Supervision pedagogy

Target group: Teachers who are supervisors for the newly appointed teachers.

As part of the strategy 'Teacher education 2025', the Parliament in Norway made the following decision in 2017: «The Parliamient asks the government in collaboration with the parties to formulate a national framework for a guidance scheme for newly appointed teachers which ensures that all new employees are covered by the scheme.»

The Ministry has prepared: "Principles and obligations for the supervision of newly qualified and appointed teachers in kindergarten and school." See: https://www.nyutdannede.no/media/1212/veiledning-av-nyutdannede-nytilsatte-larere-i-barnehage-og-skole.pdf (read 21.02.2021).

The course will contribute to competence development for supervisors for newly appointed teachers. The newly graduated must be included in and be able to be a resource in the professional community. The responsibility for taking care of newly appointed teachers in a good way lies locally with the employer (cf. the Working Environment Act § 4-2, the Education Act § 10-8 and the Free Schools Act § 5-2 second paragraph letter i).

Knowledge. The candidate

• has knowledge of how the professional teacher identity is developed through social interaction, experience and structural changes
• have insight into the newly appointed teachers' qualifications and how they can be included as a resource and contributor in the professional community
• has knowledge of guidance, its strategies and skills, and how these can contribute to the development and learning of the newly appointed teachers
• has insight into how to integrate and express both the professional, relational and emotional in the guidance conversation.

Skills. The candidate:

• can, based on the the newly appointed's needs and goals, initiate and include them in the school's mandate and organization, and in the teacher's tasks and responsibilities in the professional community
• can in a systematic way plan, implement, observe and critically reflect on the course of supervision together with the newly appointed teachers individually and in a group
• can recognize and show respect for the newly appointed teachers, and can express the power one has as a colleague and supervisor in the dialogue with them (s)
• can contribute to the newly appointed teachers' participating in collaboration with colleagues and students and facilitate reflection on change measures in teaching and school development
• can take the initiative to collaborate on ethical reflection and judgment in dialogue with the newly appointed teachers and the college.

General competencies. The candidate:

• can reflect on and act on the basis of ethical professional guidance.
• can respect the competence of others and recognize the limits of their own competence as a supervisor and teacher
• can further develop in the college and indivdually further develop her/his professional guidance, by reflecting critically on her/his own guidance together with the graduate (s) and with support in the literature of the profession.

In gatherings on campus: Lectures. Exercises with reflection.

In school: Guide the newly appointed teacher (s), document experiences and make reflections with support in professional literature and guidelines for the mentoring scheme for recent graduates.

Individual, written reflection assignment. 

Grade: Passed/Not passed.