conversation' by Marc Wathieu. Sourced from Flickr and reproduced
under a Creative Commons Attribution-NonCommercial 2.0 Generic (CC BY-NC
2.0) licence. https://www.flickr.com/photos/marcwathieu/2945003307/
This special programme for supervisors aims to:
Cultivate an informed workforce which is just, open and enhancing of human flourishing.
Develop students who are able to critically explore and deconstruct a range of theories in relation to supervision practice;
Analyse the beliefs and
practices reflective of the diverse social, cultural, religious and
political dimensions of supervision practice;
Foster in students a continuing enthusiasm for, and a commitment to, lifelong learning and professional development.
Contact Emma McClaren for more details (020 7540 4926 | firstname.lastname@example.org).
Unit 1: Overview of the theory, use, impact and purpose of supervision.
This Unit will examine the theoretical basis of supervision and from
this identify its functions, influence and aims. This will provide the
means for in-depth analysis of the foundations of supervision and
reflective practice, providing a comprehensive overview of the evolution
and delivery of the discipline. This will facilitate exploration of
the potential and actual role of supervision in supporting practice.
Unit 2: Dialogue and dialectic – the means of supervision.
Dialogue has long been seen as the central tool in youth work and as
such is an accepted a major focus of supervision practice in this arena.
Unit 2 will develop an in-depth understanding of how dialogical
association can be transformed into dialectical interaction. Students
will develop an understanding of the importance of dialectic as the
fabric of supervision, demonstrating how the supervision process might
illicit educational purpose and direction.
Unit 3: Supervision and education. This Unit will
build on Unit 2 to examine how the building of dialectic can take
learning associations, within the supervision setting, onto a more
definite plain of insightful understanding and educational endeavour.
This enables not only the facilitation of considered practice but
creates new directions out of mutually questioning encounters.
Taken together Units 2 and 3 will encourage and promote the use of
dialogue to build dialectical interaction, both within and beyond the
educative association of the supervisory encounter, explore authority
and responsibility within educational encounters and the supervisor as
an example of the educator in action.
Unit 4: The potential and limitations of practice.
This unit examines the nature of the fundamental building blocks of
supervision. Via an analysis of the limitations of observation and
memory, as functions of mind, the Unit will alert participants to
fragility and unreliability of perception and so the need for evidence.
The unit analyses how reflective practice, alongside evidence based
practice, can provide a reliable basis on which to advance understanding
of professional intervention
Unit 5: Practice and assessment.
Unit 5 will require participants to take on the role of both supervisor
and supervisee in order to understand and hone practice and assessment
skills: of self as a supervisee and as a supervisor assessing a
supervisee. It also explores legal considerations, the purpose and
impact of assessment will be examined as will the use and meaning of