Supervision As Pedagogy: Attending to Its Essential Instructional and Learning Processes

Abstract

The various supervision models each emphasize particular interventions. But to conceptualize supervision as a teaching-learning process permits a common framework and attention to supervision's basic change mechanisms. This article discusses the four learning strategies of modeling, feedback, direct instruction, and self-directed learning through reflective practice, arguing that their effects are mediated by the quality of the supervisory relationship. As well, it makes the case that feedback grounds a developmental continuum that extends from direct instruction when supervisees are learning new skills to reflective practice, which becomes increasingly prominent as the supervisee gains experience.