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Page URL: https://practice.orangatamariki.govt.nz/practice-approach/practice-standards/use-professional-supervision/professional-supervision-practice-standards/
Printed: 19/05/2024
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Last updated: 01/04/2019

Professional supervision practice standards

These standards provide an organisational benchmark for supervision practice. They set a clear bottom line and reinforce expected practice.

Upcoming changes for this content

This content will be strengthened so it more completely reflects our commitment to practice framed by te Tiriti o Waitangi, based on a mana-enhancing paradigm for practice, and drawing from ​Te Ao Māori principles of oranga to support mana tamaiti, whakapapa and whanaungatanga. We each need to consider how we can apply these principles to our practice when reading this content. The following resources provide support:
Practice for working effectively with Māori
Our practice approach

Standard 1 — Supervision promotes quality practice

I will participate in supervision to focus on improving the quality of my practice in ways that contribute to successful outcomes for tamariki.

Why do we have this standard?

  • Professional supervision provides practitioners with guidance and support to develop and sustain quality child-centred practice.
  • Professional supervision assists the practitioner to critically reflect on their practice, enhance their professional judgement and self-efficacy within a safe and supportive supervisory relationship.

I will know I have achieved this standard when:

My supervision records and case notes for the tamariki and whānau I work with reflect:

  • how I am meeting the standards and practicing the principles set within the Oranga Tamariki Practice Framework
  • how I am considering cultural advice and guidance when working with Māori, Pacific and other diverse cultures and groups beyond ethnicity
  • the decisions made in supervision about tamariki are recorded in their file.

Policy: Professional supervision

Standard 2 — Supervision occurs regularly

I will participate and engage in regular and effective supervision in accordance with the supervision policy.

Why do we have this standard?

  • Effective support for practitioners within Oranga Tamariki requires time and space for regular and effective supervision.
  • Effective supervision must occur regularly for a continuous improvement in practice.
  • The type of supervision may vary according to needs (e.g. individual, group, cultural supervision or some other form).

I will know I have achieved this standard when:

  • I have a current supervision agreement.
  • I engage in regular and on-going supervision, and this is evident in supervision notes and logs.
  • My supervision arrangements are consistent with the supervision policy and framework.
  • Supervision goals are mutually created with identified, measurable and realistic timeframes.

The supervision agreement

Standard 3 — Supervision focuses on the needs of supervisees

I will participate in reflective supervision tailored to meet my needs for individual growth and professional development – and I am able to provide feedback on this supervision.

Why do we have this standard?

  • Effective supervision has an intentional focus on practice improvement for the supervisee
  • Supervision includes a process of self-reflection and critical analysis to enhance professional judgement
  • Supervision helps to identify and focus on the ongoing needs specific to the supervisee
  • Professional supervision creates a safe place where supervisees can foster a stance of inquiry.

I will know I have achieved this standard when:

  • My professional development plan identifies my professional development needs which will be supported through supervision.
  • I have opportunities to regularly provide feedback on the quality of my supervision so it best meets my needs – and this process of feedback ensures that supervision is fit for purpose for all involved.
  • I am able to access different types of supervision and/or organisational learning support to meet my individual professional development needs.

The supervision session

Standard 4 — Supervision supports working effectively with Māori

I will participate in supervision to support my growth in capability in working with Māori tamariki and their whānau and carers.

Why do we have this standard?

  • We have an obligation under te Tiriti o Waitangi (the Treaty of Waitangi) to meet the needs and aspirations of tangata whenua/Māori.
  • Most of our service interactions are with Māori and our practitioners need to be culturally responsive to be effective.
  • Māori practitioners have access to cultural supervision provided by a Māori supervisor.

I will know I have achieved this standard when:

  • I seek out the whakapapa of the tamariki that I am working with.
  • I access relevant cultural knowledge and advice and apply it in my work with Māori tamariki and whānau.
  • Supervision records show reflective discussions on how I bring life to the core element of working effectively with Māori within the practice framework.
  • My supervisor is able to apply the practice framework principles to support my development.

Practice standard: Whakamana te tamaiti

Standard 5 — Supervision supports working effectively with cultural diversity

I will participate in supervision to support my growth in capability in working with tamariki, whānau, carers and others who come from diverse cultural backgrounds.

Why do we have this standard?

  • Practitioners need to be effective in their practice with tauiwi (those who are not tangata whenua / Māori).
  • Practitioners need to be able to work effectively with children and young people from Pacific families and communities and from different cultural backgrounds that extend beyond ethnicity – these may include sexual and gender identities, disabilities and other characteristics.

I will know I have achieved this standard when:

  • The principles of dignity, humility, responsibility, relationships, child’s best interests, spirituality and guardianship are evidenced when working with Pacific tamariki and families.
  • Supervisors support supervisees to access the relevant culturally specific knowledge, advice and resources and it is evidenced because practice has been adjusted.
  • Supervision notes and case records show exploration of perceptions and biases regarding different cultural groups.

Cultural supervision

Standard 6 — Supervisors have knowledge, skills, and competence to facilitate professional supervision

As a supervisor, I have a commitment to on-going learning to develop my knowledge, skills and competencies to facilitate and model effective leadership and professional judgement.

Why do we have this standard?

  • For supervision to effectively influence and support a lift in the quality of practice for supervisees, the supervisor requires the appropriate knowledge, skills and competence to do their role.
  • As part of the process, supervisors have an openness to improving their approach and they are willing to participate in on-going learning and their own supervision to enable continuous improvement.
  • Supervisors will receive feedback so they are able to reflect critically on their own processes and practices in professional supervision.

I will know I have achieved this standard when:

As a supervisor:

  • I regularly participate in my own supervision
  • I regularly receive feedback so I can reflect critically on my own processes and practices in professional supervision
  • I have opportunities for on-going support and professional development
  • I integrate reflective practice as a foundational approach to supervision
  • my supervision process is underpinned by evidence informed models.