Abstract
As a supervisor, the author regularly witnesses the difficulty some educators have in being in touch with their vulnerability. They often do not know how to live with and embrace it as a serendipitous happenstance. This article offers reflections on the supervision relationship and what transactional analysis has to offer to support practitioners in taking into account and learning from their vulnerability. Case examples based on vulnerability in the educational context are easily transferable to any professional context. The author presents a new model of supervision that focuses on the importance of interconnectedness and fosters the development of resiliency and creativity in both the supervisor and the supervisee.