Samantha Riggi, Department of Early Childhood Studies, California Baptist University ECH 461: Administration of Early Childhood Programs. Dr. Cammy Purper. June 9, 2024. Reflective supervision: All too often, staff members may feel underappreciated or not having the space to develop relationships with directors and colleagues. Reflective supervision is a form of supervision in which a director acts as a guide to support members of their staff with the hopes of increasing their reflective capacity. It is established upon three primary building blocks: reflection, collaboration, and regularity (Fraser, n.d.). Reflection is essential due to the fact that it allows staff members to reflect upon themselves and assess their strengths and weaknesses- which directly aids in professional growth. …show more content…
Regularity, the final building block of reflective supervision, is so important that oftentimes staff members may not be responsive to this form of supervision. Providing consistency is important as a supervisor to see the fruits of reflective supervision. Reflective supervision is also built on the basis of trust and respect, an individual being led by their supervisor to act in a reflective manner of a specific situation and their work (Fraser, n.d.). This aids staff in decision making, developing critical competencies, and examining their work in a deeper manner- in turn leading to staff feeling more accomplished in their work and supported while doing so. In order to be successful, staff members need leadership that surpasses staff accountability and enforces rules. They need to be nurtured and supported to have the tools needed to grow in their work, as well as develop a collaborative relationship with their director and colleagues. Rather than just being told what to do, reflective supervision helps staff members engage in thoughtful questioning, reflection, and managing emotions. When difficult situations arise, reflective supervision by a director
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
As now it can be concluded that to make a supervision session effective it is essential to have a deep understanding of these facts and theories. Characteristics of both supervisor and supervisee are equally important. As supervisors must know their roles and responsibilities at the same time, supervisee should have interest towards reflective practice. Maintaining a good supervisory relationship will be useful to analyse the problems. If there are any signs of underperformance seen in the supervisee, the supervisor can approach them to sort out the matter before it causes
Elliott, A. (2004). Where to Now for Early Childhood Education and Care? Early Childhood Education Research Program (ACER), 12(2).
The developmental model, summarized in an article by Stoltenberg (2005), summarizes a supervision approach that uses developmental framework in clinical supervision. The author, Stolenberg (2005) and Ursula Delworth created a developmental model titled Integrated Developmental Model of supervision (IDM). IDM provided specific details about the changes in the supervisee throughout their time in clinical supervision. It also provided specific details on the types of supervision environments and supervisor intervention for each level of development (Stoltenberg, 2005).
...r me to express how I am doing. The best way to utilize supervision is to know how to debrief effectively. Knowing what is triggering, what is stressful, and if the coping techniques are working, are important things to discuss during supervision. Utilizing colleagues within the agency is also a great support system. Even if you are not able to discuss the case, coworkers can still understand and help debrief feelings related to a case.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
Lasser, J., & Fite, K. (2011). Universal Preschool's Promise: Success in Early Childhood and Beyond. Early Childhood Education Journal, 39(3), 169-173.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Developmental Supervision, Supervisor Flexibility, and the Postobservation Conference. Hills, J. (1991). Issues in research on instructional supervision: A contribution to the discussion. Journal Of Curriculum & Supervision, 7(1), 1-12. Jones, N. B. (1995).
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, New Jersey: Pearson.
Supervision was defined by Bernard (2005) as the realization of our supervisees that they understand the therapeutic process and themselves a tad better than when they entered supervision, and our own realization that we have been players in the professional development of another.
Supervision could be interpreted from many points of view and have many perceptions about it. Differentiating description from interpretation in observation is so crucial for instructional improvement (Glickman, et al., 2014). Also are different methods that an administrator might use while doing his or her supervision, furthermore, how this information is going to be used to further assistance teachers. As Glickman, et al., (2014) mentions that observations are a method of assessing and planning skills are useful to a supervisor in setting goals and activities for himself or herself as well as for others. Following it will be describe two models, clinical supervision and peer coaching, similes and differences among the models, analyze the strengths and weaknesses of each model, how each model uses assessing and planning skills and each model's contribution to the supervisory process.