1) Three social work students discussed their experiences with field supervision in their responses. They described their field instructors' leadership styles and how it impacted their learning. 2) The students explained that supervision plays a critical role in social work education by providing guidance, support, and opportunities to apply classroom learning to real-world practice. 3) Democratic and strengths-based approaches to supervision that encourage participation and self-reflection were highlighted as leadership styles that best promote learning and achieving competencies outlined in the students' learning agreements.

1. SOCW 6520 WK 4 responses
Respond
to the blog post of three colleagues Has to be responded to
separately and different responses in one or more of the
following ways:
Name first and references after every person
Validate an idea in your colleague's post with your own
experience.
Share an insight from having read your colleague's posting.
Peer 1:
Sasha Ritchie -
Field Instructors play a significant role in social work education
since field education is considered the profession’s signature
pedagogy (Bogo, 2015; Council on Social Work Education,
2008; Kanno & Koeske, 2010, cited in Cooper-Bolinskey &
Ketner, 2016)). It is normal for students to have anxiety, low-
confidence, and have uncertainty in fieldwork decision-making.
The supervisor plays a critical role in the integration of learning
and professional practice for students. According to Ketner et.
al (2017) to strengthen the supervisory model, field directors
must take, and be given, the lead in adopting and
operationalizing field education as their signature pedagogy,
including field instruction while students are engaging in field
education. Social work field instruction, or supervision, has
taken many forms over the years. Contemporarily, Marc, Makai-

2. Dimeny and Oşvat (2014) referred to supervision as an
interactional process in which a qualified supervisor is assigned
or designated to assist and direct the practice of supervisees in
defined learning or practice areas.
Social work leadership is most closely aligned with the model
of transformational leadership, a style in which the leader
identifies the needed change creates the vision for that change,
inspires and guides others to work toward that change, and
executes the change as a team (Corbett & Clark, n.d.). My field
instructor's leadership style is democratic leadership. Northouse
(2021) explains that democratic leadership is shared leadership.
My supervisors’ type of leadership style allows me to take a
more participative role in the decision-making process. Though
my supervisor does not have to meet with me every time when I
complete my hours, he still arranges for us to speak at the end
of the day when I am working for Infinity Hospice. We meet
virtually to discuss our cases and problem-solving and concerns
that may have arisen during my workday. Democratic leaders
often provide more opportunities to participate, ideas are
exchanged freely, and discussion is encouraged. While the
democratic process tends to focus on group equality and the free
flow of ideas, the leader of the group is still there to offer
guidance and control (p. 55-77).
Reference
Corbett, B. & Clark, E.J., (n.d.)
Social Work Leadership - What Is a Leader? Are You One? Can
You Become One?
The New Social Worker.
https://www.socialworker.com/feature-articles/practice/social-
work-leadership-what-is-a-leader-are-you-one-can-you-become-
one/#:~:text=You%20Have%20Leadership%20Skills,the%20cha
nge%20as%20a%20team
.

3. Cooper-Bolinskey, D., & Ketner, M. (2016). Does type of
supervision impact the quality of social work field education?
International Journal of Education and Social Science, 3(7), 34-
40. Retrieved from
http://www.ijessnet.com/wp-content/uploads/2016/08/3.pdf
Cooper-Bolinskey, D., & Ketner, M. VanCleave, D. (2017). The
Meaning and Value of Supervision in Social Work Field
Education. Simmons School of Social Work.
https://fieldeducator.simmons.edu/article/the-meaning-and-
value-of-supervision-in-social-work-field-education/
Council on Social Work Education. (2008). Educational policies
and accreditation standards. Alexandria, VA: Council on Social
Work Education.
Marc, C., Makai-Dimeny, J., & Oşvat, C. (2014). The social
work supervisor: Skills, roles, responsibilities. Bulletin of the
Transilvania University of Braşov, 7(1), 221-230. Retrieved
from
http://webbut.unitbv.ro/BU2014/Series%20VII/BULETIN%20VI
I%20
PDF/24_MARC,%20Makai,%20Osvat%201-2014.pdf
Northouse, P. G. (2021). Introduction to leadership: Concepts
and practice (5th ed.). Washington, DC: Sage.
Peer 2:
Omoyinka Orekoya
An explanation of the role of supervision in your field
education experience

4. Birkenmaier, & Berg-Weger, (2018) define supervision within
the social work field experience as the development and
guidance given by a professional who has more skills,
knowledge, and experience to a person learning the skills. The
supervision takes place in a practice setting, and it is integrated
with some administrative, educational, and emotional support
functions. There is also an instructor-student relationship
implemented on a one-on-one and individualized teaching
arrangement (Shulman, (2013), as cited Birkenmaier, & Berg-
Weger, 2018). Practicum supervision is described as an
instructor- Intern relationship as distinct from employment
supervision which is mainly to mentor the implementation of
duties assigned (Birkenmaier, & Berg-Weger, 2018).
Supervision performs many roles and is not limited to
allowing the intern to perform in the real-life situation in
working with clients, the client system, community, and the
governmental bodies depending on the placements. It allows the
intern to gain some advice, and consultation, regarding
professional development and care about the career, which may
eventually lead to a lasting relationship beyond practicum
experience, and play an important role in an intern’s
professional growth and development (Hicks, (2011)as cited in
Birkenmaier, & Berg-Weger, 2018). Supervision guides the
agency field instructor in determining their teaching approach
that will allow the intern to measure up to the learning
agreement assigned by the institution. The intern will also have
the opportunity to gain nontraditional social work experience,
the perspectives of other disciplines, and interdisciplinary
collaboration skills when interns are supervised by graduates
from other disciplines. A major role of supervision is to guide
the intern to demonstrate the social work program competencies
according to the social work education CSWE (Birkenmaier, &
Berg-Weger, 2018).
A description of your field instructor's leadership style and an

5. explanation of whether the
leadership style will promote your agency learning agreement
during your field
education experience
According to Birkenmaier, & Berg-Weger, (2018), the quality
of the field experience is determined by the experience and
skills of the field instructor. While there are different leadership
styles, Bogo
et, al,(2007)
, stated that field instructors should be guided by professional
values of respecting diversity, focusing on strengths and
empowerment, advocating for vulnerable individuals, and
valuing relationships as avenues for growth and change (p.100).
Northouse, (2008) also explains that personal leadership style is
driven by personal leadership philosophy. My field instructor
understands professional values, respect, and empowerment as
defined by Bogo, et al (2007), takes much interest in directing,
explaining, and allows the intern the opportunity to grow by
practicing, and taking up real-life roles as professionals in
handling clients’ cases. He is friendly, and approachable for
clarity in duties assigned.
Reference
Birkenmaier, J., & Berg-Weger, M. (2018).
The practicum companion for social work: Integrating class and
fieldwork
(4th ed.). New York, NY: Pearson.
Chapter 4, “Making the Most of Your Practicum Supervision”
(pp. 79-95)
Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When

6. values collide: Field instructors’ experiences of providing
feedback and evaluating competence. The Clinical Supervisor,
26, 99
Northouse, P. G. (2008). Introduction to leadership: Concepts
and practice (4th ed.). Washington,
DC: Sage.
Peer 3:
Audri Kaufman
An explanation of the role of supervision in your field
education experience
The primary focus of supervision during field education is to
build on the teacher-learner relationship between the supervisor
and the student and ensure the professional and personal
development of the student (Birkenmaier & Berg-Weger, 2018).
Supervision during field practicum is really about self-
reflection, learning, and challenging any adverse reactions that
come up for the student in regards to client interactions or
situations. Field supervisors provide the student with tasks
and/or shaddowing opportunities to learn from seasoned staff.
Supervision is all about debriefing about the experiences
learned while completing assigned tasks, interacting with
clients, and discussing what was learned from any shadowing
experiences. The supervisor plays a fundamental role in the
learning process of the student which is why supervision is so
important; it allows for that uninterrupted, one-on-one time
between student and supervisor to maximize the learning
experience of the student.
A description of your field instructor's leadership style and an

7. explanation of whether the leadership style will promote your
agency learning agreement during your field education
experience
The leadership style of my field supervisor is more democratic.
According to Northouse (2021), democratic leaders view their
followers as capable of self-direction and therefore, provide
counsel and support rather than exerting excessive control. My
supervisor at Valley's Best Hospice so far has been very
supportive to me; allowing me the talking space to share about
my learning process. Our conversations have ranged from
direct patient work to big picture/macro systems of care.
Learning from my field supervisor and his 20+ years of
experience has been very inspiring for. What I appreciate most
from my field supervisor is that our relationship feels to me
more along the lines of a coach/mentorship. I appreciate the
trust and flexibility he provides me throughout my learning
process so far. It is about finding the right fit so that the student
feels comfortable to come to their field supervisor with
questions and/or to process a challenging case. Strict,
controlling, authoritarian supervisorial styles do not work well
with my style of learning. Therefore, I am grateful that I have a
field supervisor that creates a work environment that is
conducive to learning and will promote the satisfying of the
competencies that make up my learning agreement.
References
Birkenmaier, J., & Berg-Weger, M. (2018).
The practicum companion for social work: Integrating class and
fieldwork
(4th ed.). New York, NY: Pearson.

8. Northouse, P. G. (2021).
Introduction to leadership: Concepts and practice
(5th ed.). Washington, DC: Sage.