SSW257 Field Practicum I

Part 1

Activity 1

Supervision refers to inspect on somebody else’s work critically (Davys, & Beddoe, 2020). The role of supervisor is to evaluate other’s work, find out the errors and provide a solution to it (Hawkins, & McMahon, 2020). The present paper is based on the reflexes of a supervisor, his ways of introspecting and providing effective ways of problem solving.

The OASW developed a fact sheet to understand different models of Supervision which encompasses certain functions like Administrative, Educational or clinical supervision ,Supportive supervision following these the supervisor tries to manage performance, stress level, improve morale and encourage others towards achieving a goal (Nurabadi, 2019).

My mode of Supervision as a Supervisor

• Having a professional Qualification: Being a Supervisor, I need to have specialized skill to train or be a mentor to others. For that I need to have Professional qualifications, comply with Code of Ethics and its practice standards.
• Consultation: Being a Supervisor, I always prefer to follow consultation for my students. It is a process in which problems are resolved as I am able to process things from a specialized point of view. Moreover I remain adhered to the organizational responsibilities. While supervising I apply my specialized knowledge to solve issues that concern my students.
• Provide Constructive Criticism:I try to provide Constructive criticism which would help my students to improve themselves both academically as well as in their personal lives.
• Encourage Supportive Supervision: Asa supervisor I believe that it is also my task to motivate his/her students, to encourage them to explore new areas to gain knowledge
• I positively praise my students:I make sure that I appreciate every efforts that my students take to complete their assignments.
• To acknowledge Diversity in practice. I always try to encourage diversity among my students so that they develop tolerance towards other diverse groups.
• Advocate Human Rights and upheld social economic justice:  being a super visor, it is my duty to ingrain these qualities among my students for being a better person themselves.
• Apply “I” language: Being a supervisor I suggest ways in which they can improve themselves. I point out their mistakes and not at them as a person
• Implement Sandwich method:While giving feedback to my students, apply Sandwich Method whereby, I praise them then find areas where they can improve their work and then again praise them in conclusion. 
• I also remain focused on their behavior and provide them with actionable feedbacks.
• By engaging into Assessments, Intervention and evaluation

From a student’s perspective

Being a student myself I feel supervision based on Peer Groups will be the best one because peer group provide necessary mutual support, by sharing their practices, the knowledge they gain and resources they have (Hunukumbure, Smith and Das,2017).

Peer groups consists of the individuals with similar status of knowledge. This form of supervision helps the students to have professional development where the peers can identify the diversities, consult among themselves the steps to be taken as a group. Here the supervisor can point out individual errors as well as group errors giving us better scope to improve.

To me, Supervision is inspecting our work by an expert who has specialization on a specific subject matter. The supervisor critically analyses our work, find out mistakes and provide effective solutions for us to improve.

Activity 2:

 Being a supervisor, my supervision towards a student building community services must consider three important areas

• Constructive Criticism: I must use both positive feedback as well as point out mistakes which need improvements instead of focusing only on mistakes. By using “I” language, providing action sable feedbacks, appraisals in between, and by using Sandwich method I can successfully apply Constructive criticism while analyzing my students.
• Evaluate myself regarding how good my feedback is: while giving feedback I must evaluate myself based on
• Whether I understand other’s perspective or not
• Whether I explain all the strategies or programs properly or not
• Whether I refer to specific incidents or generalized statements while giving       feedbacks
• Whether I provide them with ways to improve their performance or not and many more.

To evaluate myself, I can Use the Situation – Behavior – Impact Tool with few questions where there will be few options based on which I will be marked. This marking will help me to analyze whether I provide good feedbacks or not (DeCosta et al 2016).

• Reciprocate Effective Feedback:Feedbacks can reinforce and keep someone goal directed.

Effective ways to receive feedback :

• Listen feedback effectively
• Open to responses
• To concentrate on behavior and not on an individual
• Being specific and realistic
• To be continuos

Being a supervisor I always want my students to participate in community services as teamwork , volunteering can help them provide a feeling of accomplishment and identity.

Part II

Best way to deliver Evaluation:

Being a supervisor I feel an evaluation must be based on Sandwich model where the supervisor talks about the positive points, the areas which needed to be improved upon followed by positive response towards the task. No supervisors should point to a person to show his or her mistakes instead use I language while pointing on mistakes. There is a special position for constructive criticism to show both good side and the negative aspects too needed improvement. If following these ways, the supervisor can deliver his evaluation in the best way (Kock,2017).

For instance, referring to Mocked student profile, the supervisor talks about Sarah that she is attentive , responsive to her peers and also have interest towards community building however the supervisor feels that she remains aloof during online classes, sometimes inattentive and need some time to participate in community development program to be held between teacher and the parents.

Completing and Developing Evaluation

Being a supervisor I will make a critical assessment about a student’s attentiveness, her behavior with others, whether the students are willing to change themselves or not and also on their performance(Zihms,2020). Only after the critical evaluation a supervisor can develop his evaluation.

For instance, referring to Mocked student Profile, the supervisor has noticed Sarah remaining absent for certain number of days, that she is good in academics, behave well with her peers and also have interested in community building programs but still not fully prepared to participate in the meetings which required supervisor’s close supervision.

Student’s way of behaving towards me

I expect my students to behave positively towards my supervision as they would understand that my goal is always to enrich, improve them both in academics as well as a good human being who will in future proof themselves as an asset towards the society.

My response towards students not appreciating negative feedback

In this situation, I will remain calm, demonstrate them each errors and help them understand why improvement is necessary and help them fix errors.

Pass Placement

The students who can adapt the constructive feedback and improve themselves by following their supervisors will be marked with Satisfactory grade and those who fail to do so will be marked with Unsatisfactory grade.

Reference

Burns, R. W., & Badiali, B. J. (2015). When supervision is conflated with evaluation: Teacher candidates’ perceptions of their novice supervisor. Action in Teacher Education, 37(4), 418-437.

Davys, A., & Beddoe, L. (2020). Best practice in professional supervision: A guide for the helping professions. Jessica Kingsley Publishers.

DeCosta, M., Bergquist, E., Holbeck, R., & Greenberger, S. (2016). A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes. Journal of Educators Online, 13(2), 19-52.

Hawkins, P., & McMahon, A. (2020). Supervision in the Helping Professions 5e.

Hunukumbure, A. D., Smith, S. F., & Das, S. (2017). Holistic feedback approach with video and peer discussion under teacher supervision. BMC medical education, 17(1), 1-10.

Kock, N. (2017). Which is the best way to measure job performance: self-perceptions or official supervisor evaluations?. International Journal of e-Collaboration (IJeC), 13(2), 1-9.

Nurabadi, A. A., Nurabadi, A., Sucipto, S., & Gunawan, I. (2019, December). Informal Supervision Model “Managing by Walking About” in Improving Quality of Learning. In 5th International Conference on Education and Technology (ICET 2019) (pp. 10-12). Atlantis Press.

Zihms, S. (2020, October). A community-engaged approach to supervisor training. In 6th Annual Researcher Education and Development Conference.

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