Reflective Supervision
Reflective Supervision is a collaborative relationship for professional growth that improves program quality and practice by cherishing strengths and partnering around vulnerabilities to generate growth
(Shahmonn-Shanok, 2009)
These resources have been compiled to support Early Childhood Leaders to integrate the principles of reflective supervision in your work with staff.
These resources have been compiled to support Early Childhood Leaders to integrate the principles of reflective supervision in your work with staff.
You are encouraged to take the lead for your own learning. Consider your own readiness for learning and the formats you find engaging as you start this process, then proceed to other types of resources that may enhance and expand your thinking related to reflective supervision.
You are encouraged to take the lead for your own learning. Consider your own readiness for learning and the formats you find engaging as you start this process, then proceed to other types of resources that may enhance and expand your thinking related to reflective supervision.
Reflective supervision is a relationship between an early childhood leader and a professional that is based on
Reflective supervision is a relationship between an early childhood leader and a professional that is based on
- honesty and trust
- collaboration
- regularly meetings focused on reflection
Reflective supervision is different from management and evaluation. It is a relationship focused on learning. Reflective supervision recognizes teachers' strengths, empowers teachers to lead their own learning, and raises more questions than solves problems.
Reflective supervision is different from management and evaluation. It is a relationship focused on learning. Reflective supervision recognizes teachers' strengths, empowers teachers to lead their own learning, and raises more questions than solves problems.
“Stepping back from the immediate, intensive experience of hands-on work and taking the time to wonder what the experience really means.” Parlarkian, R., 2001
“Stepping back from the immediate, intensive experience of hands-on work and taking the time to wonder what the experience really means.” Parlarkian, R., 2001
Reflective supervision is part of ongoing program quality improvement and individual professional growth and development.
Reflective supervision is part of ongoing program quality improvement and individual professional growth and development.
Reflective supervision creates a program culture of discussing reflections, taking risks, asking questions and working together to grow as individuals and as group.
Reflective supervision creates a program culture of discussing reflections, taking risks, asking questions and working together to grow as individuals and as group.
An important step in reflective supervision is to engage the program staff in utilizing the CT Core Knowledge and Competency Framework for Early Childhood Professionals in ongoing reflective practice.
An important step in reflective supervision is to engage the program staff in utilizing the CT Core Knowledge and Competency Framework for Early Childhood Professionals in ongoing reflective practice.