Preparing for Supervision Beginnings
The previous chapters have given an overview of the various facets of the educational supervision encounter. This chapter is concerned with the beginning and ending of supervision. The first part presents steps supervisors should consider in preparing for the initial meeting. Instrumental and affective considerations for making new supervisees feel welcome and less anxious about their experience are discussed.
The second part presents issues related to endings. Though it may seem strange to introduce this topic in the middle of this book rather than in the final chapter, we believe it is important to plan for the end of supervision right from the start, for two reasons. First, many endings occur suddenly. Being cognizant of ending issues can help supervisors feel more prepared to handle them. Second, endings are facilitated by reviewing supervisee progress. Therefore, it is important to consider methods for monitoring progress from the beginning. We offer areas for forethought to facilitate the ending process.
Prior to meeting for the first time, supervisors should carefully consider the needs of the new supervisee. They should go out of their way to be welcoming and provide the best setting for successful work and supervision. Indeed, there is evidence that initial impressions of supervision are related to
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Publication information: Book title: Educational Supervision in Social Work:A Task-Centered Model for Field Instruction and Staff Development. Contributors: Jonathan Caspi - Author, William J. Reid - Author. Publisher: Columbia University Press. Place of publication: New York. Publication year: 2002. Page number: 156.
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