Educational Supervision in Social Work: A Task-Centered Model for Field Instruction and Staff Development

By Jonathan Caspi; William J. Reid | Go to book overview

12
Applications of TCS

TCS offers a process for conducting educational supervision. It does not prescribe particular learning content (i.e., educational objectives) or structures (e.g., one-to-one, group, peer). Therefore, the model can be applied for an array of purposes and in a variety of settings. This chapter provides an overview of the various applications of TCS, demonstrating the model's flexibility and practicality. It begins with a presentation of how TCS handles varied learning content, then discusses the use of TCS in supervision with different theoretical and practice orientations. The adaptability of TCS for use within varied structures is demonstrated, and the differences in using the model with staff and interns are considered.


Content

TCS offers a process for selecting and achieving educational objectives in supervision but does not delineate specific areas for learning. Thus, the model is adaptable for teaching a broad spectrum of educational content. The ultimate choice of target goals is up to the supervisor and supervisee, within the context of the larger learning environment (e.g., agency, funding sources, school). Indeed, the supervisory pair can use TCS to articulate learning content (as target goals) that reflects almost any area of social work practice. They may choose topics that reflect mastery of agency procedures, interventions with specific populations (AIDS patients, homeless people,

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