A pilot of educational psychologist facilitated group supervision for designated teachers in one United Kingdom local authority

The designated teacher (DT) role is statutory in all United Kingdom (UK) schools but not always well understood. Despite its frontline nature, little attention has been paid to the role or related support needs. There have been calls for DTs to access supervision but rarely is supervision commonplace in education. This study considers the implementation of educational psychologist (EP) facilitated group supervision for 60 DTs in one local authority and explores the impact from a DT perspective. Ten DTs were interviewed and end of session feedback was gathered for 45 DTs and thematically analysed. Data was then analysed deductively and mapped onto Hawkins and Shohet’s seven-eyed model of supervision. This relational and systemic framework illuminated the importance of two supervision “modes” for DTs accessing group supervision. Systemic areas of oversight attached to the DT role were highlighted. Corporate parenting implications are discussed.