OOLLEADERS OLARSHIP OPPORTUNITY
2025 Cohort 2 scholarship opportunity
NEW DATES ANNOUNCED
1ST 2-DAY INTENSIVE - THURS 13 & FRI 14 FEBRUARY 2025
2ND 2-DAY INTENSIVE - THURS 10 & FRI 11 APRIL 2025
3RD 2-DAY INTENSIVE - THURS 15 & 16 MAY 2025
4TH 2-DAY INTENSIVE - THURS 19 & 20 JUNE 2025
Applications close Friday 16th November 2024
Cohort 2 - February to June 2025
PROUDLY SUPPORTED BY
SCHOOLLEADERS SCHOLARSHIP
2024 Cohort 1 scholarship recipient
CONGRATULATIONS
GENELLE GOLDFINCH
PRINCIPAL
FAIRFIELD WEST PUBLIC SCHOOL
PROUDLY SUPPORTED BY
Reflective Supervision in Education: Professional Learning for Facilitators
Sydney School of Education and Social Work
Australian schools are currently facing a Principal recruitment and retention crisis (Heffernan & Pierpoint, 2022), and the role of the school Principal in fostering educational achievement is critical. Principals/school leaders experience complex, frequent demands on their time, energy and wisdom, and recent studies report that school leaders are facing unprecedented pressure on their mental health and wellbeing (DeMattews and colleagues, 2021)
Reflective Supervision provides one-on-one professional and confidential conversations (peer and group reflective supervision also exist) over several sessions to support leaders as they navigate their professional roles The sessions encourage supervisees to understand and respond reflectively to challenges and opportunities for their leadership practice
Reflective Supervision (based on the principals of Professional Supervision), with a clear and consistent emphasis of reflecting on practice, has a rich heritage in the helping professions in work with psychologists, social workers and therapists where supportive, formative and normative dimensions are the main focus of the practice
Course outline:
• Establishing and managing the supervision relationship
Providing Reflective Supervision
Facilitating structured reflection on professional practice
Providing industry (workplace) specific (schools) supervision (also: consultancy, coaching, mentoring)
Facilitating ethical and wellbeing conversations for educational leaders
Leading professional learning / professional development for self and other school leaders
Implementing an education focused reflective supervision pedagogy
Presenter biographies
Geoff Broughton, PhD is the Associate Professor in Practical Theology at Charles Sturt University and currently Vice-President of the Australasian Association of Supervision. Geoff has been a pioneer in the professional / pastoral supervision sector, training hundreds of supervisors over the past decade, consulting, and supervising across a range of schools, churches and the armed services. Geoff’s leadership in supervision has been recognised by the UK’s Institute for Pastoral Supervision and Reflective Practice where he is the only non-European associate. Geoff founded the Professional/Pastoral Supervision Network, is Principal of Pastoral Supervision Australia, and has authored several books and articles on supervision in Australia.
Mary Ann Hunter, PhD is Associate Professor in Education at the University of Tasmania and a leading professional supervisor with principals, educators, and artists. Originally a secondary teacher, Mary Ann has held educational positions internationally, including at the National Institute of Education Singapore, University of Queensland, and Australian Centre for Peace and Conflict Studies. She was a coordinator of IMPACT’s global learning exchanges on creative approaches to conflict transformation and continues to work closely with schools as a Practice Leader with 4C Transformative Learning and coordinator of UTAS’ Master of Teaching Mary Ann is a recipient of numerous awards, including an Australian Council for Educational Leaders award.
2025 dates for face-to-face intensive sessions: Thursdays & Fridays 9am-4pm Cohort 1 February-June 2025
Sessions 1 & 2
Sessions 3 & 4
Sessions 5 & 6
Sessions 7 & 8
13 & 14 February 10 & 11 April 15 & 16 May 19 & 20 June
Participants in the Reflective Supervision program already have significant experience in education. The program recognises this experience and the program involves significant self-directed learning through readings, intensive practical sessions, being supervised and supervising and reflective assessment tasks
Participant’s commitment
There are compulsory individual requirements for participation in, and successful completion of, the Reflective Practice in Education course as both supervisor and supervisee. This includes 10 hours of practice in the role of ‘supervisor’ and 8 hours in the role of ‘supervisee’.
Supervisee sessions are to be arranged and paid for individually by participants and a list of recommended providers will be supplied.
Additional training is delivered through online course content, including readings A reflective learning journal must be maintained by course participants.
Assessment requirements
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Participant reflection on the supervision contract development process (1000 words)
2 x 10 min videos of supervision given plus a 500word critical reflection for each
• Comparative research essay (2000 words)
One-hour video demonstration of supervision given (and 2000-word critical reflection)
Reflective learning journal: critical reflection on development as a supervisor (2000 words)
Ethics / wellbeing research essay (2000 words)
Additional Supporting Documentation is required for AAOS membership
Fees and registration:
$6600 00 (including GST) for course
Please ensure that you are available to attend all of the face-to-face sessions in Camperdown, Sydney, prior to registration as full attendance is required for successful course completion
Link to registration:
Face-to-face sessions - February to June 2025
Course Program
Intensive 1 - sessions 1-2:
- Course introduction
- Reflective Supervision (Clinical, Social Work and
Pastoral heritage)
- Functional and cyclical models of Reflective Supervision
- What kind of learning in supervision?
- Reflective practice for educators
- Contracting for Reflective Supervision
Intensive 2 - Sessions 3-4:
- Recent developments for reflection on action
- The process model of Supervision
- Supervision of Supervision and Good Supervision Practice
- Legal and ethical issues in Supervision
- Reflexivity and Supervision
Intensive 3 - Sessions 5-6:
- Developmental approaches within Supervision
- Intercultural issues in Supervision
- Practising the process
- Power, Transference, Parallel Process; Supervision
- Leadership and Power
Intensive 4 - Sessions 7-8:
- Establishing and facilitating in group Supervision
- Fostering self-care and wellbeing through Supervision
- Dealing with burnout and endings.
Dates for Reflective Supervision 2025 - Cohort 1: Four x 2-day compulsory intensive face-to-face sessions will run from February to June 2025 - see front page for exact dates
Proposed venue for face-to-face sessions: Room 612, 6th Floor
Education Building - A35, Manning Road
Camperdown Campus
The University of Sydney 2006
Registration enquiries please contact: Nina Goodwin | Office of Professional Learning
Sydney School of Education & Social Work
Faculty of Arts and Social Sciences
T + 61 2 9351 6329
E nina goodwin@sydney edu au
REFLECTIVE PRACTICE FOR SCHOOL LEADERS
SCHOLARSHIP OPPORTUNITY FOR NSWPPA MEMBERS
Background
School leaders experience, daily, the complex and frequent demands on their time, energy, and wisdom. Recent studies report school leaders are facing unprecedented pressure on their mental health and wellbeing (DE Mattews and colleagues, 2021). Mentoring ("how to survive"), coaching ("how to perform") and managerial oversight ("how to comply") have and do contribute to the effective leadership of schools, but the challenges for school leaders and their own professional development and support remain urgent and unaddressed. The role of the principal in fostering educational achievement is critical and Australian schools are facing a principal recruitment and retention crisis (Heffernan & Pierpoint, 2022).
To meet the challenge of the wellbeing crisis in school leadership we will require effective and qualified facilitators to enhance the reflective practice of school leaders (aka Professional Supervisors). A pilot training program (Grad cert/ level 8) with educators and school leaders conducted in 2022, indicated that reflective supervision approaches, adapted for the education sector, could be effective for school leaders. The Sydney School of Education and Social Work at The University of Sydney is providing a course for professional supervisors through the Centre for Educational Leadership to support development of these qualifications in the education sector
EOI Closes Friday 16th November 2024
Cohort 2 - February to June 2025
REFLECTIVE PRACTICE FOR SCHOOL LEADERS
SCHOLARSHIP OPPORTUNITY FOR NSWPPA MEMBERS
About reflective practice summary
Reflective practice provides quarantined time for leaders to work 1 on 1 (or, in small groups of 68) with qualified reflective practice professionals on issues which emerge in their practice. The agency of the school leader is paramount in these conversations: from the choice of what is reflected upon, to the practitioner always remaining the expert in their practice domain, not the facilitator (contra coaching, and mentoring). The evidence-based process works to support school leaders by enabling reflection on professional practice that is:
• Restorative and supportive
• Formative and educative
• Normative and ethical/ values-based ('Guiding Star' orientation)
Qualifications for Reflective (Professional) Supervisors
A course could be offered by The University of Sydney to train professional supervisors for education. The course would be:
- Equivalent to 12 Credits Points (2 Masters level units)
- Include up to 12000 words (or equivalent) of assessment
- Delivered through 3-4 intensive face-to-face two-day workshops per course, with zoom sessions
