Clinical Supervision Reflection

As a clinician, I work full time in a school and prn in the skilled nursing facilities. Being able to learn about the many topics of supervision throughout both semesters has been rewarding. Even though I have never supervised a student before, I will take the skills that I have learned and apply it into my work environment in the future. ASHA (2008) states an effective supervision facilitates the development of clinical competence in supervisees at all levels of practice, from students to certified clinicians. Clinical supervision is a collaborative process with shared responsibility for many of the activities involved in the supervisory experience. When supervising, I would collaborate with my supervisee(s) to make sure that we are one accord

Many authors including, Pawlas and Oliva (2008) and Bennis and Nanus (1985) discuss the importance for the supervisors to spend much of their time listening to the views of others incising their students and incorporating these ideas into their thinking as a powerful tool for personal development. Moreover, on the job training, mentorship or continual education, are not always easy to access for the educator, my first-hand experience has been that this has been a valuable learning tool which has made me explore how I do what I do when supporting students in their clinical education. Given that my role is a long-term relationship, and that adults learners develop incrementally over time, a supervisor can assist in that change by working with students to establish meaningful long-term goals, working patiently on the

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Relevant to Unit 511 in the Level 5 Diploma in Leadership in Health & Social Care Services

Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston

Additionally, utilizing Cognitive Coaching in the school system allows new and veteran teachers to feel like they have say in their own professional development. Reflecting back when I was a teacher, I felt a sense of being on my own for a majority of my first year as a teacher. There were times when I would go to my mentor for advice and guidance regarding an issue and she would give her experience and lessons that she learned from her own experience. While I walked away with some methods and ways to improve, I did not have a clear path as to how I should proceed in my classroom. I felt as if I was alone in my classroom. That that my “mentor” was not helping me develop into an effective teacher. I had opinions about how she handled the situation, and I had ideas about how I could my current situation. However the dialogue between the two of us never allowed me to explore my own thought process.

Learning Outcome 4 4.1 Explain how you support supervisee reflect on their own practice In my opinion, the five major elements that are linked with supervisee’s role and responsibility, job retention or career and practicing skills and emotional health: • Assistance of task, described as the ability of the supervisor for providing work related and tangible guidance • Emotional and social support regarding emotional requirements like stress and work pressure • Maintaining a positive relation with supervisors with the extend that will help them to perform their role more effectively • Effective and positive feedback from supervisor to supervisees and how this will support safe practice, retention rate, and job satisfaction • Suggestions also proposes that long term professional development is vital for supervisees It is often viewed that supervisory

She also realized that being in a classroom all day was not for her. When talking to Mrs. Cruthirds you could clearly see she loved her job and was filled with so many stories about her job. She seemed excited when talking about what she has done and still doing and has been encouraging to me. She said that she believes that children generally do not care what you think until they know and think that you care about them. This meaning that she is working to show them that she cares so in turn they will care about themselves and the future too. She does what every counselor does and that instills hope by showing you care. I like her belief or theory on this. I want to be able to show children that I care about them and for them to know and believe that they have someone that cares about them. I never realized until working in the school how many kids feel like no one cares about them and when they realize someone does you can see the light in their eyes. Mrs. Cruthirds talked about seeing the change in students as she began working with them. She said that students fall to peer pressure most of the time, so when you start working in groups with them or with their class as a whole you can see their thoughts changing on certain topics along with behaviors. The therapeutic skill that she uses most with her student is keeping in touch with them. Even when their problem has been solved she will call them in just to check in and remind them that she is always there to talk if

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

“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.

My time in the medical assisting program has been some of the best and some of the worst times of my life, but one thing is for sure, I wouldn't take it back for anything. I have made some of the best friends and colleagues from the beginning of this program. I have learned what the definition of preservence and hard work meant from this program.

My reflective clinical practice experience was based on my eight weeks placement in an acute mental health ward in a hospital. I was not sure of what to expect because I have never worked or placed in an acute ward and this was my second placement. Before starting my placement, I visited the ward and was inducted around the ward. This gave me a bit of confidence and reassurance about working in an acute ward.

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”

After completing the self-assessment for module #2, I was a bit surprised to discover I scored 40% in directive supervision and 40% in nondirective supervision. Before completing this assessment I thought for sure I would score higher in collaborative supervision. However, after learning more about Glickman’s supervisory approaches, I quickly realized that my definition of collaborative supervision was not accurate. I thought collaborative supervision was one size fits all. I believed teachers needed and wanted reflective problem solving with the goal of working together to figure out a solution. What I didn’t take into consideration is where the teacher was in their personal and professional development. It makes sense to me now how collaborative