Coach development
I see the three main areas where supervision can help coaches/supervisees as the below (adapting Proctor’s model of clinical supervision, 1986, and Hawkins’ reworking of this for coaching supervision, 2019):
Qualitative
Working with the supervisee to ensure the highest possible quality and effectiveness of the supervisee’s coaching work. This might include areas such as: ethics, boundaries, contracting, quality assurance, self-awareness, interventions used, blind-spots etc.
Developmental
A space for learning and reflection about how the supervisee is developing as a coach, their coaching practice, their continual learning about themselves and their work.
Resourcing / Restorative:
Helping the supervisee to manage themselves in their work and to explore and understand any impact that their work might have on them, including difficult emotions and reactions.
I am a qualified coaching supervisor and have undertaken rigorous training through established and highly respected supervision schools: supervision course part 1 with Oxford Brookes (Tatiana Bachkirova and Peter Jackson), and the PG Cert through Barefoot Coaching.
I enjoy supervising both novice and experienced coaches both 1:1 and in small groups.
Coaching supervision is a formal process of professional support which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and sharing of expertise
-Bachkirova, 2008
Academic coaching supervision/support
I also enjoy supporting coaches with their written work as part of their coach training/accreditation and I have supported several coaches in this way. I am an academic supervisor on the Cambridge Masters in Coaching (Institute of Continuing Education), supervising students with their research on coaching and leadership related topics.