Function and benefits of supervsion in education
Definition of supervision
Even in professions where supervision is well established, there is no universally agreed definition of supervision. What do exist are models and frameworks that have been developed within traditions to describe the typical function/s of supervision. The Supervision in Education Network uses the following working definition of supervision to inform the guidelines and is influenced by the Inskipp and Proctor (1993)[1] model common to other professions:
'Supervision aims to provide a reflective space for a safe, non-judgemental, collaborative and learning dialogue with a trained supervisor that supports the supervisee’s practice, development and wellbeing. In so doing it contributes to the development and learning of children and young people.'
Three main functions of supervision in education
In practice, these functions can and do overlap.
- To facilitate the development of the supervisee’s professional practice
- To provide support for the supervisee’s wellbeing in their role
- To support the supervisee in maintaining appropriate professional standards.
Evidence of the benefits of supervision
The empirical research available from primarily small-scale studies using self-reporting data collection methods indicate that supervision is associated with positive benefits for supervisees and their organisations.
For example:
- Professionals report benefits in health and wellbeing including, for example, reduced levels of stress, increased ability to manage work-life balance, feeling re-energised and a greater sense of empowerment in their role.
- Regular supervision can reduce professionals’ feelings of isolation and enhance camaraderie and collegiality within staff teams. Professionals appreciate the framework of supervision that facilitates a structured process to explore.
- Supervision provides the space and support to develop meaningful reflection skills within and beyond formal sessions.
- Participants report building better interactions with students and colleagues, safer practice and developing new approaches that improve their practice.
[1] Inskipp, F. & Proctor, B. (1993) The Art, Craft and Tasks of Counselling Supervision, Part 1. Making the Most of Supervisors. Twickenham: Cascade Publications.