Supervisors are expected to engage in ongoing competence development to support safe, ethical, and effective supervision practice. This reflects the complexity of supervision, including its ethical, relational, evaluative, and organizational dimensions.
Competence development may occur through a range of structured and self-directed professional learning activities. These are not prescriptive and may be selected based on practice context, learning needs, and supervisory experience. Examples include engagement in peer consultation or professional learning communities, participation in supervision-focused training or continuing education, reflective practice supported through structured dialogue with experienced supervisors, and self-directed learning informed by current literature, standards, and supervision frameworks.
The intent is to support reflective and responsive supervisory practice that evolves over time, rather than to require any specific format or activity type.