Developing a Compassion Focused Supervision Model for Senior Leaders in Education

Abstract

This article describes the development and delivery of a novel model of supervision for senior teachers in schools, informed by Compassion Focused Therapy (CFT). It explores whether this model can be considered acceptable and valuable to senior teachers, and is able to be delivered by multiple supervisors using a manual. Surveys, interviews, and focus groups were used to gather feedback about the value and impact of the supervision. Data were gathered from 39 senior teachers across three phases to assess feedback over time, as new supervisors were trained to deliver supervision with the aid of a manual. The supervision model, called Compassion Focused Coaching (CFC) in Education, was found to be an acceptable and valuable model for senior teachers in schools, with benefits for compassion to self, students, and colleagues. The CFC Manual was found to be a useful guide for new supervisors, with no previous experience of CFT, to start delivering CFC sessions. Limitations of this study include the fact that there was no tool for assessing supervisor competence and adherence to the CFC supervision model, which is an area for future development. No standardised measures were used, and the results should therefore be considered in terms of feasibility, rather than evaluation. In conclusion, CFC is an acceptable and scalable model of supervision for senior leaders in schools. There are indications of this model having value and impact in a number of areas of school life, from staff wellbeing, to dealing with challenging situations and relationships. Formal evaluation of CFC is required in future research to understand the effectiveness of this model, compared to other models of supervision and peer support.