Parallel Construction of Provisional and Associate Supervisory Competencies
Note: There are some minor additions to the wording for Provisional Teaching Supervisor. These are transferred in to
Associate Teaching Supervisor competencies. Aspects specific to each level of learning are typed in blue for Provisional and
brown for Associate.
Provisional Teaching Supervisor
Step 2 Competency Scoring
Associate Teaching Supervisor
Step 2 Competency Scoring
These competencies describe expectations for a student at the entry level of
CASC/ACSS supervisory education. See the Manual Chapter 2, Section IV for
full descriptions of these competencies.
These competencies describe expectations for a supervisory practitioner who
has completed two Provisional units and is continuing with supervisory
learning at the intermediary level of CASC/ACSS supervisory education. See
the Manual Chapter 2, Section IV for full descriptions of these competencies.
Competency #1. Conceptual Knowledge of Clinical Supervision
Articulates introductory knowledge of the theories, methodologies and
organizational implications related to SPE supervision, history and practice;
draws from adult education theories, spiritual/religious theories, the
behavioural sciences, multicultural and multifaith competence, and
professional and organizational ethics.
Competency #1. Conceptual Knowledge of Clinical Supervision
Articulates substantial knowledge of the theories, methodologies and
organizational implications related to SPE supervision, history and practice;
draws from adult education theory, spiritual/religious theories, the
behavioural sciences, multicultural and multifaith competence, and
professional and organizational ethics.
Competency #2. Aptitude in SPE Program Design, Implementation and
Management
Articulates a familiarity with CASC Accreditation Standards for SPE
programs; understands SPE program design and development as it is
implemented and managed within one’s training context.
Competency #3. Engagement in the Supervision of Individual SPE
Students
Demonstrates an ability to draw on supervision and accrued learning to
assess, from both self-reflection and observation, how supervisory skills in
the relational engagement of individual SPE students can foster clinical
learning, personal awareness, reflection on spiritual/religious theories, and
professional competency.
Competency #2. Aptitude in SPE Program Design, Implementation and
Management
Articulates an in-depth working knowledge of CASC Accreditation Standards
for SPE programs; demonstrates the ability to write a program approval
document (either for a new education centre or in relationship to one’s
existing SPE learning context]; understands and contributes to SPE program
design and development as it is implemented and managed within one’s
training context.
Competency #3. Engagement in the Supervision of Individual SPE
Students
Demonstrates significant autonomous ability to assess and function in the use
of supervisory skills; draws on both self-reflection and observation in the
relational engagement of individual SPE students in order to facilitate their
clinical learning, personal awareness, reflection on spiritual/religious
theories , and professional competency.
Competency #4. Facilitation of SPE Group Seminars and Related
Activities
Demonstrates an ability to draw on supervision and theoretical learning to
assess, from both self-reflection and observation, how supervisory
knowledge and skills of group process can further the shared review of
students’ clinical documents, personal/professional development, skills
integration, and ability to use the peer group for learning.
Competency #4. Facilitation of SPE Group Seminars and Related
Activities
Demonstrates significant autonomous integration of the ability to assess and
function in the use of supervisory knowledge and skills related to group
process; draws on both self-reflection and observation in order to facilitate
the shared review of students’ clinical documents, personal/professional
development, skills integration, and ability to use the peer group for learning.
Competency #5. Integration of Personal and Supervisory Identity
Demonstrates an ability to draw on supervision and self-care practices to
integrate her/his personal and professional identity with his/her developing
role as SPE supervisor by self-reflecting, with vulnerability and transparency,
on the safe use of self in supervisory relationships.
Competency #5. Integration of Personal and Supervisory Identity
Demonstrates significant autonomous integration of the ability to function as
an SPE supervisor; draws on her/his personal and professional identity as
both clinical practitioner and clinical educator by self-reflecting, with
vulnerability and transparency, on the safe use of self in supervisory
relationships.