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Of Course, I’ll Supervise This Year: �Effective Field Supervision�
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Kristy Kelly, PhD, NCSP, LCP & Shanna Davis, PhD, NCSP
National Association of School Psychologists Annual Meeting Orlando, FL
February 20, 2015
Today’s Session
Why it’s important
Role of supervisor
Model of practice
Common issues
NASP Posi.on Statement on Supervision
• Qualifica.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.
• Proficient 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 effec.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)
Let’s start with some self-assessment
What is Supervision?
It’s training. � It’s a process. � It’s 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
Improve trainee,
supervisor, students, school
Share Knowledge
Assess Competence
Provide Feedback
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Developmental Model
Novice • LiZle to no experience in field
Advanced Beginner • Some independence
Competent • 2-‐3 year of experience
Proficient • 3-‐5 years of experience
(Stoltenberg et al., 1998; Benner, 1984)
Facilitate Ac.vi.es Provide Models Assist w/Case Conceptualiza.on
Provide guidelines Monitor func.oning Provide advanced casework
Encourage self-‐directed supervision Provide .me for consulta.on
Engage in Metasupervision
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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Let’s Focus on Practicum!
Beginning Stages ü Entry into the Prac.cum Experience ü Orienta.on to School System ü Developing Ini.al Casework ü Founda.ons of SPED & Processes
After Winter Break
ü Moving Towards Independence ü Exploring New Activities ü Planning for Internship
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Spring has Sprung
ü Building a Portfolio of Work
ü Internship
Preparation ü 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
Feedback Opportuni.es for Growth
Objec.ves for consulta.on, feedback and growth
ü What does the student want from supervision? ü 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 “fix” problems – Specific skill requests
Useful Feedback
Specific
Provides direc.on
Response is
monitored
Barriers to Feedback • a fear of upsekng the trainee or damaging the trainee–supervisor 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 Shouldn’t 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 Difficul0es Strategies
Skills 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 Difficul0es Strategies
Comportment Organiza.on Interpersonal Accep.ng Feedback
Clear expecta.ons Demand accountability Share tools and approach Reflec.ve prac.ce Helping understanding impact on work Share effec.ve strategies and approach Normalizing experience Suppor.ng response Reflec.ve prac.ce
Self-‐Care q Stress of proving that you are skilled supervisor
q Stress of learning how to work with a new student
q Stress of star.ng your regular posi.on
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Strategies ü Assess your caseload and be realis.c.
ü Set healthy boundaries for yourself including with the intern/supervisor and the children you serve.
ü Vary professional ac.vi.es to prevent isola.on and burnout.
ü Gauge your own level of well-‐being.
ü Maintain balance
ü 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 – Difficult feedback
• Access support from colleagues or disciplines – Other experiences a student may need/want
• Access personal space!
Let’s end with some professional goals
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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., & Helffrich, 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.