3/25/15

!
!
!
Of Course, Ill Supervise This Year: !
Effective Field Supervision!
!
Kristy Kelly, PhD, NCSP, LCP & Shanna Davis, PhD, NCSP
!
National Association of School Psychologists Annual Meeting
Orlando,
FL
February 20, 2015

Todays Session
Why its
important

Role of
supervisor

Model of
practice

Common
issues

NASP Posi.on Statement

on Supervision

Qualica.ons include a minimum of 3 years of prac0cal experience as a

school psychologist, as well as training or experience in supervision of
school personnel. They should have a valid state creden.al as a school
psychologist.
Prac..oners in training should receive an average of 2 hours of face-to-
face supervision per week with addi.onal .me allocated for review of
work products.
Novice prac00oners should receive a minimum average of 1 hour per
week of supervision and/or mentoring.
Procient and expert-level school psychologists should receive face-to-
face supervision as needed. They con.nue to engage in the supervision
process.
School systems need to provide the .me for school psychologists to
par.cipate in supervision and/or mentoring.
Frequent, direct supervision by advanced and beginner school
psychologists is necessary to enhance skill development and to ensure
eec.ve prac.ce.
School systems should have a coordinated supervision plan that is
accountable and evalua.ve of all school psychological services.

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In a na.onal survey of school

psychology supervisors,

90% reported no
coursework and 83%
reported no addi.onal
training in supervision

(Hunley et al., 2000)

Lets start with some

self-assessment

What is Supervision?
Its training. !

Its a process. !

Its a relationship.

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Grow a Practitioner
Facilitate Skill Development
Provide Formal Supervision
Evaluate and Promote Advancement

Common Training Issues

Resolving skill and performance issues
Remediation Plans
Balancing fieldwork with coursework
Collaboration between field and university site

Supervision in School Psychology

Assess
Competence
Share
Knowledge

Provide
Feedback
Improve
trainee,
supervisor,
students,
school

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Developmental Model
Facilitate Ac.vi.es
Provide Models
Assist w/Case
Conceptualiza.on

Provide guidelines
Monitor func.oning
Provide advanced
casework

Procient
Competent
Advanced
Beginner

Novice
LiZle to no
experience in
eld

3-5 years of
experience

2-3 year of
experience

Some
independence
Encourage self-
directed supervision
Provide .me for
consulta.on

Engage in
Metasupervision

(Stoltenberg et al., 1998; Benner, 1984)

Training Model
Training

Facilita.on

Feedback

Evalua.on

!
Training and Guidance:
Developmental Sequence!
Objectives
Experiences

Year 1

Orientation to the field and

position of SP
Professional Conduct

Observations
Applied components
Career Development

Year 2

Competence in 10 NASP
Domains
Independent Practice
Case Consultation

500-600 field hours

Direct and in-direct service
Feedback and evaluation

Year 3

Competence in 10 NASP
Domains
Prep for Entry-level SP
Case Consultation

1200 field hours

Certification or Licensure
exams
Examining personal model
Direct and in-direct service
Feedback and evaluation

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Lets Focus on Practicum!

Beginning Stages
Entry into the Prac.cum Experience
Orienta.on to School System
Developing Ini.al Casework
Founda.ons of SPED & Processes

After Winter Break

Moving Towards Independence
Exploring New Activities
Planning for Internship

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Spring has Sprung

Building a
Portfolio of Work

Internship
Preparation

Termination
Activities

Activity #1

Structured Supervision
Individual
1-on-1
Face-to-face

Group
1 supervisor meets with a group of trainees
Mul.ple supervisors meet with a group of trainees

Post-session
Other formats (e.g., crisis situa.ons)

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Structuring Supervision
Goals

Opportuni.es
for Growth

Feedback

Objec.ves for consulta.on, feedback and

growth
What does the student want from supervision?
How do you help them achieve these goals?

Opportuni0es for Growth

How are the experiences and supervision you are
providing consistent with student training goals?

What have you done? What do you need to do next?

Requires development and maintenance of plans.

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What is feedback?
A communica.on tool used to maintain or change
behavior

When do you give feedback?

Facilitate skill development
Change or x problems
Specic skill requests

Useful Feedback
Response
is
monitored

Provides
direc.on
Specic

Barriers to Feedback
a fear of upsekng the trainee or damaging the
traineesupervisor rela.onship
a fear of doing more harm than good
the trainee being resistant or defensive when
receiving cri.cism.
feedback being too general
feedback not giving guidance on how to change
behavior
inconsistent feedback from mul.ple sources
a lack of respect for the source of feedback.

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Evalua.on
Forma.ve
Format
Frequency
Monitoring and Documenta.on of Progress

Summa.ve
Training Program Requirement
Promo.on to advanced prac.ce and experiences

Communica0on with
Training Program
Purpose

Documen.ng progress in program

Documen.ng concerns
Shouldnt just be for the evalua.on
Peer support

Format

Visits
Phone, email, etc
Professional Development

Frequency

More than 1x per semester/year!

Ongoing

Activity #2

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Common Issues
Skills

Dicul0es

Strategies

Inadequate
Knowledge


Applica.on Issues





Dependence

Provide addi.onal,
supervised
opportuni.es

Normalize experience
and prompt
integra.on of
prac.cal and
conceptual

Provide frequent, pre-
and post-session
supervision

Common Issues
Comportment

Dicul0es
Organiza.on




Interpersonal





Accep.ng Feedback

Strategies
Clear expecta.ons
Demand accountability
Share tools and
approach

Reec.ve prac.ce
Helping understanding
impact on work
Share eec.ve
strategies and approach

Normalizing experience
Suppor.ng response
Reec.ve prac.ce

Self-Care
qStress of proving that you are skilled
supervisor
qStress of learning how to work with a new
student
qStress of star.ng your regular posi.on

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Strategies
Assess your caseload and be realis.c.
Set healthy boundaries for yourself including with
the intern/supervisor and the children you serve.
Vary professional ac.vi.es to prevent isola.on and
burnout.
Gauge your own level of well-being.
Maintain balance
Take care of your physical needs

Other Sources of Support

Access support from the training program
Saying no or enough
Pushing students to be more independent
Dicult feedback

Access support from colleagues or disciplines

Other experiences a student may need/want

Access personal space!

Lets end with some

professional goals

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3/25/15

Contact Information
Kristy K. Kelly, Ph.D.
kkohler@thechicagoschool.edu

Shanna Davis, Ph.D.
sdavis71@ewu.edu

References
Harvey, V.S., & Struzziero, J. (2008). Professional development and supervision
of school psychologists: From intern to expert (2nd ed.). Bethesda, MD:
Na.onal Associa.on of School Psychologists.

Hunley, S. A., Harvey, V. S., Cur.s, M. J., Portnoy, L.A., Grier, J.E.C., & Helrich, D
. (2000). School psychology supervisors: A na.onal study of demographics
and professional prac.ces. Communique, 28(8), 32-33.

Na.onal Associa.on of School Psychologists (2011). NASP posiDon
statement: Supervision in school psychology. Bethesda: MD: Author

Newman, D.S. (in press). DemysDfying the school psychology internship: A

dynamic guide for interns and supervisors. New York: Routledge.

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