Case Study: Supervision And The Discrimination Model

The service user should be in the centre of all supervision ensuring that they receive the best possible care .A key principle of supervision is for the supervisor to support the supervisee to understand the policies and standards of the home and what is expected of them to ensure they work to the highest of the standards .

|Bernard's Discrimination Model has three supervisory roles Teacher, councillor, and consultant and has three areas of focus for skill building, |

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

Using the counselor role in supervision will provide an opportunity to increase his competencies while also recognizing that Michael is at the beginning of his clinical internship experience and his academic lens must now evolve into practical theoretical applications and developing competencies. Assuring him will also be important to reduce his verbalized insecurity, by exploring his affective insecurity and any defensive reactions, which may interfere in his self awareness and growth as a counseling professional( Stenack & Dye,1982). It is also important in this case to learn more about Michaels own personal and cultural experiences and how

Counselors have a responsibility to monitor their effectiveness, in order to do this they need someone who is trained to assist them in understanding what is effective. Counselors have to seek supervision when appropriate and in order to do so a program needs to be in place that has supervisors readily available. The absence of clinical supervision may lead to counselors-in-training to lack the necessary skills to be a successful and productive counselor. Counselors need to develop a comprehensive understanding of the setting, population, needs, contexts and tasks of a counselor. As explained by Milne and Oliver (2000), Clinical supervision is central to initial professional training and to continuing professional development. It is necessary for counselors-in-training to refine their skills and get assistance in applying theories to any issues they may encounter with their clients. In addition to the everyday assistance necessary, a supervisor needs to present/model ethical behavior and counseling practices. In any profession the need for improvement is prominent and therefore any assistance and feedback given is appreciated and necessary. Expectations are increasing and therefore supervision is expected. Evidence shows that supervision results in school counselors’ increased effectiveness and accountability, improved professional development, and improved job performance, confidence, and comfort

This model combines a number of theories and models. Supervisors can incorporate different models to suit different scenarios with their supervisees. Bernard’s discrimination model (1979) identifies 3 key elements intervention, conceptualisation and personalisation and 3 possible supervisor

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

children, the option of adoption still remains complicated, as disabled individuals are often viewed as incapable as parents in this culture (Lightfoot et al., 2010; Smith, 2015).

The subject of this case study is a 19-year-old student, named Jasmine. Prior to taking this class, Jasmine never used the APA style in any of her previous classes. She did not know what to expect from taking this class, but she was very excited to learn. At the beginning of the course, Jasmine was overwhelmed with the amount of work she saw on the syllabus. She did not know how to conduct research, let alone conduct a case study. She began each week reading the assigned materials and slowly became familiar with the information and began learning a lot about research. As time went on, and God gave her strength, Jasmine became confident in what she was learning and learned a lot of information that she will continue to use in future classes.

The following case study All’s Well That Ends Well is a case study about three academic advisors with different levels of emotional intelligent. Each advisors level goes from high, middle, to low with low being tolerable. The emotional intelligent level goes by name with advisor #1 being the low emotional level. Tyrone can’t tolerate situation for has been brought to the attention of Mr. Smith the Director of Arts & Sciences and Academic Advising Department. This and Director Mr. Smith, and his three Academic Advisers, Tyrome, Erika & Mickey. The group works in the Academic Advising office at University of Chicago. The case study, All’s Well That Ends Well, is about a Director Mr. Smith, and his three Academic Advisers, Tyrome, Erika

Problem employees inevitably surface in most workplaces and sometimes employers need to counsel their employees and on occasions employers must discipline the employee. In an organization top-management often formulate the standards that supervisors must use when they have to deal with problem employees. A supervisor must have the skills required to organize, staff, lead, and control which includes the ability and talent required to deal with problem employees.

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

In a perfect world, people would be equal in rights, opportunities, and responsibilities, despite their race or gender. In the world we live in, however, we always face all kinds of neglect based on different attributes. All over the United States, certain people treat others with prejudice because of particular features they possess. Unfortunately, prejudice and discrimination occur even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This tragedy is called workplace discrimination; not every unfair behavior at work, however, can be assessed as discrimination. Discrimination in the workplace happens when an employee experiences unfair treatment due to their race, gender, age, religion, marital status, national origin, disability or veteran status, or other characteristics. Discrimination is one of the largest issues people face in the workplace and it must be dealt with. The U.S. have laws and regulations on discrimination but it still often occurs. Workplace discrimination appears in hiring, training, promotion, firing, and other institutional or interpersonal treatment. Discrimination sometimes causes an employee to leave or quit the workplace, resign from a position, or in more severe cases, to commit suicide or act violently against the discriminators. Discrimination is one of the largest issues many people face in the workplace.

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor 's role is to help the counsellor manage that stress more

Many organizations and establishments have philosophies in how an organization is to be functioning and which positions are necessary to execute the plan. One of the crucial positions that make the establishment function is that of a Supervisor. The term supervisor is a word with Latin roots which means “to look over,” however, a supervisor is viewed as a person who is an immediate overseer to an employee at a workplace. The supervisor is the person an employee would directly report to for any work related situation. A supervisor plays an essential part of the management team that gives an organization purpose and leadership by being responsible for employees’ progress and productivity (Bittel & Newstrom, 1992).