Supervision Essay

Throughout this paper, with the aid of Gibbs Model of reflection, refer to appendix one (shaaban, 2014), I will reflect on the efficacy of the supervision styles I experienced throughout my degree at my clinical site. These styles are direct supervision and in-direct supervision. I will evaluate the strengths and weaknesses of each style and how it impacted my learning. I will take into consideration the effect it had on my own learning and how I can use this lesson to ensure I have a positive impact

Effective supervision requires establishing different levels of supervision in order to know which offenders need closer supervision from those who require less supervision (Alarid & Del Carmen, 2012). Generally, the supervision of offenders is categorized into three or four levels: maximum, medium and minimum or maximum, high, standard, and administrative (Alarid & Del Carmen, 2012). The administrative level is for probationers or parolees who have committed minor offenses, satisfied financial

Field student identifies as a professional social worker and conducts himself/herself accordingly. 1.5 Engage in career-long learning. 1.6 supervision 1.6 Supervision and consultation. I read an article on problems facing homeless to increase my knowledge on an agency’s population and to understand services provided by the agency. During my supervision, I discussed questions pertaining to the articles I read about how women which are coming out of the prison system are being traumatized for

Introduction: Clinical supervision is the relationship between supervisor and supervisee established for the development of the professional attitude and improvement of clinical competence of supervisee (National Association of Social Workers, 1994). The role of a supervisor is crucial and demanding, as they provide direction to the supervisee, standardise their knowledge, improve skills and maintain the ethics in the clinical practice setting. As stated by Corey, Haynes, Moulton and Muratori (2010)

provide effective formative and summative feedback, promote growth and self-assessment in the trainee, and they also have to be able to conduct their own self-assessment. These skills encourage the trainee in the process of supervising. Clinical supervision is defined as: “An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has simultaneous purposes of enhancing the professional

Collaborative Supervision Model Developmental supervision models call upon teachers and other instructional leaders to employ approaches that are useful in improving their cognitive growth. In this case, the supervisor seeks to employ a supervisory model that diagnoses their conceptual levels (CL). With a collaborative approach, the teacher can be successful in ensuring a perfect presentation, the ability to improve problem-solving strategies, and negotiate with students. The rationale for choosing

Why is a supervision theory basis necessary? How does an effective leader bridge theory to practice? Supervision involves having other people do work through delegation of duties. This requires that the people to whom work has been delegated be trusted and respected. There needs to be confidence between the employees and the supervisor. To compete effectively and achieve success companies usually rely on the involvement of their employees and must nurture their employees and encourage their initiative

1. The purpose of supervision Supervision is: “a process in which one worker is given the responsibility by the organisation to work with another worker(s) in order to meet certain organisational, professional and personal objectives” (Morrison, 2001). Professional supervision is a positive and enabling process that offers the opportunity to bring employee and supervisor together to reflect on work practice. It is the process by which a worker can review and evaluate their work through discussion

Snapshot – Skillful Supervision As the principal your first step is to determine if there is value to the staff member’s judgement. On occasion there may be a personality conflict between the two teachers and little merit to the complaint. Dealing with the personality conflict, then becomes the priority. Regardless, the duty of the principal is to gather the facts. Initial analysis of the teacher’s practice is done through informal walk-through observations. The principal provides written feedback

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