This book introduces mindfulness as an approach for enhancing the supervision of teachers and teacher candidates. Drawing on empirical research and the welcoming of mindfulness in public school classrooms, the author makes the case for embracing mindfulness methods as a way to become more conscious of supervisory practices and "less reactive" and to enhance regularly enacted tasks, such as classroom observations, conference, and foster relationships and developing collegiality. In contrast to traditional models of supervision, the author reframes supervision as a present moment experience in which unlimited possibilities exist. Awakening to Educational Supervision: A Mindfulness-Based Approach to Coaching and Supporting Teachers provides specific techniques and exercises, such as mindfulness breathing and meditation, mindful walking, mindful note-taking, and deep listening, that can be embedded in supervision routines and practices. Additional notions furthering the mindful supervision approach are also addressed, including the role of intuition, mindfulness in relation to ethical and moral action within supervision, and mindfulness as a way to further building community among school stakeholders.
Steve Haberlin, PhD, is assistant professor of education at Wesleyan College. As a veteran K12 educator, he has won awards for his work with gifted children. As teacher of elementary gifted at Rampello K-8 in downtown Tampa, Florida, Steve worked with first through fifth grade students identified as gifted/talented. During his time at the school, Steve worked to improve the gifted education curriculum and programming as well as expanding enrichment opportunities to all students on campus. His accomplishments have included spearheading an enrichment committee, implementing lunchtime programs where students view popular TED Talks, and working with the University of Tampa to launch a enrichment program that served some 250 students. During the 2013-14 school year, Steve was named the school's Ida Baker Teacher of the Year by his peers as well as received the Creativity Leadership award by the Gifted Association of Hillsborough County. He also served on the district's gifted advisory committee, helped trains gifted teachers during annual trainings, and recently served as a coach/trainer to teachers across Florida, including in Hillsborough and Pinellas counties, who implemented an advanced math program for second grade students. Steve has also been a presenter at the Florida Association of the Gifted's annual conference. Steve has published several peer-review articles on supervision (e.g., "Action in Teacher Education," Journal of Educational Supervision) as well won an award from the Council of Professors of Instructional Supervision (COPIS) for his research on connecting supervision with Zen and mindfulness. He has also published research on implementing mindfulness with elementary gifted students. Steve is a regular blogger for Education World, where he writes about gifted education. He is a long-time (20-plus years) practitioner of meditation.
Acknowledgments Foreword by Stephen Gordon Preface Chapter 1: Mindfulness and Its Relevance to Educational Supervision Defining Mindfulness Historical Roots of Mindfulness Four Foundations of Mindfulness The First Foundation (Body) The Second Foundation (Sensations) The Third Foundation (Mind) The Fourth Foundation (Realities) Mindfulness Movement in the West Scientific Benefits of Mindfulness What Happens to the Brain When Engaging in Mindfulness Meditation? Mindfulness' Relevance to Educational Supervision Mindfulness Moment Simple Breath Awareness The Structure of This Book: Nine Attitudes of Mindfulness What to Expect in this Book Chapter 2: A Brief Overview of Instructional Supervision (and Where Mindfulness Fits In) Chapter 3: Developing a Personal Mindfulness Practice Chapter 4: Presence in Supervision Chapter 5: Beginner's Mind in Supervision Chapter 6: Patience and Trust in Supervision Chapter 7: Letting Go and Non-Striving as a Supervisor Chapter 8: Acceptance and Non-Judgement Chapter 9: Gratitude and Generosity (Yes, in Supervision) Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to Supervision Chapter 2: A Brief History of Supervision and Overview of Supervision Models (and Where Mindfulness-Based Supervision Fits In) Defining Supervision A Historical Snapshot of Supervision Evolving Views of Supervision Premodern Era Modern Era Postmodern Era The Current State of Supervision How Can Mindfulness Help the Field of Supervision? The Clinical Supervision Model Pre-Observation Conference (Stage 1) Classroom Observation (Stage 2) Data Analysis and Strategy (Stage 3) Conference (Stage 4) Post-Analysis (Stage 5) The Convergence of Mindfulness and the Clinical Supervision Cycle The Six Immediate Response Skills A Mindful Moment What's Next? Chapter 3: Developing a Personal Mindfulness Meditation Practice What Exactly is Meditation? Choosing a Mindfulness Meditation Method Experimentation with Meditation Methods How Long Should You Meditate? Where to Meditate? When to Meditate? How Do You Know Your Meditation is Working? A Mindfulness-Based Meditation Method: Vipassana What's Next? Chapter 4: Presence in Supervision Presence in Educational Supervision Cultivating Presence during the Clinical Supervision Cycle Pre-Conference Classroom Observation Post Conference Presence in Leadership (Six Response Skills) Noticing Ignoring Intervening Pointing Processing/Unpacking A Mindful Moment Mindfulness-Based Practices to Develop Presence The Mindful Minute Supervision Context Three-Minute Breathing Space Supervision Context Grounding in Mindfulness Supervision Context The Stage Exercise Supervision Context Mindful Listening Supervision Context What's Next? Chapter 5: Beginner's Mind in Supervision Beginner's Mind and Educational Supervision Cultivating Beginner's Mind During the Clinical Supervision Cycle Pre-Conference Classroom Observation Data Analysis Post-Conference Beginner's Mind and the Immediate Response Skills Noticing and Ignoring A Mindful Moment Mindfulness-Based Strategies to Cultivate Beginner's Mind Ask Questions Supervision Context Clear Your Mind Supervision Context Slow Down Supervision Context Become Fully Present to the Task at Hand Supervision Context Don't Know Mind Meditation Supervision Context Mindful Eating Supervision Context Example of Beginner's Mind Informing the Clinical Cycle Pre-Conference Classroom Observation Post-Conference What's Next? Chapter 6: Patience and Trust in Supervision Patience in Educational Supervision Trust and Intuition Intuition and Supervision Cultivating Patience and Trust during the Clinical Supervision Cycle Pre-Conference Classroom Observation Post-Conference Patience and Trust and the Immediate Response Skills Noticing Ignoring Intervening Mindfulness-Based Practices to Encourage Patience and Trust The Bell Exercise Supervision Context Counting the Breath Supervision Context Wrist Malas Supervision Context Body Scan Meditation Abridged Body Scan Supervision Context Loving Kindness Meditation Supervision Context Example of Patience and Trust (Intuition) Informing the Clinical Cycle Pre-Conference Classroom Observation Post-Conference What's Next? Chapter 7: Letting Go and Non-Striving as a Supervisor Letting Go and Non-Striving in Educational Supervision What's in Your Supervision Backpack? Cultivating Letting Go and Non-Striving during the Clinical Supervision Cycle Pre-Conference Classroom Observation Post-Conference Letting Go and the Immediate Response Skills Noticing Ignoring Mindfulness-Based Practices for Letting Go Breath Meditation Supervision Context Four Foundations of Mindfulness Practice Supervision Context Letting Go Meditation Supervision Context Experiencing Emotions as a Form of Letting Go Supervision Context Example of Letting Go and Non-Striving in Supervision Pre-Conference Classroom Observation Post-Conference What's Next? Chapter 8: Acceptance and Non-Judgement in Supervision Acceptance and Non-Judgement in Educational Supervision Cultivating Acceptance and Non-Judgement during the Clinical Supervision Cycle Pre-Conference Classroom Observation Post-Conference Teachable Moments Mindfulness-Based Strategies to Cultivate Acceptance and Non-Judgement Acknowledging As a Form of Acceptance Supervision Context Cultivating Acceptance and Non-Judgment During Meditation Supervision Context Keep a Non-Judgment Journal Supervision Context Chapter 9: Gratitude and Generosity (Yes, in Supervision) Gratitude and Generosity in Educational Supervision Cultivating Gratitude and Generosity during the Clinical Supervision Cycle Pre-Conference Classroom Observation Post-Conference Mindfulness-Based Strategies to Cultivate Gratitude and Generosity Ask "Gratitude" Questions Supervision Context Keeping a Gratitude Journal Supervision Context Gratitude Meditation Supervision Context Practicing Generosity Supervision Context Creatively Giving Supervision Context Example of Gratitude and Generosity Informing the Clinical Cycle Pre-Conference Classroom Observation Post-Conference What's Next? Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to Supervision Embodied Mindfulness as a Tool for Critical Self-Reflection The Body and Bias The Inner Work of Culturally Responsive Supervision Body Scan Mindfulness of Intentions around Racial Justice Work Mindfulness of Community Exercise The RAIN Method Step 1: Recognize Step 2: Accept Step 3: Investigate Step 4: Non-Identify Tonglen: Advanced Meditation for Inclusive Educational Leadership Preparation for Tonglen Stage 1: Equalizing Self and Other Within the Context of Supervision Stage 2: Detriments of Self Preoccupation Stage 3: The Benefits of Compassion and Altruism Stage 4: Exchanging Self and Other Final Thoughts on Mindfulness-Based Supervision Resources References Index About the Author
