Abstract
Supervision is a term that has been appearing more and more frequently in the school environment in recent years. At least schools meet it in so-called templates, through which they can apply for financial support for their implementation.
Unfortunately, it is still not a well-known and widespread concept, in which teachers would be sure of its meaning and even have professional experience with it. Supervision is a model of professional sharing that serves for professional development.
It is performed by a trained supervisor who comes to the school as an external student. It is the need to open up to "foreigners" that can be a source of mistrust and concern in some schools.
The aim of this article is therefore to present supervision as a useful tool, precisely from the perspective of the supervisors themselves, who enter schools.