Reflective Supervision

Reflective supervision is a relatively new form of support and development for most educators.  

 

My working definition* is: 

Reflective supervision in education is a non-judgemental, collaborative process where education practitioners are supported to reflect on their values, practice, relationships, the emotional demands of their work and the impact of these and the wider education system on their psychological wellbeing. It can contribute to best practice, effective relationships, enhanced wellbeing, and professional and personal development.

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Its three main functions can be summarised as:

•    Educative – focusing on developing the supervisee’s skills, understanding and capacities
•    Supportive – focusing on the emotional and psychological impact of the supervisee’s work
•    Qualitative – focusing on best practice and upholding professional standards.

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Who can benefit from reflective supervision?

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In short, reflective supervision can be beneficial to anyone working in schools, colleges, universities or any other setting involving educating children and young people.  It is particularly beneficial for:

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• Class teachers and paraprofessionals (e.g., LSAs), particularly those working with pupils/students living with adversity, vulnerabilities and/or trauma. Supervision is mandatory for those working in EYFS.

• Teachers with specific pastoral roles (e.g., SENDCOs, safeguarding leads and team members, learning mentors, heads of house, mental health leads)

• Early career teachers and trainee teachers, plus their mentors/tutors

• Headteachers/principals

• School business managers

• Educators in specialist provision

• Consultants, coaches, trainers and those providing support to educators - particularly if related to wellbeing or trauma.

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The understanding behind reflective supervision is that educators are more likely to improve their practice if they feel able to: 

•    Access a supportive and confidential professional relationship, where they are encouraged to reflect critically on themselves and their situations, celebrating their successes and being open about their mistakes and struggles, without fear of judgement
•    Gain honest feedback on issues so assumptions or unhelpful thinking can be challenged
•    Engage with ways of improving and explore alternative perspectives because they know they will not be criticised for experiencing dilemmas
•    Receive support, particularly with difficult or unusual situations/relationships.

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Supervision sessions focus on exploring:

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• The supervisee, their practice and context

• Relationships (including with colleagues)

• The impact of their work on themselves/others

• Concerns beyond the workplace which are impacting on psychological availability and effectiveness in the workplace.

This will mainly involve dialogue, but by agreement, a range of activities may be used to facilitate this.  

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'Confidentiality'

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All disclosures within supervision are treated with a high level of discretion. All thoughts and feelings disclosed within supervision are confidential except if they relate to risk to a child/children or may indicate a serious mental health concern. Information that relates to behaviour such as breaches of professional conduct, illegal activity and/or issues which may relate to risk to self or others are not confidential.

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Summary

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Supervision does not imply that the supervisee is ‘in deficit’ but recognises that teaching/leading schools is demanding work and that school staff are valuable and need to be looked after. Supervision can increase and replenish psychological resources, and is considered helpful in improving practice, enhancing wellbeing and reducing the likelihood of burnout and stress, including compassion stress injuries.  

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Practicalities

 

Supervision is available:

• 1:1 or in small groups (max 6)

• Online or face to face (depending on location)

• Monthly, termly (6 x a year) or each double term (3 x a year) - prices vary according to number of sessions booked. Please see pricing page 

• With sessions typically lasting for an hour, but longer sessions can be arranged where required and are recommended for group sessions

• At a mutually convenient time, usually during the school day but some evening and weekend slots are also available​.  Sessions are usually held in term-time but some slots may be available during holidays.  For more information, please get in touch using the contact information below

• Through school/setting or privately.  If arranged via a setting for multiple members of staff, contractual arrangements will be made with one organiser.  Discounts are available where four or more staff are booked to receive 1:1 supervision.

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Please use the contact details below to request an initial (free, no obligation) chat to talk through needs, ask/answer queries and to see if we are the right 'fit' for each other.​

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* adapted with Dr Judy, based on Prof Peter Hawkins definition of supervision in the helping professions