While an extensive body of literature in TESOL studies the different paradigms that drive second language (L2) teachers' conceptualizations of their professional identities and practice, there is still a need for more research into how L2 supervisors construct the realities of supervision and how their interpretations of those realities inform their interactions with teachers. Often, supervisors charged with improving teacher practice through a collaborative cycle of formal observation, feedback, and evaluation use their memories of experiences with supervisors as a guide. Unfortunately, the memories that supervisors typically work from derive from a vertical top-down supervisor-teacher relationship. Consequently, both parties commonly frame observation and post-observation exchanges as a time for the supervisor to identify and correct what was "wrong" in that particular classroom on that particular day--hopefully with little protest on the part of the teacher. The authors believe that L2 teacher observation and feedback can and should be much more. In this article, they argue that rather than a checklist of what was "right" or "wrong" and a prescription for fixing those errors, teachers need broader strategies to make their instruction respond dynamically to the changing contexts and circumstances of classrooms. Referring to L2 teachers and the L2 classroom, Kumaravadivelu (1994) calls these big ideas about teaching "macrostrategies". The authors contend that supervisors need macrostrategies too--big ideas about teaching and big ideas about working for and with teachers. This article enumerates six macrostrategies which are specifically directed toward supervisors. At the same time, however, the authors believe that teachers working by themselves or wanting to work better with their colleagues can consider how these guidelines might enrich their own reflective practice.