4CTL Reflective Supervision
Deepen your professional development
4CTL is excited to offer professional Reflective Supervision to educators, in person and online, in one-on-one and group settings.
Our commitment to deepening the professional learning of educators around the world has lead us to this rich and powerful practice, as research in this area grows the evidence of the impact and benefit its having, here in Australia and globally.
What is 4CTL Reflective Supervision?
4CTL Reflective Supervision is a deliberate process of thinking critically about one's own experiences, actions, and behaviours to learn and improve. It involves actively analysing past events, identifying what worked well, what could be improved, and developing new strategies for future action. It's not just thinking about what happened, but actively engaging with the experience to gain insights and promote personal and professional growth.
What is Reflective Supervision?
What is Reflective Supervision like?
How is Reflective Supervision different from other leadership PL?
How is Reflective Supervision different from other leadership PL?
Homaira, one of our supervisees, has been having 4CTL Reflective Supervision twice a term for 2 years.
Here’s how she describes reflective supervision:
Reflective supervision is dedicated time for deep thinking, honest reflection, and purposeful dialogue about my leadership practice. It allows me to step back from the busyness of day-to-day work to pause, analyse, and make sense of challenges and successes. Through guided questioning, it helps me gain clarity, identify problems of practice, and explore actionable ways forward.
Is Reflective Supervision right for you?
4CTL Reflective Supervision is designed for educators, of all experience levels, who desire to engage in deep professional learning through a process of reflection and exploration. While anyone can benefit from reflective practice, we find it is particularly powerful for those in middle and senior leadership roles, who commit to carving out time to grow their capacity to lead with thoughtful intent, and from a place of openness and iterative growth.
Reflective supervision can be challenging, and can require vulnerability and emotional openness. Participants need to have the self motivation to question their assumptions, opinions and actions, and the willingness to consider their own short comings, yet-to-be strengths and areas of difficulty.
Be assured that our reflective supervision facilitators are highly trained and provide a safe space for such enriching but, for many people, unfamiliar reflection. With compassion, positivity and wisdom, they will guide you through the reflection and help you navigate what comes from it.
What advice would you give someone considering Reflective Supervision?
What are the challenges of Reflective Supervision?
What would you say to another leader considering Reflective Supervision?
Homaira, one of our supervisees, answers the question:
What has changed for you over the two years you’ve been having 4CTL Reflective Supervision?
Engaging in reflective supervision has had a significant impact on my leadership.
It has:
Strengthened my confidence and clarity when making decisions.
Supported me to deliver more purposeful and relevant professional learning for my team.
Encouraged me to model accountability and reflective practice, which has influenced my team’s approach to planning and collaboration.
Each session leaves me with a clear action to trial in team meetings, ensuring that reflection leads to meaningful practice.
Group Reflective Supervision
Group sessions can be convened with individuals from a single school/organisation, or across schools/ organisations. It is recommended that individuals have some experience in individual supervision first before joining group supervision.
4CTL Reflective Supervision is different from other approaches
4CTL Reflective Supervision uses the tools, schemas and frameworks, like the 4C coherence makers, the Learning Disposition Wheel and the Leadership Wheel. These are all used in our Professional Learning with educational professionals in schools, organisations and executive teams. Their use in our Reflective Supervision sessions deepens and assists the efficacy of the reflective practice.
Reflective Supervision Research
In a recent blog post for EduResearch Matters, our co-founder, Prof Michael Anderson (University of Sydney), our Practice Leader, Dr Mary Ann Hunter (University of Tasmania), and their colleague, Revd Dr Geoff Broughton explain that reflective supervision:
“ … provides a structured, confidential space for school leaders to reflect on their practice, discuss challenges....
…[can] reconnect leaders with their professional purpose and values...
…[can cultivate] grit and grace for ethical engagement with complex challenges...
…is an effective means of developing clarity, confidence, and agency, particularly in roles that require a high degree of autonomy and leadership."
Mary Ann and Geoff have also recently published a book on this topic entitled Professional Supervision for Principals, and you can read more about it here.
4CTL Reflective Supervision Delivery Models
We offer 4CTL Reflective Supervision as a one-on-one or group process.
Participants commit to 12 months of 4CTL Reflective Supervision,
which includes eight one-hour sessions, most commonly delivered via zoom, but in-person by mutual agreement.
Individual Reflective Supervision
8 x 1 hour sessions delivered over 12 months
$2200 AUD + GST
Delivered via Zoom
Group Reflective Supervision
Group sessions can be convened with individuals from a single school/organisation, or across schools/ organisations.
Contact us to discuss your, or your team’s needs.
P.O.A. Contact us via the form below.
Our 4CTL
Reflective Supervisors
Dr Kirsty McGeoch
Kirsty is an accredited professional supervisor, offering 1:1 and group critical reflection to school leaders, and in connection with the Reflective Supervision in Education course for school principals at the University of Sydney. Read more about Kirsty here.
Dr Mary Ann Hunter
Mary Ann is an experienced educator, researcher and facilitator who leads innovative practices in mentoring and leadership. She has recently co-authored the book Reflective Supervision for Principals. Read more about Mary Ann here.
