The Development and Basic Principles
This chapter provides an overview of the development of the Task-Centered Model for Educational Supervision (TCS). Chapter 1 formally introduced TCS and its activities; subsequent chapters will discuss its steps and functions in great detail. Here we continue the introduction to the model by reviewing the various considerations that went into building it. The purpose is to provide greater understanding of TCS through explication of its origins. The chapter concludes with an overview of its basic principles.
Three areas provided the foundation for the model: the task-centered model for social work practice, which was identified as a promising approach for supervision; principles of quality educational supervision (discussed in depth in chapter 3); and the dimensions of the supervisory encounter, including structural arrangements, educational content, emergent issues, and supervisory process. Attention to these dimensions resulted in our decision to develop TCS as a process model rather than one that prescribes structure or content.
However, a personal supervisory experience provided the impetus for formal development of TCS. Although he had both classroom and clinical experience, the first time the lead author was responsible for providing educational supervision, he felt ill equipped. He began seeking a model to help