The task-centered model for educational supervision (TCS) provides an ordered series of steps for systematic attainment of learning objectives. It approaches educational development in social work much like learning to play a sport. For example, to become a competent skier, capable of safely managing terrain of varying difficulty, one must master an array of skills involving proper body movements. During formal ski instruction, the teacher may shout out many commands as the skier is attempting to make it down the hill: “Keep your weight forward! Bend your knees! Knees should be over your toes! Keep your arms forward! Shift your weight on the turns! Keep your upper body still! Keep your shoulders pointing downhill!”
Trying to attend to and implement so many directions simultaneously can be quite overwhelming. For many, learning is much easier when the focus is on only a few specific objectives at a time. This enables incremental mastery of skills; proficiency in basic maneuvers is achieved before complex ones are attempted. A solid grasp of basic skills is often necessary for carrying out more difficult endeavors. The TCS model guides this type of learning process—focusing on a few discrete areas at a time, incrementally building skills, beginning with more basic tasks and increasing complexity as supervisee competence grows.
TCS enables supervisors and supervisees to break down the many areas of social work practice into goals and specific tasks. It provides a well-defined