphasizing the importance of action research as a professional development tool. They define this type of research as a self-reflective inquiry involving a systematic alteration of our practice in response to an issue or a puzzle. While Wallace (1991) asserts that action research is an extension of reflective practice, it does involve a more rigorous process. Van Lier (1994) depicts this process in a cyclical form (identification of a puzzle/question, data collection and analysis, composing intervention strategies, activating them and documenting results, reporting on the outcome, forming the next cycle of research, and so on). Bailey et al. emphasize the key role that data play in action research, and they recommend having ‘baseline data’ to serve as a reality check for the teacher researcher to compare their data against. The authors, then, caution against possible challenges when conducting action research (e.g., not being provided recognition or time for conducting the research, possible hijacking of one’s efforts by administrators and/or colleagues who may feel threatened, etc.). The authors succinctly provide a checklist of guiding questions to help keep you on track during the process, as well as offer tips for success (e.g. managing time, collaborating with peers, etc.). The chapter ends with the thought-provoking words of Mingucci (1999) that to genuinely embrace action research, one first needs to closely examine and reinvent oneself.
Chapter 9: Peer Observation: Someone Else’s Shoes
Peer observation, according to Bailey et al., is an excellent means to start conversations that lead to professional development. To that end, this chapter’s primary purpose is to provide teachers with frameworks for observing language classrooms. At the outset, Bailey et al. acknowledge key weaknesses related to traditional classroom observations. Williams (1989), for instance, portrays the tension between the judgmental observer vs. helpless teacher in a class observation. Such situations typically result in a sole focus on teacher evaluation (rather than development) and may create a threatening, even demoralizing, environment. Bailey et al suggest that in order to promote the developmental aspect of observations, it is necessary to make a clear distinction between evaluative and descriptive observations. In examining various facets of peer observation, the authors outline a four-quadrant grid in which they illustrate two continua: one for participant/nonparticipant observation and overt/covert observation. Regardless of where an observation falls on the grid, Bailey et al. maintain that transparency among parties involved is essential. The chapter ends with a number of ‘Do’s and ‘Don’ts’ for both observer and observed to ensure the success of observations, and the authors share Freeman’s (1998) three components when engaging in a peer observation (contract, duration, resolution) to further guide teachers interested in getting involved in peer observations.
Chapter 10: Team Teaching: Learning to Dance
Bailey et al. examine various facets of team teaching in this chapter. They begin by sharing Johnson and Lobb’s (1959) definition of team teaching as a situation where a single group of students is assigned two or more teachers. Bailey et al. share different team arrangements in which team teaching can take place (e.g., team leader, associate, master/beginning teacher, coordinated, etc.). The authors draw attention to the fact that while the term ‘team teaching’ implies focus on classroom teaching, much of the work involved is done before and after class. Bailey et al. draw on Armstrong’s (1977) list of advantages of team teaching, which include, but are not limited to, capitalizing on team members’ strengths, sparking creativity, etc. The authors iterate that in many cases there is a ‘built-in’ professional development component of peer observation amongst team members. Bailey et al. share interview responses with various teachers -who have team teaching experience- about factors important for successful team teaching. The teachers identified factors like trust and mutual respect as key in successful team teaching. In the second half of the chapter, the authors share their own interview excerpts with colleagues, as well as segments of their journals that they kept during their own team teaching experiences. The interviews and journals highlight the benefits and lessons learned from these experiences (e.g., building confidence, collaborative responses to tricky situations, divvying up large workloads, sharing resources, among others).
Chapter 11: Mentoring and Coaching: Helping Hands
This chapter is dedicated to two interpersonal approaches to professional development: coaching and mentoring. Bailey et al. delineate the difference between both: Mentorship generally occurs between a seasoned and novice teacher, while coaching is a tool used by teachers in all phases of their careers. Both are intended to provide non-threatening and nonjudgemental support for teachers. One of the critical factors for the success of mentorship is that the mentor must be active in maintaining their own development (in terms of their own teaching skills as well as their mentorship skills); otherwise, the mentee teacher may end up at a disadvantage. In this context, the authors draw on Osburne’s (1982) reference to the mentor’s leadership behavior in terms of task and behavior, as well as the situational leadership model (Hersey and Blanchard, 1982), which sheds light on the mentor’s ability to interpret the mentee’s psychological readiness and job readiness and provide support accordingly. Peer coaching is defined by Joyce and Showers’ (1982) as an interpersonal developmental relationship in which teachers meet over a period of time to focus on a specific skill and broader purposes. Purposes include building a community of practicing teachers who examine their profession and develop a shared understanding for professional study (Showers, 1985). Benedetti (1997) maintains that the interesting equal power basis specific to coaching is significant in that the focus is solely on the subject matter and thinking about the content teaching from the learner’s perspective. There is agreement that coaching ought not be supervisory in nature and ought to be naturally focused on the development of participating teachers.
Chapter 12: Teaching Portfolios: Cogent Collages
Bailey et al. explain that portfolios have been part of many professional fields for years. Then, they cite various definitions of portfolios, the most basic of which is Stronge’s (1997) definition that a portfolio is a collection of information about a teacher’s work. He adds core descriptors of a portfolio; namely, it should be structured around professional content standards and institution goals. Bailey et al. highlight the importance of the narrative and reflective aspects of a portfolio. Brown and Wolfe-Quintero (1997) explain that such aspects relay the teacher’s efforts, skills, and accomplishments to their colleagues, institution and professional community. Bailey et al. maintain that reflection is at the heart of portfolio compilation and thus also at the heart of professional development. Institutions have utilized portfolios as a unique means of teacher evaluation, and Green and Smyser (1996) describe portfolios as providing teaching a context, promoting teacher reflection, and integrating all aspects of teaching, among others. Bailey et al. highlight that, in a portfolio, in addition to including documents related to teaching duties, professional development, administrative responsibilities, there also needs to be a descriptive, narrative or explanatory note for the different portfolio sections to reflect the learning and growth of the portfolio author. While championing portfolio compilation, the authors also warn against some downsides, such as a potential judgmental focus vs. developmental focus by administration, as well as potential resentment against administration for “dictating” portfolios as an evaluation tool. Therefore, they recommend teachers be involved in setting content and evaluative criteria and in selecting the content be included—if portfolio use by institutions is to be successful and meaningful.
Chapter 13: Conclusion: The Heart of the Paradox
In this concluding chapter, Bailey et al. reiterate that they see teachers, first and foremost, as the ones in charge of their professional development. The underlying premise only upon which genuine professional development can be achieved is autonomy. Van Lier (1996) declares that the components of choice and responsibility are central to autonomy, thus handing teachers the responsibility of their own development. In this book, Bailey et al. have shared powerful tools that are anchored in daily teaching practice, and that are often introduced within the dimensions of observing/doing and individual/collaborative. The authors share a grid representing these two continua, thus reminding us that various professional development tools are not necessarily discrete categories, but rather flexible ones that may fall in different locations on the grid. The manner in which we utilize these procedures (e.g., individually vs. collaboratively) is dependent on our teaching context, personality, resources available, etc. While this book is about professional development, as indicated in the title, it refers to self-development. Edge (1992) asserts that for self-development to happen, we need other people to collaborate with, get their perspectives, collect data from, etc. Ultimately, however, we must be our own sources of renewal and development (Bailey et al.).
Conclusion
The book was published in 2009, but it is still a relevant resource of both novice and veteran teachers. The authors advocate for a more holistic approach to teaching, where teachers not only impart knowledge but also bring their own humanity and authentic selves into their teaching practices. By doing so, they can create more meaningful connections with students and foster deeper learning experiences.