Supervisor Training

New Supervisor Orientation

Departments should notify the Work College Program whenever a new supervisor is hired or supervisory responsibilities are reassigned.

All new supervisors are required to complete a New Supervisor Orientation before being assigned any students. This orientation takes place one-on-one at the time of onboarding with the Work College Program, and covers the fundamentals of the program, including the Enrollment Agreement, the Status Form, student placement processes, position descriptions, and program policies, along with the scholarship disbursement process, with relevant handouts provided. Orientation is also open to faculty and staff who are not currently supervising a student.

Core Program Functions

Beyond orientation and ongoing development, every supervisor is expected to meet a set of required responsibilities that keep the Work College Program running smoothly and in compliance with federal requirements. These functions are considered essential and should be treated with the same commitment and professionalism as any other job responsibility.

Timecards
Timecards must be approved at the end of each scholarship disbursement period. Supervisors are responsible for ensuring students use TRACY UltraTime to record their hours accurately, and that hours are certified and submitted by the end of the disbursement period. Supervisors are encouraged to designate a proxy to assist with timekeeping duties, supporting the direct supervisor as needed. See Supervisor Certification of Student Time under Timekeeping for the full policy on this responsibility, including the consequences of failing to certify time. (34 CFR 675.19(b)(2)(i); https://www.ecfr.gov/current/title-34/section-675.19)

Scheduling and Safety
Supervisors and students should schedule work according to the standards outlined in this handbook. Supervisors must also maintain a safe workspace by addressing known and recognized hazards, and must ensure all required safety training modules are completed annually by students working in their area. The Work College Program will share information with supervisors regarding completion of these modules. If a hazard is identified and assistance is needed to mitigate it, supervisors should consult Risk Management, Public Safety, or Facilities Management.

Evaluations

Supervisors are responsible for ensuring that they and their students meet all deadlines for completing the Work-Learning Evaluation (WLE). Each WLE begins with the student completing a self-evaluation and reflection, which is then reviewed and completed by the supervisor. A WLE is completed at mid-year and again at the end of the year as a final evaluation. Supervisors must ensure all students complete their portion of the WLE by the applicable deadline each term, and are expected to meet with each assigned student at least once a term to discuss the evaluation and reflect on the student's work-learning-service experience. Supervisors and students will be notified when the WLE is available.

In the spring, students also complete the Work-Learning Experience Evaluation (WLEE), a separate, student-completed reflection on their overall experience in the program.

As an integral part of a student's Berea College record, the Student Evaluation should be valued on par with an academic transcript. Failure to complete student evaluations by the designated deadline each term may result in a reduction in a department's allocation and/or the removal of students from that department. (34 CFR 675.41(b)(3); https://www.ecfr.gov/current/title-34/section-675.41)

Addressing Performance Concerns

Supervisors must use the performance support plan form to document instances when a student does not meet department expectations, applying these guidelines consistently to ensure fairness for all students. Supervisors should always offer constructive feedback to help guide students through performance issues, since open communication is key to helping students learn and grow from these experiences.

A student cannot receive departmental probation or be released from a position without documentation on the performance support plan form, except in cases involving serious misconduct, such as falsification of time, a serious confidentiality violation, or physical violence.

As a general guide, once a student has three documented concerns on file, this serves as a checkpoint for the supervisor to bring the situation to the Work College Program Office. This is not a "three strikes" rule; the goal of this checkpoint is not to end a student's position, but to bring additional support into the conversation early, so the department and the Program can work together on the best path forward, whether that means continued coaching, an accountability agreement, or another step. Supervisors may also consult the Work College Program Office before reaching this point, especially where concerns are serious or repeated.

If a performance-related release becomes necessary, the Work College Program can help the supervisor ensure sufficient and appropriate documentation has been submitted to support the release. A performance-related release involving a first-year student must be approved by the Work College Program Office.

Status Forms
The Status Form can only be completed by the supervisor and is required to officially place a student in a position. After the last day to change a position, as noted in the academic calendar, all position changes, releases, or reassignments must be completed in consultation with the Work College Program Office.

Releasing Students During the Term
Supervisors who wish to release a student must contact the Work College Program Office before discussing the release with the student. Releases during the term must be reviewed and approved by the Associate Dean. Submitting a release form on the Status Form site does not, by itself, constitute an official release; it must still be approved by the Work College Program Office.

Mandatory Reporting
Faculty members, Program Supervisors, collegium members, resident advisors, and College Security Officers are considered Required Reporters, meaning they are required by law to report sexual harassment and sexual misconduct to the Title IX Coordinator. Required Reporters must report all details to the best of their knowledge, including the identity of the person affected and the person alleged to be responsible. Supervisors are required to attend on-campus Title IX training to learn about mandatory reporting regulations. See the Title IX website for more information.

Student Mentorship and Professional Development
Supervisors actively support and encourage students in taking ownership of their own professional development, serving as mentors and champions of their growth, exploration, and success throughout their Path to Purpose experience. Supervisors needing assistance with professional development resources for students can contact the Assistant Director of Training and Development.

Weekly Team Meetings
Weekly team meetings, held Tuesdays from 4 to 5 p.m., support regular communication and ongoing learning within a department. See Departmental Meetings under Student Training for full details on how these meetings should be structured and accommodated.

Continued Support

A variety of development opportunities are available to supervisors throughout the year. A monthly series brings staff and supervisors together across departments to share up-to-date best practices in supervision and leadership. Supervisors are also encouraged to attend a Supervisor Retreat every two to three years, which offers a deeper opportunity to build knowledge around student supervision, mentorship, and development, while connecting with peers and the Work College Program. Experienced supervisors often play a key role at these retreats, sharing their expertise as subject-matter experts and guides for their colleagues.

Human Resources and the Office of Internships and Career Development partner with the Work College Program each year on supervisor training. Supervisor and student development activities can also be tailored to individual or departmental needs.

Contact the Training, Development, and Engagement Team at training@berea.edu for more information.

Code of Conduct

Code of Conduct

Program Supervisors spend significant time with students, and with that comes a responsibility to hold themselves to a high standard of excellence. Every Program Supervisor is expected to:

• Model behaviors that reflect the Workplace Expectations for faculty, staff, and students.
• Provide students with a professional, supportive Path to Purpose environment that upholds fairness, equity, and established best practices.
• Prioritize and actively support the health, safety, and emotional well-being of students.
• Foster professional relationships with students based on respect, integrity, and mutual growth, avoiding conflicts of interest.
• Communicate truthfully and respectfully about students and colleagues, promoting a culture of trust and collaboration.
• Treat all students with dignity and respect, ensuring they feel valued and supported in their roles.
• Foster an inclusive and ethical environment by ensuring fairness in decision-making and interactions with students.

Each year, supervisors acknowledge these expectations as part of the Supervisor Agreement, committing to a structured, safe, and supportive environment where all students, regardless of race, religion, political beliefs, sexual identity, or country of origin, feel valued and respected.

Supervisor Agreement