This study is designed to analyze the reports written by senior English teachers in Basic Education schools in the Sultanate of Oman. It aims at investigating the extent to which they lead to the professional growth of English language teachers. The reports are analyzed functionally and thematically. The sample of the study consists of 156 supervisory feedback reports written by 17 senior teachers from four different regions in Oman. The analysis of the reports is based on a reflective teaching model. Two analytic systems are developed: a functional analytic system and a thematic one. The functional analytic system consists of five categories: Evaluate, Describe, Direct, Justify and Sociate. The thematic analytic system consists of six main categories under which there are sub-categories. The six main categories are: Planning and Preparation, Lesson Delivery, Classroom Management, Reflection, Continuous Assessment and Supervision Logistics. The results of the study show that senior English teachers need a great deal of assistance and training to overcome some of the problems and difficulties they face in writing reports. Although they are supposed to follow a reflective model of supervision when doing observations and writing reports, a directive model of supervision seems to be used according to the analysis of the reports. The study ends with some recommendations for senior English teachers and others for the ministry of Education in order to overcome those problems.