re supervision
It's a neat definition, and I like the idea. The problem is though that everyday words, e.g. supervision, carry with them our personal histories of familiarities with them (- I think that's probably why Piaget invented new words: which sound so foreign that that presents another difficulty!) Undoing their familiar meanings can be difficult and mean that comunications have to include the redefinition and hope that the listener will hear and comprehend that. Omitting such a definition would leave the listener with only their familiar meaning and thereby confound them when we are talking with this revised use. Rather than using new terminologies it seems safer to me to use evryday language in its familiar sense but explain more fully all the time - it can make it long-winded, though. But that seems better than failing to communicate meaningfully.
Peter
________________________________
From: BERA-MENTORING-COACHING on behalf of Sarah Fletcher
Sent: Fri 19/09/2008 13:41
To: [log in to unmask]
Subject: Re: E-seminar:Theme Three: If mentors develop their own learning theories to inform their practice, is this sufficient?
Dear All,
When I suggested this third thread I had in mind a definition of 'supervision' as something akin not to assessment but to enabling where a supervisor would have (as in coaching) over-view i.e. super-above vision. Julie Haye's book expresses this definition so expertly that I thought it would be worth sharing. I am wondering if (in the light of the evidence from Rosalind's MA and her PhD investigating the current state of UK PGCE partnerships - am I correct in thinking we are learning about PGCE partnerships in England not UK here?) that it might be useful to introduce a form of mentoring supervision in a similar vein to Haye's?
Thank you very much Rosalind for your inspiring suggestion about mentor role play activity. Rather than introducing more in HE mentor training sessions i.e. arranging role play activity around adult learning theories, might mentor-supervisors develop this useful perspective via non-directive coaching and co-coaching activity e.g. using web-based roleplay as a focus?
Haye's definition is below. I would appreciate hear your thoughts on my suggestion above - the feedback from members of our list on the state of PGCE in the UK is an eye opener... which it would be useful to consider as a focus for what might be done to improve practice?
'What is supervision?
I think of it as two words - super and vision - as in supervision. To me, it is a process of helping you step back, metaphorically speaking, from your work so that you can take a meta-perspective, or broader view, of your practice....
This use of supervision is of course very different to the way it is customarily used in industry to mean the activities of supervisors of first-line managers when they watch to see that work is undertaken in the way that their organization's (or said supervisors) expect. People are unlikely to review their development needs openly with supervisors who may later incorporate such information into an annual appraisal and use it to justify a lower salary....
When it comes to formative, the supervisor has a role in the development and growth of the coach and may do this via feedback, direct guidance, role modelling or a variety of other options. The aim is to develop the skills, theoretical knowledge, personal attributes, self awareness etc of the coach so that the coach becomes increasingly competent.' pp. 6-7
Haye, J. (2007) Reflective Practice and Supervision for Coaches, Open University Press
Enjoy your weekend - whatever it brings!
Best regards,
Sarah
Sarah Fletcher
Consultant Research Mentor
http://www.TeacherResearch.net
Convenor for BERA Mentoring and Coaching SIG
Details at http://www.bera.ac.uk
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