This book puts forth a task-centered model for educational supervision, which we hope will be a useful contribution to supervision practices. It provides clear steps for systematic articulation and attainment of educational objectives. There is an abundance of information on principles associated with quality educational supervision in the literature. However, this body of knowledge is usually not organized into coherent models of supervision. The Task-Centered Model for Educational Supervision (TCS) incorporates these principles and systematically puts them into action.
Undergraduate and graduate programs in social work, education, psychology, and counseling have learning objectives that their students must achieve during their internships in order to successfully complete the degree. Although it seems as though most students do attain these goals, it is often unclear how. Supervision practices vary widely, occurring behind closed doors and out of the view of the school. Too often, supervision focuses on case dynamics without explicit links to learning. TCS methodically ties case considerations to educational goals. Program administrators, supervisors, and students appreciate knowing how educational objectives are to be assessed and achieved.
This book should be of primary interest to field instructors, agency supervisors, and field education directors. It may also be helpful to field interns, social workers in staff positions, and supervisors from other disciplines (e.g., counseling, education, psychology). In addition to presenting TCS, the book provides in-depth information about all aspects of educational supervi-