Description
Book SynopsisAs 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.
Table of ContentsForeword 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
