Reflective Supervision

/in /by
  • Supervisors who utilize opportunities to guide teachers’ decision-making through reflection are engaged in a form of on-the-job mentoring which is an ideal scenario for promoting teacher growth as well as successful program outcomes. This apprenticeship approach is known as reflective supervision. In this discussion, we will apply ideas about ethical leadership, mentoring, and reflective supervision to common early childhood settings in a practical context. Begin by watching the following two-minute video on using reflective supervision as program benefit: Lessons in Leadership: Reflective Supervision (Links to an external site.). After watching this short video and reading Chapter 7, consider a time when you, or someone you know well, took on the duties of managing or leading in an educational or related organization.

    In your initial post,

    • Identify two key skills or competencies (see Table 7.1) that a manager or leaders needs to exhibit in an effective early childhood program and describe why these skills are needed.
    • Discuss a strength that you have observed in a leader who is/was able to help teachers identify and discuss the vision and direction in which an early childhood program should go.
    • Describe two factors that contribute to the success of a person serving as a manager or leader in a school that would also contribute to their ability to serve as a successful mentor to teachers.
    • Answer the following question: What concerns do you have about your ability to fulfill the various roles and responsibilities as a manager who is also a mentor?

      Table 7.1

      Competency Checklist
      Competency Describe an example of a teacher-leader with children (when acting as a teacher)

      Save your time - order a paper!

      Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines

      Order Paper Now

       

      		 Describe an example of a teacher-leader with adults (when acting as a supervisor)

       
      Listens well, does not interrupt, and respects the pace of the other person

       

      		    
      Is able to wait for others to discover solutions, form own ideas, and reflect

       

      		    
      Asks questions that encourage details

       

      		    
      Is aware of and comfortable with his or her feelings and the emotions of others

       

      		    
      Is responsive to others

       

      		    
      Guides, nurtures, supports, and empathizes

       

      		    
      Integrates emotion and intellect

       

      		    
      Fosters reflection or wondering by others

       

      		    
      Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context

       

      		    
      Is willing to have consistent and predictable meeting times and places

       

      		    
      Is flexible and available

       

      		    
      Is able to form trusting relationships