Supervisee Development

When working with children, staff learns to communicate with a variety of people for different purposes: Building relationships with colleagues Plan curriculum with the staff members to

support children’s learning Participate in the supervisory process with head

teachers or directors Communicating with parents about child

development Interact with professionals (doctors, social

workers, psychologists)

Learning to Communicate Effectively

Beginner teachers need time to become more confident in the work setting: Communicating with parents Leading group time Less depended on the supervisor Experience, staff development, and

training can have an exciting effect on the self-confidence of caregivers

Becoming a Self-Confident Teacher

Working with children overtime, deepens caregivers understanding of child development: Milestones of development Address important problems that

children face (delays in language or child abuse)

Understanding Children

While working with children and interacting with parents and other professionals, supervisees reflect about their own growth and development: Some change their own attitudes toward

learning and disciplining children Attend workshops and complete college

courses Having support from a supervisor, stimulates

the staff to think what they need to do to improve

Understanding Oneself

Respect and appreciate other cultures Value other human being in their daily work Attend trainings to learn appreciate the

cultural and ethnic differences and better communicate with parents

Respecting Others

Increase staff competence Broaden their roles and responsibilities

based on their personal interests (playground or classroom design or child advocacy work)

Staff who work in the nurturing and stimulated environments, remain in their jobs despite the low pay

Gaining Satisfaction and Stimulation from Professional

Growth

With experience, teachers tend to develop strong points of view about how children learn best: How children should be handled How a play area should be designed How children learn best

Building a Philosophy of Learning

Part-time volunteers do not expect to be

trained, observed, or evaluated Full-time staff have high expectations for

supervisors and can be critical when acceptable supervision is not provided

Staff value a supervisor who is willing to spend time with them, to listen to their thoughts, feelings, and concerns

Valuing Good Supervision

Staff appreciate constructive criticism Staff appreciate supervisors who engage

them in group problem-solving activities, seek their input in decision making

When a problem arise with the supervisee, consider his/her developmental level to determine the most appropriate supervisory strategy. In case of a 66-year-old who is great with children, except in areas of discipline.

The Developmental Dynamic at Work

Meet with the supervisee Make her feel special person and

recognize the good work she has been doing

Going over routines and clarifying her role working with children

Immediately address the issue Take time to observe the supervisee in

the classroom

The Supervisory Plan

Hold individual conferences with the person on

a regular basis to get to know him/her Provide feedback to him/her from observations

to begin to reflect on her behavior in disciplining children

Provide monthly training sessions with others to deal with child care techniques and provide them with opportunities to share their thoughts

Invite this person to staff meetings so she/he feel part of the program and learn from the staff

Clinical supervision is an ongoing professional development of staff membersStage 1: Pre-observation Conference Opportunity to begin to establish positive

working relationships with each other Discuss concerns Review activity plans for children Make plans for observations and

establish a time for the post-observation conference

The Five Stages of Clinical Supervision

Stage 2: Observation Supervisor or peer may observe teachers

at work during formal/informal lessons with children

To link between the plans made during stage 1 and actual practice

Stage 3: Analysis and Strategy Give immediate feedback Observed events are analyzed in terms

of concerns and strategies are formulated

Stage 4: Supervision Conference Discuss strategies for improvement Offer specific help Plan for the next observation

Stage 5: Post conference Analysis Self-improvement for supervisors and

staff members Assess the nature of communication

during the conference The role that each individual played Progress was made on the issues

discussed

Small- and Large-group meetings Hallway conversations In-house newsletter Internal memos E-mail Staff bulletin board Voicemail Text Messaging Website, Twitter, or Facebook Daily message log

Modes of Communication

Observe Understand assessment choices ReflectMake meaning of documentation DevelopCurriculum plan ApplyTo teaching strategies EvaluateCelebrate a project

Coaching to Connect Curriculum, Assessment, and Teaching