Description
As a universal service, education is expected to safeguard and meet the needs of all pupils, some of whom may have complex issues, and also to offer emotional support for children and their families. There are increasing pressures and changes facing schools and teachers, accelerated by the impact of the pandemic; however, unlike other stressful professions, there is no accepted framework for supporting school staff to deal with the personal and emotional rigours of their role. Supervision offers a solution – an effective method of supporting staff with safeguarding, and with the broader emotional demands of their work. Based on direct experience and presenting an Integrated Model of Supervision (IMS), this book offers guidance for instigating supervision in school settings. The Second Edition is revised throughout, with three new chapters and all chapters updated to incorporate contemporary examples.
Audience
The book is aimed at an educational market – schools at all levels and in all forms of educational system both public and private, teachers, other members of school staff, governing bodies, those trained in supervision, local authorities, national educational advisors, school academy trusts and educational psychologists.
Details
Publisher: Pavilion Publishing and Media Ltd
ISBN: 9781803883038
Publication Date: September 2023
Content
Foreword by Lisa Lea-Weston
Introduction to the Second Edition
1. Why supervise and what does effective supervision look like?
2. The Integrated Model of Supervision adapted for use in Schools (IMS(S))– a 16-piece jigsaw
3. The supervision cycle
4. Emotionally attuned supervision
5. Putting it all together – using the 16-piece IMS(S)
6. Group Supervision
7. Supervision in practice
8. Experiences of supervision
9. Establishing a culture of supervision
10. Final thoughts
Appendix 1: Exploring the purpose of supervision
Appendix 2: Possible questions for supervision
Appendix 3: Sample Supervision Agreement
Appendix 4: Sample Student Record Sheet
Appendix 5: Sample Supervision Record
Appendix 6: Sample Group Supervision Agreement and Agenda
Appendix 7: Mental Health Needs Resources
Appendix 8: Contextual Safeguarding Resources
Appendix 9: Sample Supervision Policy
Appendix 10: Audit Tool for Developing a Culture of Supervision
Authors
Penny Sturt is an independent trainer, consultant and registered social worker. Following her advanced social work training, which sparked an interest in supervision, Penny has delivered supervision training with In-Trac Training and Consultancy Ltd. She has a longstanding interest in safeguarding and supervision across multi-agency settings, and she has run supervision training courses in health, social care and educational settings.
Jo Rowe is an educational psychologist with a local authority. She has more than twenty-five years of experience working in a range of school settings and supporting school staff as well as children and young people with additional needs. She provides and participates in group supervision, and she has researched the impact of supervision for school staff with a safeguarding role.
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