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.

• AcknowledgmentsForeword by Stephen GordonPrefaceChapter 1: Mindfulness and Its Relevance to Educational SupervisionDefining MindfulnessHistorical Roots of MindfulnessFour Foundations of MindfulnessThe First Foundation (Body)The Second Foundation (Sensations)The Third Foundation (Mind)The Fourth Foundation (Realities)Mindfulness Movement in the WestScientific Benefits of MindfulnessWhat Happens to the Brain When Engaging in Mindfulness Meditation?Mindfulness’ Relevance to Educational SupervisionMindfulness MomentSimple Breath AwarenessThe Structure of This Book: Nine Attitudes of MindfulnessWhat to Expect in this BookChapter 2: A Brief Overview of Instructional Supervision (and Where Mindfulness Fits In)Chapter 3: Developing a Personal Mindfulness PracticeChapter 4: Presence in SupervisionChapter 5: Beginner’s Mind in SupervisionChapter 6: Patience and Trust in SupervisionChapter 7: Letting Go and Non-Striving as a SupervisorChapter 8: Acceptance and Non-JudgementChapter 9: Gratitude and Generosity (Yes, in Supervision)Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionChapter 2: A Brief History of Supervision and Overview of Supervision Models (and Where Mindfulness-Based Supervision Fits In)Defining SupervisionA Historical Snapshot of SupervisionEvolving Views of SupervisionPremodern EraModern EraPostmodern EraThe Current State of SupervisionHow Can Mindfulness Help the Field of Supervision?The Clinical Supervision ModelPre-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 CycleThe Six Immediate Response SkillsA Mindful MomentWhat’s Next?Chapter 3: Developing a Personal Mindfulness Meditation PracticeWhat Exactly is Meditation?Choosing a Mindfulness Meditation MethodExperimentation with Meditation MethodsHow Long Should You Meditate?Where to Meditate?When to Meditate?How Do You Know Your Meditation is Working?A Mindfulness-Based Meditation Method: VipassanaWhat’s Next?Chapter 4: Presence in SupervisionPresence in Educational SupervisionCultivating Presence during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost ConferencePresence in Leadership (Six Response Skills)NoticingIgnoringInterveningPointingProcessing/UnpackingA Mindful MomentMindfulness-Based Practices to Develop PresenceThe Mindful MinuteSupervision ContextThree-Minute Breathing SpaceSupervision ContextGrounding in MindfulnessSupervision ContextThe Stage ExerciseSupervision ContextMindful ListeningSupervision ContextWhat’s Next?Chapter 5: Beginner’s Mind in SupervisionBeginner’s Mind and Educational SupervisionCultivating Beginner’s Mind During the Clinical Supervision CyclePre-ConferenceClassroom ObservationData AnalysisPost-ConferenceBeginner’s Mind and the Immediate Response SkillsNoticing and IgnoringA Mindful MomentMindfulness-Based Strategies to Cultivate Beginner’s MindAsk QuestionsSupervision ContextClear Your MindSupervision ContextSlow DownSupervision ContextBecome Fully Present to the Task at HandSupervision ContextDon’t Know Mind MeditationSupervision ContextMindful EatingSupervision ContextExample of Beginner’s Mind Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 6: Patience and Trust in SupervisionPatience in Educational SupervisionTrust and IntuitionIntuition and SupervisionCultivating Patience and Trust during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferencePatience and Trust and the Immediate Response SkillsNoticingIgnoringInterveningMindfulness-Based Practices to Encourage Patience and TrustThe Bell ExerciseSupervision ContextCounting the BreathSupervision ContextWrist MalasSupervision ContextBody Scan MeditationAbridged Body ScanSupervision ContextLoving Kindness MeditationSupervision ContextExample of Patience and Trust (Intuition) Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 7: Letting Go and Non-Striving as a SupervisorLetting Go and Non-Striving in Educational SupervisionWhat’s in Your Supervision Backpack?Cultivating Letting Go and Non-Striving during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceLetting Go and the Immediate Response SkillsNoticingIgnoringMindfulness-Based Practices for Letting GoBreath MeditationSupervision ContextFour Foundations of Mindfulness PracticeSupervision ContextLetting Go MeditationSupervision ContextExperiencing Emotions as a Form of Letting GoSupervision ContextExample of Letting Go and Non-Striving in SupervisionPre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 8: Acceptance and Non-Judgement in SupervisionAcceptance and Non-Judgement in Educational SupervisionCultivating Acceptance and Non-Judgement during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceTeachable MomentsMindfulness-Based Strategies to Cultivate Acceptance and Non-JudgementAcknowledging As a Form of AcceptanceSupervision ContextCultivating Acceptance and Non-Judgment During MeditationSupervision ContextKeep a Non-Judgment JournalSupervision ContextChapter 9: Gratitude and Generosity (Yes, in Supervision)Gratitude and Generosity in Educational SupervisionCultivating Gratitude and Generosity during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceMindfulness-Based Strategies to Cultivate Gratitude and GenerosityAsk “Gratitude” QuestionsSupervision ContextKeeping a Gratitude JournalSupervision ContextGratitude MeditationSupervision ContextPracticing GenerositySupervision ContextCreatively GivingSupervision ContextExample of Gratitude and Generosity Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionEmbodied Mindfulness as a Tool for Critical Self-ReflectionThe Body and BiasThe Inner Work of Culturally Responsive SupervisionBody ScanMindfulness of Intentions around Racial Justice WorkMindfulness of Community ExerciseThe RAIN MethodStep 1: RecognizeStep 2: AcceptStep 3: InvestigateStep 4: Non-IdentifyTonglen: Advanced Meditation for Inclusive Educational LeadershipPreparation for TonglenStage 1: Equalizing Self and Other Within the Context of SupervisionStage 2: Detriments of Self PreoccupationStage 3: The Benefits of Compassion and AltruismStage 4: Exchanging Self and OtherFinal Thoughts on Mindfulness-Based SupervisionResourcesReferencesIndexAbout the Author

Steve Haberlin brings readers into mindful supervision with a "train the trainers" approach giving readers personal, professional, and relational guidance in practice as well as a variety of resources to support the work. In addition to providing steps to the practice, Haberlin uses his own experiences (and humor) to highlight ways to anticipate challenges or resistance to this approach to supervision. Awakening to Educational Supervision: A Mindfulness-Based Approach to Coaching and Supporting Teachers is an excellent resource for any supervisor—new or experienced—as it provides a structured way for supervisors to be fully present and attentive in the humane and caring ways we need from one another to be better educators, colleagues, and people.

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.

• AcknowledgmentsForeword by Stephen GordonPrefaceChapter 1: Mindfulness and Its Relevance to Educational SupervisionDefining MindfulnessHistorical Roots of MindfulnessFour Foundations of MindfulnessThe First Foundation (Body)The Second Foundation (Sensations)The Third Foundation (Mind)The Fourth Foundation (Realities)Mindfulness Movement in the WestScientific Benefits of MindfulnessWhat Happens to the Brain When Engaging in Mindfulness Meditation?Mindfulness’ Relevance to Educational SupervisionMindfulness MomentSimple Breath AwarenessThe Structure of This Book: Nine Attitudes of MindfulnessWhat to Expect in this BookChapter 2: A Brief Overview of Instructional Supervision (and Where Mindfulness Fits In)Chapter 3: Developing a Personal Mindfulness PracticeChapter 4: Presence in SupervisionChapter 5: Beginner’s Mind in SupervisionChapter 6: Patience and Trust in SupervisionChapter 7: Letting Go and Non-Striving as a SupervisorChapter 8: Acceptance and Non-JudgementChapter 9: Gratitude and Generosity (Yes, in Supervision)Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionChapter 2: A Brief History of Supervision and Overview of Supervision Models (and Where Mindfulness-Based Supervision Fits In)Defining SupervisionA Historical Snapshot of SupervisionEvolving Views of SupervisionPremodern EraModern EraPostmodern EraThe Current State of SupervisionHow Can Mindfulness Help the Field of Supervision?The Clinical Supervision ModelPre-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 CycleThe Six Immediate Response SkillsA Mindful MomentWhat’s Next?Chapter 3: Developing a Personal Mindfulness Meditation PracticeWhat Exactly is Meditation?Choosing a Mindfulness Meditation MethodExperimentation with Meditation MethodsHow Long Should You Meditate?Where to Meditate?When to Meditate?How Do You Know Your Meditation is Working?A Mindfulness-Based Meditation Method: VipassanaWhat’s Next?Chapter 4: Presence in SupervisionPresence in Educational SupervisionCultivating Presence during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost ConferencePresence in Leadership (Six Response Skills)NoticingIgnoringInterveningPointingProcessing/UnpackingA Mindful MomentMindfulness-Based Practices to Develop PresenceThe Mindful MinuteSupervision ContextThree-Minute Breathing SpaceSupervision ContextGrounding in MindfulnessSupervision ContextThe Stage ExerciseSupervision ContextMindful ListeningSupervision ContextWhat’s Next?Chapter 5: Beginner’s Mind in SupervisionBeginner’s Mind and Educational SupervisionCultivating Beginner’s Mind During the Clinical Supervision CyclePre-ConferenceClassroom ObservationData AnalysisPost-ConferenceBeginner’s Mind and the Immediate Response SkillsNoticing and IgnoringA Mindful MomentMindfulness-Based Strategies to Cultivate Beginner’s MindAsk QuestionsSupervision ContextClear Your MindSupervision ContextSlow DownSupervision ContextBecome Fully Present to the Task at HandSupervision ContextDon’t Know Mind MeditationSupervision ContextMindful EatingSupervision ContextExample of Beginner’s Mind Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 6: Patience and Trust in SupervisionPatience in Educational SupervisionTrust and IntuitionIntuition and SupervisionCultivating Patience and Trust during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferencePatience and Trust and the Immediate Response SkillsNoticingIgnoringInterveningMindfulness-Based Practices to Encourage Patience and TrustThe Bell ExerciseSupervision ContextCounting the BreathSupervision ContextWrist MalasSupervision ContextBody Scan MeditationAbridged Body ScanSupervision ContextLoving Kindness MeditationSupervision ContextExample of Patience and Trust (Intuition) Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 7: Letting Go and Non-Striving as a SupervisorLetting Go and Non-Striving in Educational SupervisionWhat’s in Your Supervision Backpack?Cultivating Letting Go and Non-Striving during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceLetting Go and the Immediate Response SkillsNoticingIgnoringMindfulness-Based Practices for Letting GoBreath MeditationSupervision ContextFour Foundations of Mindfulness PracticeSupervision ContextLetting Go MeditationSupervision ContextExperiencing Emotions as a Form of Letting GoSupervision ContextExample of Letting Go and Non-Striving in SupervisionPre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 8: Acceptance and Non-Judgement in SupervisionAcceptance and Non-Judgement in Educational SupervisionCultivating Acceptance and Non-Judgement during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceTeachable MomentsMindfulness-Based Strategies to Cultivate Acceptance and Non-JudgementAcknowledging As a Form of AcceptanceSupervision ContextCultivating Acceptance and Non-Judgment During MeditationSupervision ContextKeep a Non-Judgment JournalSupervision ContextChapter 9: Gratitude and Generosity (Yes, in Supervision)Gratitude and Generosity in Educational SupervisionCultivating Gratitude and Generosity during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceMindfulness-Based Strategies to Cultivate Gratitude and GenerosityAsk “Gratitude” QuestionsSupervision ContextKeeping a Gratitude JournalSupervision ContextGratitude MeditationSupervision ContextPracticing GenerositySupervision ContextCreatively GivingSupervision ContextExample of Gratitude and Generosity Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionEmbodied Mindfulness as a Tool for Critical Self-ReflectionThe Body and BiasThe Inner Work of Culturally Responsive SupervisionBody ScanMindfulness of Intentions around Racial Justice WorkMindfulness of Community ExerciseThe RAIN MethodStep 1: RecognizeStep 2: AcceptStep 3: InvestigateStep 4: Non-IdentifyTonglen: Advanced Meditation for Inclusive Educational LeadershipPreparation for TonglenStage 1: Equalizing Self and Other Within the Context of SupervisionStage 2: Detriments of Self PreoccupationStage 3: The Benefits of Compassion and AltruismStage 4: Exchanging Self and OtherFinal Thoughts on Mindfulness-Based SupervisionResourcesReferencesIndexAbout the Author

Steve Haberlin brings readers into mindful supervision with a "train the trainers" approach giving readers personal, professional, and relational guidance in practice as well as a variety of resources to support the work. In addition to providing steps to the practice, Haberlin uses his own experiences (and humor) to highlight ways to anticipate challenges or resistance to this approach to supervision. Awakening to Educational Supervision: A Mindfulness-Based Approach to Coaching and Supporting Teachers is an excellent resource for any supervisor—new or experienced—as it provides a structured way for supervisors to be fully present and attentive in the humane and caring ways we need from one another to be better educators, colleagues, and people.

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.

• AcknowledgmentsForeword by Stephen GordonPrefaceChapter 1: Mindfulness and Its Relevance to Educational SupervisionDefining MindfulnessHistorical Roots of MindfulnessFour Foundations of MindfulnessThe First Foundation (Body)The Second Foundation (Sensations)The Third Foundation (Mind)The Fourth Foundation (Realities)Mindfulness Movement in the WestScientific Benefits of MindfulnessWhat Happens to the Brain When Engaging in Mindfulness Meditation?Mindfulness’ Relevance to Educational SupervisionMindfulness MomentSimple Breath AwarenessThe Structure of This Book: Nine Attitudes of MindfulnessWhat to Expect in this BookChapter 2: A Brief Overview of Instructional Supervision (and Where Mindfulness Fits In)Chapter 3: Developing a Personal Mindfulness PracticeChapter 4: Presence in SupervisionChapter 5: Beginner’s Mind in SupervisionChapter 6: Patience and Trust in SupervisionChapter 7: Letting Go and Non-Striving as a SupervisorChapter 8: Acceptance and Non-JudgementChapter 9: Gratitude and Generosity (Yes, in Supervision)Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionChapter 2: A Brief History of Supervision and Overview of Supervision Models (and Where Mindfulness-Based Supervision Fits In)Defining SupervisionA Historical Snapshot of SupervisionEvolving Views of SupervisionPremodern EraModern EraPostmodern EraThe Current State of SupervisionHow Can Mindfulness Help the Field of Supervision?The Clinical Supervision ModelPre-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 CycleThe Six Immediate Response SkillsA Mindful MomentWhat’s Next?Chapter 3: Developing a Personal Mindfulness Meditation PracticeWhat Exactly is Meditation?Choosing a Mindfulness Meditation MethodExperimentation with Meditation MethodsHow Long Should You Meditate?Where to Meditate?When to Meditate?How Do You Know Your Meditation is Working?A Mindfulness-Based Meditation Method: VipassanaWhat’s Next?Chapter 4: Presence in SupervisionPresence in Educational SupervisionCultivating Presence during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost ConferencePresence in Leadership (Six Response Skills)NoticingIgnoringInterveningPointingProcessing/UnpackingA Mindful MomentMindfulness-Based Practices to Develop PresenceThe Mindful MinuteSupervision ContextThree-Minute Breathing SpaceSupervision ContextGrounding in MindfulnessSupervision ContextThe Stage ExerciseSupervision ContextMindful ListeningSupervision ContextWhat’s Next?Chapter 5: Beginner’s Mind in SupervisionBeginner’s Mind and Educational SupervisionCultivating Beginner’s Mind During the Clinical Supervision CyclePre-ConferenceClassroom ObservationData AnalysisPost-ConferenceBeginner’s Mind and the Immediate Response SkillsNoticing and IgnoringA Mindful MomentMindfulness-Based Strategies to Cultivate Beginner’s MindAsk QuestionsSupervision ContextClear Your MindSupervision ContextSlow DownSupervision ContextBecome Fully Present to the Task at HandSupervision ContextDon’t Know Mind MeditationSupervision ContextMindful EatingSupervision ContextExample of Beginner’s Mind Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 6: Patience and Trust in SupervisionPatience in Educational SupervisionTrust and IntuitionIntuition and SupervisionCultivating Patience and Trust during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferencePatience and Trust and the Immediate Response SkillsNoticingIgnoringInterveningMindfulness-Based Practices to Encourage Patience and TrustThe Bell ExerciseSupervision ContextCounting the BreathSupervision ContextWrist MalasSupervision ContextBody Scan MeditationAbridged Body ScanSupervision ContextLoving Kindness MeditationSupervision ContextExample of Patience and Trust (Intuition) Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 7: Letting Go and Non-Striving as a SupervisorLetting Go and Non-Striving in Educational SupervisionWhat’s in Your Supervision Backpack?Cultivating Letting Go and Non-Striving during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceLetting Go and the Immediate Response SkillsNoticingIgnoringMindfulness-Based Practices for Letting GoBreath MeditationSupervision ContextFour Foundations of Mindfulness PracticeSupervision ContextLetting Go MeditationSupervision ContextExperiencing Emotions as a Form of Letting GoSupervision ContextExample of Letting Go and Non-Striving in SupervisionPre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 8: Acceptance and Non-Judgement in SupervisionAcceptance and Non-Judgement in Educational SupervisionCultivating Acceptance and Non-Judgement during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceTeachable MomentsMindfulness-Based Strategies to Cultivate Acceptance and Non-JudgementAcknowledging As a Form of AcceptanceSupervision ContextCultivating Acceptance and Non-Judgment During MeditationSupervision ContextKeep a Non-Judgment JournalSupervision ContextChapter 9: Gratitude and Generosity (Yes, in Supervision)Gratitude and Generosity in Educational SupervisionCultivating Gratitude and Generosity during the Clinical Supervision CyclePre-ConferenceClassroom ObservationPost-ConferenceMindfulness-Based Strategies to Cultivate Gratitude and GenerosityAsk “Gratitude” QuestionsSupervision ContextKeeping a Gratitude JournalSupervision ContextGratitude MeditationSupervision ContextPracticing GenerositySupervision ContextCreatively GivingSupervision ContextExample of Gratitude and Generosity Informing the Clinical CyclePre-ConferenceClassroom ObservationPost-ConferenceWhat’s Next?Chapter 10: Mindfulness-Informed Educational Leadership: Moving Toward a More Inclusive Approach to SupervisionEmbodied Mindfulness as a Tool for Critical Self-ReflectionThe Body and BiasThe Inner Work of Culturally Responsive SupervisionBody ScanMindfulness of Intentions around Racial Justice WorkMindfulness of Community ExerciseThe RAIN MethodStep 1: RecognizeStep 2: AcceptStep 3: InvestigateStep 4: Non-IdentifyTonglen: Advanced Meditation for Inclusive Educational LeadershipPreparation for TonglenStage 1: Equalizing Self and Other Within the Context of SupervisionStage 2: Detriments of Self PreoccupationStage 3: The Benefits of Compassion and AltruismStage 4: Exchanging Self and OtherFinal Thoughts on Mindfulness-Based SupervisionResourcesReferencesIndexAbout the Author

Steve Haberlin brings readers into mindful supervision with a "train the trainers" approach giving readers personal, professional, and relational guidance in practice as well as a variety of resources to support the work. In addition to providing steps to the practice, Haberlin uses his own experiences (and humor) to highlight ways to anticipate challenges or resistance to this approach to supervision. Awakening to Educational Supervision: A Mindfulness-Based Approach to Coaching and Supporting Teachers is an excellent resource for any supervisor—new or experienced—as it provides a structured way for supervisors to be fully present and attentive in the humane and caring ways we need from one another to be better educators, colleagues, and people.