Supervision is a valuable protected space for personal and professional development that has the potential to contribute greatly to positive transformative change. This book explores what is meant by transformative supervision and how it can be undertaken. It examines the key factors that contribute to the transformative function, such as the role of observation and questioning, the importance of working with emotions, and exploring intuition. The book takes an in-depth look at the supervisory relationship and offers real examples from practice to illustrate the ideas in action. Offering a range of practical strategies, techniques, and approaches to enhance current supervision practice, this book brings a new voice to the topic of supervision by emphasising how it can contribute to continuous learning and self-development. Suitable for all those in the helping professions including social workers, counsellors, psychotherapists, occupational therapists, nurses and probation officers, this practical book is an invaluable guide to enhancing supervision and promoting both individual and social change.

This text examines the laws and regulations governing curriculum and how they affect introduction of new materials and methods.

Secrets to supervising for instructional improvement! More than ever, effective supervision is vital to instructional improvement and this new edition of a bestseller pinpoints the process and techniques that matter most. Featuring 42 qualitative and quantitative observation tools, this new edition includes: New observation tools centered on diversity New case studies on alternative approaches to supervision A new chapter on creating transformational change More on technology topics such as blogs and online courses New scenarios highlighting English Language Learners and exceptional students Emphasis on empowering teachers to reflect and improve upon instruction

This edition continues to promote a new vision of supervision from that of a top-down activity performed by higher ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions. This edition of the text continues to emphasize the moral implications of supervision and teaching. The revision places greater emphasis on the role of community and the link between the learning community, students, and teachers. A new chapter 4, Community as a Force for Change, argues that teachers must assume more responsibility in order to bring about reform. Chapter 6 now redefines collegiality more deeply as a self-obligation to collaborate with others.

Fintech developments are shaking up mandates within the existing regulatory architecture. It is not uncommon for financial sector agencies to have multiple policy objectives. Most often the policy objectives for these agencies reflect prudential, conduct and financial stability policy objectives. In some cases, financial sector agencies are also allocated responsibility for enhancing competition and innovation. When it comes to fintech, countries differ to some extent in the manner they balance the objectives of promoting the development of fintech and regulating it. Countries see fintech as a means of achieving multiple policy objectives sometimes with lesser or greater degrees of emphasis, such as accelerating development and spurring financial inclusion, while others may support innovation with the objective of promoting competition and efficiency in the provision of financial services. This difference in emphasis may impact institutional structures, including the allocation of staff resources. Conflicts of interest arising from dual roles are sometimes managed through legally established prioritization of objectives or establishment of separate internal reporting lines for supervision and development.

The standards in this book will enhance teaching and learning. The list of the book’s contributors reads like a “Who’s Who” in the field of instructional supervision. These standards are practical, specific, and flexible, so that schools and districts can adapt them to their own contexts and goals. Each set also includes activities for professional development.

In 2005, OECD published a stocktaking of the corporate governance framework in the Organisation’s member countries. This publication was the basis on which the OECD Guidelines on Corporate Governance of State-Owned Enterprises (the “SOE Guidelines ...