In the ever-evolving landscape of education, principals and educational leaders face unprecedented challenges. From the complexities introduced by the COVID-19 pandemic to teacher shortages and stakeholder demands, the pressures on the leaders in our schools are immense.
In such demanding times, professional supervision is a valuable resource, offering a space for reflection, growth and support. However, despite its potential benefits, misconceptions and barriers often obscure its value. The essence of supervision, its benefits, and how principals can navigate the landscape to access quality supervision is critical.
IEU principal members have reported that while employers once provided mentoring and support for principals internally, it has now been outsourced to independent providers. “The move away from engaging school consultants in favour of the School Performance Leaders initiative has diminished the integral system-level support for principals,” said one IEU member who is a principal of a school in regional NSW.
“The expectations of the School Improvement initiative have a top-down focus on performance, insinuating a deficiency.”
Professional supervision should not be merely a bureaucratic exercise or a form of hierarchical oversight. Instead, it should be a collaborative and reflective process that allows educational leaders to explore the complexities of their roles in a supportive environment. This is particularly important for aspiring and newly appointed principal members.
In 2015, The Australian Institute of Teaching and Learning (AITSL) released a report titled Preparing future leaders: Effective preparation for aspiring school principals. Though dated, the report contains several relevant recommendations for principals, systems and sectors for improving approaches to principal support and development in Australia. The most important of these recommendations are matching learning to an individual’s capabilities, career stage and context, as well as giving a principal autonomy in forming their own professional growth.
Professional supervision is distinct from performance management or counselling – it’s not about scrutinising performance metrics or addressing deficiencies, but rather about nurturing personal and professional growth. Supervision offers a confidential space for principals to delve into the intricacies of their roles, fostering self-awareness and resilience.
It also offers various benefits, including a structured framework for reflection, allowing leaders to gain insights into their practices, decisions and interactions. Providing opportunities for principals to choose their supervisors can help them navigate complex issues, challenge assumptions, and cultivate innovative approaches to problem-solving.
Moreover, as described in the Australian Catholic University’s annual Australian Principal Occupational Health, Safety and Wellbeing Survey, supervision serves as a source of emotional support and validation. In a profession marked by high levels of stress and burnout, having a trusted confidant to share concerns and celebrate successes with can be invaluable. Supervision promotes holistic wellbeing, nurturing the soulful dimension of leadership amid the demands of the role.
Despite its potential benefits, accessing quality supervision can be challenging for principals. Principal members regularly advise the union that issues around isolation and access to suitable professional and institutional support further impedes their ability to engage in supervision.
Professional supervision represents a powerful tool for supporting the growth and wellbeing of principals and educational leaders. By fostering reflective practice, emotional resilience and innovative thinking, supervision enables leaders to navigate the complexities of their roles with confidence and clarity.
As schools adapt to changing circumstances and emerging challenges, employers must invest in quality supervision for principals as an imperative. By prioritising professional development and self-care, principals can continue to cultivate a culture of excellence and empower their school communities to thrive in the face of adversity.