158 | COSERE evaluate their work, educate themselves in supervision and supervision tools, and seek supervision of their own work. Who is a supervisee? Any teacher who needs to consult their work procedures or who is recommended to participate in supervision. Therefore, the supervisee does not necessarily learn a new skill; the process mostly results in a change in the way they look at work, work processes, and work or client relationships (with teachers, management, pupils, parents, etc.). Usually, it can be the supervision of a procedure in a specific situation or a relationship with a specific individual. Changes in the way you look at your work and relationships lead to changes in your beliefs and work practices. 2.2. When supervision is necessary? Successful supervision Similar to mentoring and coaching, supervision can take many forms and can use a number of procedures and tools. The main tools are observation, a wellconducted interview, and some method of providing feedback. As already mentioned, peer-non-directive supervision is more suitable for professional development and the promotion of collegiality in schools. In this setting, similar principles apply as in mentoring and coaching. The supervisee should enter into the supervision relationship voluntarily and determine the topic and goal of the supervision themselves. The supervisor must stimulate the teacher’s self-confidence, perform inclass observations, provide feedback and discuss relevant teaching and learning issues with them (Sullivan & Glanz 2000). Observation schemes, scales and other evaluation tools are used in the supervision of teaching, their use always depending on the knowledge, skills, creativity and experience of the supervisor.
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