Reflective Supervision
Table 7.1
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Competency Checklist |
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Competency |
Describe an example of a teacher-leader with children (when acting as a teacher)
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Describe an example of a teacher-leader with adults (when acting as a supervisor)
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Listens well, does not interrupt, and respects the pace of the other person
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Is able to wait for others to discover solutions, form own ideas, and reflect
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Asks questions that encourage details
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Is aware of and comfortable with his or her feelings and the emotions of others
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Is responsive to others
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Guides, nurtures, supports, and empathizes
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Integrates emotion and intellect
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Fosters reflection or wondering by others
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Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
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Is willing to have consistent and predictable meeting times and places
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Is flexible and available
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Is able to form trusting relationships
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