Alberta College of Social Workers

Supervisor Gateway

Supervision plays a key role in the development of Social Workers and social work practice. For individuals who require a provisional lift in order to be on the General Registry; key aspects of the required knowledge and the application of that knowledge to clients and the client's circumstances is realized through the supervision process.

Supervision is defined as the collaborative relationship between supervisor and supervisee in which the development of competence and ethical practice is the primary objective. 

Search the Supervisor Roster

 As a supervisor, you will have the opportunity to:

  • Gain professional development credits toward competence requirements
  • Expand your network
  • Share your experience and wisdom, your real-world experience matters
  • Supervisees/mentees challenge your assumptions, test your knowledge and ask intriguing questions
  • Gain insight into new perspectives and ideas

The role of the supervisor is to: 

  • Provide all or a portion of the 1500 hours of the practice supervision that a member requires for registration on the General Registry. 
  • Nurture and support continual learning.
  • Help the supervisee become aware of and deal with their reactions to the emotional intensity of their work with clients. 
  • Promote insight into practice through reflection.
  • Support knowledge acquisition.
  • Model professional use of supervision as an inherent aspect of social work practice.

The activities of supervision are captured by three primary domains that may overlap: administrative, educational and supportive. 

  • Administrative supervision is synonymous with management. It is the implementation of administrative methods that enable social workers to provide effective services to clients. Administrative supervision is oriented toward agency policy or organizational demands and focuses on a supervisees level of functioning on the job and work assignment.
  • Educational supervision focuses on professional concerns and related to specific cases.
  • Supportive supervision?

To join the roster as a Supervisor, you must:

The following checklist will assist you to assess your personal preparation for providing social work practice supervision: 

  • I have a clear understanding of the following:
    • The purpose and role of supervision in social work practice
    • My role and responsibilities when providing practice supervision
    • Best practice standards in social work supervision
    • The skills and knowledge that the supervisory relationship is designed to help the supervisee develop 
  • I enjoy teaching others
  • I am committed to helping others with growth and development 
  • I have the confidence to provide practice supervision
  • I enjoy discussing theory
  • I have the time to provide supervision including direct observation, ongoing evaluation, and feedback
  • I am prepared to handle a challenging situation should one arise
  • I am able to give direct guidance on social work practice issues
  • I have professional liability insurance

Your supervisor profile allows you to introduce yourself, discuss your credentials, licenses, academic background, supervision experience, and supervisory style. You may create your profile by completing the form below or you can create a narrative profile that tells your story in your own voice. If you choose to use the narrative profile, touch on the categories identified.

Supervisor Profile Form

Supervisor Gateway


The following questions may be helpful to ask during a practice supervision session: 

  1. What do you have for today's session?
  2. Which aspect(s) are you most interested in focusing on?
  3. What do I need to be aware of in order to help you?
  4. What are you most pleased about regarding the way you worked?
  5. What weren't you pleased about (what concerned you)?
  6. What would you like to do (to have done) differently? 
  7. What do you think got in the way of you being able to do that?
  8. I noticed that... (positive or problematic behavior).
  9. What was helpful or not helpful to you/your clients? Why? How? In what ways?
  10. What do you want to do about...?
  11. How might you apply (in practical/behavioral ways) what we have discussed today? What do you need to do more/less of?
  12. What might you take from today's session (personal reflections/cognitions/new insights)?
  13. How will you go about implementing 'X'?

When establishing a supervisor-supervisee relationship for the purposes of providing or receiving practice supervision, it is important to be clear on the distinctions between the supervision requirements related to the work of a Registered Social Worker, a Clinical Social Worker and an advanced level Registered Social Worker with a current practice permit operating in Private Practice.
  • Registered Social Worker?
  • Clinical Social Worker?
  • Private Practice?

The practice supervision contract helps prepare you for the supervisory experience. The contract is created collaboratively by the supervisor and supervisee and is designed to orient the supervisee to supervision as well as to serve as a roadmap for the entire experience. Practice Supervision contracts can highlight and clarify mutual goals and minimize differing agendas. Osborn and Davis (1996) recommend that supervision contracts include the following: 

  • Role expectations for both supervisor and supervisee
  • Mutually agreeable goals and time frames
  • An established method for resolving communication and other problems in the supervision sessions so that they can be addressed
  • Details of when and how progress will be monitored and evaluated
  • Established parameters to the supervisory relationship, with attention to boundaries and self-monitoring
{Practice Supervision Contract}

The supervisee has a right to expect that a supervisor:

  • Is a master teacher;
  • Is able to guide learning by virtue of superior knowledge and skill;
  • Is able to transmit knowledge that integrates theory and practice activity;
  • Has in-depth knowledge that can be applied to practice with precision;
  • Is able to apply research knowledge and methodology into practice; 
  • Is confident in his or her knowledge, but open to questioning;
  • Is able to accept criticism without becoming defensive;
  • Is fair, honest, candid, but supportive and patient;
  • Can provide cases that are appropriate, but challenging;
  • Is appropriate in appearance, courteous, and clear in communication;
  • Is thorough in providing orientation to the agency or setting;
  • Is prepared for conferences and avoids wasting precious supervision time;
  • Is involved in the agency, the community, and the profession;
  • Is knowledgeable about the agency, the community, and the profession;
  • Is knowledgeable about the Code of Ethics and faithfully adheres to its tenets.

It is expected that supervisees will:

  • Take that extra step in dealing with difficult cases;
  • Take responsibility for the job and any organizational matters;
  • Manifest a willingness to work hard;
  • Freely talk about problem cases and situations;
  • Be honest about how they are feeling;
  • Show respect for their supervisor;
  • Demonstrate basic interpersonal skills;
  • Have a genuine interest in learning;
  • Be motivated to learn;
  • Be able to set goals with assistance;
  • Be willing to discuss work and their thoughts about work;
  • Present themselves as professionals;
  • Be self-aware;
  • Have integrity;
  • Have a sense of respect for others;

When entering a supervisor-supervisee relationship in the context of practice supervision, it is important that both parties are clear on what each person's role is and what it is not. Hawkins and Shohet identified 10 primary focus' of supervision. In practice supervision under the ACSW's Supervision and Mentorship resource, the focus is on 1 through 6. Focus 7 to 10 are the responsibility of the supervisee's direct administrative supervisor. 

  1. To provide a regular space for the supervisees to reflect upon the content and process of their work. 
  2. To develop understanding and skills within the work.
  3. To receive information and another perspective concerning one's work.
  4. To receive both content and process feedback.
  5. To be validated and supported both as a person and as a worker.
  6. To ensure that as a person and as a worker on is not left to carry unnecessarily difficulties, problems, and projections alone.
  7. To have space to explore and express personal distress, re-stimulation, transference or counter transference that may be brought up by the work. 
  8. To plan and utilize their personal professional resources better. 
  9. To be pro-active rather than re-active.
  10. To ensure the quality of work.

Characteristics of healthy supervisory relationships include:

  • Bidirectional trust, respect, and facilitation;
  • A commitment to enthusiasm and energy for the relationship;
  • An adequate amount of time committed to supervision;
  • Sensitivity to the supervisee's developmental needs;
  • Encouragement of autonomy;
  • Sense of humor;
  • Comfort in disclosing and discussing perceived errors;
  • Clarity of expectations, and regular feedback;
  • A non-defensive supervisory style; and
  • A clear understanding of the rights and responsibilities of both the supervisee and supervisor.

Competencies for healthy and effective supervision include:

  • Capacity to enhance supervisees self-confidence through support, appropriate autonomy, and encouragement;
  • Capacity to model strong working alliances and develop strong supervisory alliances with the supervisee;
  • Ability to dispense feedback, give constructive criticism, and provide formative and summative evaluation;
  • Knowledge of multiple formats of supervision and skill in each format;
  • Adaptability and flexibility;
  • Excellent communication of case conceptualization, with a strong theoretical stance;
  • Ability to maintain equilibrium and as appropriate, a sense of humor, even in the face of crisis;
  • Ability to identify and bring up potential conflict situations or areas of discomfort with supervisee; and
  • Openness to self-evaluation and to evaluation by supervisees and peers. 

Every clinical social work supervisee has the right to:

  • A supervisor who supervises consistently and at regular intervals;
  • Growth-oriented supervision that respects personal privacy;
  • Supervision that is technically sound and theoretically grounded;
  • Be evaluated on criteria that are made clear in advance, and evaluations that are based on actual observation of performance; and
  • A supervisor who is adequately skilled in clinical practice and trained in supervision practice.


Please Note: Participation in ACSW's Supervisor Roster is voluntary and the roster is intended to be a resource for Registered Social Workers willing to provide practice supervision.