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Printed: 02/08/2021
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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.

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 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.