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SUPERVISION
BOOTCAMP –Preparing to be a SUPERvisor
Cheri
Dodge Chin
• Doctoral student
• School-based SLP
• Super Power Speech
• TPT
Disclosures
Financial• Draws a salary from David Douglas School District• Ideas presented may also be found on my blog Super Power Speech• Materials pictured may also be found on my Teachers Pay Teachers page
Non-financial• None
Cheri’s disclosures
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Kameron Brief
Beaulieu
• Assistant Professor
• Pediatric SLP
• LEND Training Coordinator
• LEND Intern Coordinator
Disclosures
Financial•Draws a salary from IDD/OHSU•Materials may also be found in my training packet and our shared file for the department
Non-financial• None
Kameron’s disclosures
Intellectual PropertyThis presentation is made available to attendees of the Supervision
Bootcamp.
This presentation has been developed by the presenters and will remain presenter property, with the understanding that the presentations content
may be reproduced with or without adaptations, provided all such uses
include the following statement: C 2019 Oregon Speech and Hearing Association. From Supervision Bootcamp [Presentation on Supervision],
October 2019.
We request assurances that no photocopies, pictures or duplication of this
presentation be made without the expressed statement above, and or written permission by the presenters. .
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A supervisor is a:
Helper
Mentor
Advocate
Challenger
The Ideal Supervisor
Has
Empathy
Respect
FlexibilityConcern
Is
Knowledgeable
Experienced
ConcreteOpen
Uses
Teaching
Goal-settingFeedback
(Carifio & Hess, 1987)
Roles & Responsibilities
EncourageTeach Clarify
ModelEvaluate Mentor
(CAPCSD, 2013)
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Knowledge & Skills
(ASHA, 2008)
Knowledge & Skills (cont.)
(ASHA, 2008)
Actual photo of supervisors
Image from Pixabay.com
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Supervision
Requirements
Graduate
students▫ CCCs
▫ 9+ months experience
▫ 2 hours of CEs
▫ 25%+ direct supervision
▫ Co-sign documentation
Supervision of Graduate Students
(ASHA, n.d.-a)
Clinical
Fellows▫ CCCs
▫ 9+ months experience
▫ 2 hours of CEs
▫ 6 hours of direct/indirect supervision in 3 equal segments over 9 months
▫ Feedback/Co-sign documentation
Supervision of Clinical Fellows
(ASHA, n.d.-b)
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Clinical Fellows
SLP-As
• Current ASHA and/or state license• 2 years experience with license• Completion of academic course OR
10+ hours CEUs in area of supervision
Supervision of Assistants (ASHA) –Recommendations for SLPs
(ASHA, 2013)
SLP-As
• Complete evaluations of SLPAs• Provide education/training for SLPAs• Create treatment plans for clients
that SLPAs serve• Make all case management
decisions• Retail all responsibility for clients• Adhere to ASHA code of ethics
Supervision of Assistants (ASHA) –Expectations of SLPs
(ASHA, 2013)
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SLP-As• <2 SLPAs• First 90 days 30% • After first 90 - variable• Direct supervision of each client• Accurate documentation• Supervisory plan• 100% direct supervision for medically
fragile clients
Supervision of SLPAs (ASHA)
(ASHA, 2013)
SLP-AsSupervision of Assistants (Oregon)
(new rules to be voted on 11/19)
(https://www.oregon.gov/bspa/)
SLP-As
Email from Oregon Board of Examiners
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SLP-As
Email from Oregon Board of Examiners
SLP-As
Email from Oregon Board of Examiners
SLP-As
Email from Oregon Board of Examiners
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Supervision is
SUPER
S
U
P
E
Supervisory stages
Understanding styles
Principles of collaboration
Expectations
RReflection & feedback
S –
Supervisory Stages
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Beginning Supervisees
Image from Pixabay.com
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
Beginning Supervisees
Need:
• Foundations
• Expectations
• Discussion
• Constructive criticism
• Assistance
• Resources
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
Intermediate Supervisees
Image from Pixabay.com
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
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Intermediate Supervisees
Need:
• Creativity
• Specific assistance
• Discussion
• Encouragement
• Constructive criticism
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
Advanced Supervisees
Image from Pixabay.com
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
Advanced Supervisees
Need:
• Consultation
• More responsibility for decision making
• Assistance with specific treatment
• Constructive feedback
(Kaufman & Schwartz, 2004; Fitzgerald, 2009)
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Anderson’s Continuum
Model of Supervision
3 Fluid Stages:
▫ Stages are not time-bound
▫ Can use in any stage within career
▫ Some “new” clinicians may be beyond initial stage, whereas clinicians may never reach last stage
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
Evaluation-Feedback
Stage
Supervisees:
▫ Lack knowledge
▫ Have difficulty applying information and problem solving
Supervisor:
▫ Is dominant
▫ Guides treatment and decisions
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
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Transitional Stage
Supervisees:
▫ Have some knowledge & skills
▫ Participate in problem solving, decision making, peer interactions
Supervisor:
▫ Allows supervisee more responsibilities
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
Self-Supervision
Stage
Supervisees:
▫ Self-analyze
▫ Reflect & change
▫ No longer dependent
▫ Supervisee responsible for own growth
Supervisor:
▫ Continues to provide mentorship, consultation, and ideas when asked
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
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Turn and Talk
Turn to your neighbor and write 3 words you
would have used to describe yourself as:
• Beginning supervisee
• Intermediate supervisee
• Advanced supervisee
U –
Understanding Supervisory Styles
Anderson, 1988 (as cited by McCrea & Brasseur, 2003)
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Direct/ Active Style
• Telling
• Criticizing
• Evaluating
• Controlling
(McCrea & Brasseur, 2003)
Direct/ Active Style
Image from Pixabay.com
KB3
The purpose of
supervision is not
cloning.“
“
(McCrea & Brasseur, 2003, p. 23)
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Slide 47
KB3 should we consider video of a role play with a student? I might be able to recruit one of my CF"s to
collaborate?Kameron Beaulieu, 8/26/2019
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Collaborative
Style
• Sharing responsibility
• Encouraging
• Providing feedback
(McCrea & Brasseur, 2003)
Collaborative Style
Image from Pixabay.com
Consultative
Style• Encouraging problem
solving
• Providing ideas when
asked
• Asking questions for
self-analysis
(McCrea & Brasseur, 2003)
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Consultative Style
Image from Pixabay.com
MentoringMentoring includes:
• Educating
• Modeling
• Consulting
• Coaching
• Encouraging
• Supporting
• Counseling
(ASHA, 2008b)
The Role of Mentors
Image from Pixabay.com
(Parmenter & McGraw, 2010)
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Kahoot!
www.kahoot.it
Game pin:
P –
Principles of Collaboration
Collaboration
through
RelationshipsRelationships can lead to:
• Support
• Change
• Growth
• Confidence
(Geller & Foley, 2009)
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Collaboration
through Communication
Effective interpersonal communication
skills:
• Knowledge & skills of basic communication
• Active listening
• Conflict resolution skills
• Understand different learning styles
• Understand different
communication styles(ASHA, n.d.-d)
Collaboration
with Others
Educational teams:
• Special education teachers
• Assistants
• Teachers
• Administrators
• Parents
• PTs, OTs
• Other specialists
Collaboration with Educational Teams
Kjirstenbrynn [CC BY-SA 4.0
(https://creativecommons.org/licenses/by-sa/4.0)]
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Collaboration
with OthersMedical teams:
• Doctors/Nurses
• Family
• Patient
• Audiologists
• Psychologist
• Occupational/Physical Therapist
• Other specialists
Collaboration with Medical Teams
Ness Kerson/madNESS Photography for AusAID [CC BY-
SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)]
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Collaboration with Universities
The Royal Society [CC BY-SA 3.0
(https://creativecommons.org/licenses/by-sa/3.0)]
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Slide 62
3 Cheri Chin, 8/24/2019
2 Kami - please fill inCheri Chin, 8/24/2019
Slide 63
5 Cheri Chin, 8/24/2019
6 Kami - please think of an exampleCheri Chin, 8/24/2019
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E –
Expectations
Shared expectations may
be one of the most
important parts of the
supervisory process.“
“
(McCrea & Brasseur, 2003)
“
Discussions about expectations
should begin even before the
supervisory process starts.“
“
(Christdoulou, 2016)
“
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Expectations by the
Supervisee –
Larson’s Supervisory
Expectations Scale
(as included in McCrea & Brassuer, 2003, p. 73)
Needs of the Supervisee –
Larson’s Supervisory Needs Scale
(as included in McCrea & Brassuer, 2003, p. 75)
Expectations by the
Supervisee –
C.D. Chin’s Expectations
Scale
(Chin, 2019)
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Tiben’s Expectations
Scale by Supervisor &
Supervisee
(as included in McCrea & Brassuer, 2003, p. 78)
C.D. Chin’s Expectations for Supervisee
(Chin, 2019)
KB2
C.D. Chin’s Expectations for Supervisee
(Chin, 2019)
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KB2 We have several examples of expectations. If you think mine is going to be too much then I am happy to
contribute my reflections. Let me know so that we can figure out how to upload.Kameron Beaulieu, 8/26/2019
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C.D. Chin’s Expectations for Supervisee
(Chin, 2019)
Turn and Talk
Turn to your neighbor and write 3 expectations
you have of supervisees in your setting.
Consider:
• Professional expectation
• Ethical expectation
• Clinical expectations
Differences in expectations
May cause:
• Confusion
• Conflict
• Less effective supervision
• Less effective skills
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Differences in expectations
May be due to:
• Gender
• Culture
• Learning styles
• Experiences
• Age (generation)
of both supervisor and supervisee
TraditionalistsTraditionalists1925 - 1945
Ages 74 – 94 (119)
Top-down Management
Loyal/ Patriotic
Faith in institutions
Sacrifice & hard work
Technology
Popular Sayings
Martha Stewart, Neil Armstrong
Famous Traditionalists
(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)
Military style
WWI, WWII
GI Bill, New Deal
Great Depression“We” Generation
Newspapers, radio
“Waste not, want not”“Save for a rainy day”
Dorothea Lange [Public domain]
BoomersBoomers1946 – 1964
Ages 59 (55) - 73
Home Life
Famous Events
Self-driven
Question Everything
Technology
New and Popular
MLK Jr., JFK
Famous Boomers
2-parent households
Moon landing, Vietnam, Watergate, Woodstock
Worth from job“Me” generation
Explore possibilities, consider change
Television
Bell bottoms, mood rings,
United States Information Agency [Public domain]
(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)
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Gen XersGen Xers1965 - 1979
Ages 40 – 54
Home life
Famous events
Independent
Question institutions
Technology
Seek the bottom line
Bill Clinton, Michael Jordan, OJ Simpson,
Famous Gen Xers
Latchkey kids, balancing home and work
Chernobyl, Space station, AIDS, Challenger
Career (not job) security, focus on outcomes
Media, family, marriage
Cable, TV, VCRs, microwaves, pagers
Want the heart of the issue
United States Steve Lipofsky Basketballphoto.com [CC BY-SA 3.0
(https://creativecommons.org/licenses/by-sa/3.0)] Agency [Public domain]
(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)
MillennialsMillennials1980 – 1999
Ages 21 - 38
School
Famous Events
Technologically Savvy
Collaborative
Technology
Social
Prince William, Venus Williams, Chelsea Clinton
Famous Millennials
Online classrooms, online assignments, internet
research
9/11, Columbine
Internet & technology
Appreciative of diversitycommunity service
Internet, cell phonescomputers
Social mediaonline dating
University of Salford Press Office [CC BY 2.0
(https://creativecommons.org/licenses/by/2.0)]
(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)
Unconscious Bias
What story are you creating
about your supervisee?
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PAUSE Mitigating Bias
PAUSE
P Pay attention to what’s actually happening, beneath the
judgements and assessments
A Acknowledge your own reactions, interpretations and
judgements (what story are you making up?)
U Understand the other possible reactions, interpretations
and judgements that may be possible (is your past influencing
your reactions?)
S Search for the most empowering, productive way to work
through the situation (are your assumptions valid?)
E Execute your action plan (change your reaction,
behavior, process, work culture) 2017 Cook Ross
Kahoot!
www.kahoot.it
Game pin:
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R –
Reflection & Feedback
Self-analysis and self-evaluation
enhance the growth and
development of supervisor and
supervisee.“
“
(ASHA, 2008a)
“
Supervisor
reflection
Self-assessment of supervisory skills:
• Supervisory process & clinical education
• Relationship development &
communication
• Establishment/implementation of
goals
• Analysis & evaluation
• Clinical & performance decisions (ASHA, 2016)
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Supervisory
process & clinical
education
(ASHA, 2016)
Relationship
development &
communication
skills
(ASHA, 2016)
Establishment /
implementation
of goals
(ASHA, 2016)
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Supervisory
process & clinical
education
(ASHA, 2016)
Analysis &
evaluation
(ASHA, 2016)
Analysis &
evaluation
(ASHA, 2016)
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Clinical &
performance decisions
(ASHA, 2016)
Supervisee reflections
(Chin, 2019b)
Supervisee reflections
Daily
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Supervisee reflections
Weekly
Feedback
Types of feedback
• Objective
• Narrative
• Rating scales
(Dowling, as cited in ASHA, n.d.-a)
Objective feedback
Non-judgmental
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Narrative feedback
Written descriptions & impressions
Rating Scales
FREE
Supervision course (2 hrs) http://bit.ly/2MKKKIj
Chin’s Graduate Intern Information http://bit.ly/2ZARU3R
Chin’s SLP Intern Expectations http://bit.ly/ 2HoxxR0
Chin’s School-Based Supervisory
Expectations Rating Scale
http://bit.ly/2LlHHTs
Overview of supervision (ASHA) http://bit.ly/2LgWFud
Self-Assessment of Competencies in
Supervision
http://bit.ly/2HAFXVw
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Supervisory meetings
• Regularly
• Time for reflection
• Time for feedback
Feedback
Key components
• Timing
• Frequency
• Tone
• Form (spoken, written, electronic)
• Specificity
(ASHA, n.d.-a)
Feedback Language Matters
Shout out productive
words you might use when
providing feedback.
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Supervisor competency
More feedback
=
viewed as more competent
Kahoot!
www.kahoot.it
Game pin:
Thank youQuestions? Email us!
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ReferencesAmerican Speech-Language-Hearing Association. (2008a). Clinical supervision in speech-language pathology [Position Statement]. Retrieved from www.asha.org/policy
American Speech-Language-Hearing Association. (2008b). Knowledge and skills needed by
speech-language pathologists providing clinical supervision [Knowledge and Skills]. Retrieved from www.asha.org/policy
American Speech-Language-Hearing Association. (2013). Speech-language pathology
assistant scope of practice [Scope of Practice]. Retrieved from www.asha.org/policy.
American Speech-Language-Hearing Association. (2016). Self-assessment of competencies in supervision. A Plan for Developing recourse and Training Opportunities in Clinical Supervision
[Final report of the ASHA AdHoc Committee on Supervision Training]. Retrieved from asha.org
American Speech-Language-Hearing Association. (n.d.-a). Clinical education and supervision
(Practice Portal). Retrieved from www.asha.org/Practice-Portal/
ReferencesAmerican Speech-Language-Hearing Association. (n.d.-b). Frequently asked questions about student supervision. Retrieved from https://www.asha.org/slp/supervisionfaqs/
American Speech-Language-Hearing Association. (n.d.-c). A Guide to the ASHA Clinical
Fellowship Experience. Retrieved from https://www.asha.org/certification/Clinical-Fellowship/
American Speech-Language-Hearing Association. (n.d.-d). Speech-language pathology assistants [Practice Portal]. Retrieved from www.asha.org/Practice-Portal/
Board of Examiners for Speech-Language Pathology and Audiology. (n.d.). Speech-language
pathology assistants. Retrieved from https://secure.sos.state.or.us/oard/displayDivisionRules.action%3bJSESSIONID_OARD=JtqpJ
9RsUohEa1Zt-oLYVkPdHQ6ZC-yzb-
DRYOSJFWASKJ_qQm5L%21327936764?selectedDivision=1416
Carifio, M. S., & Hess, A. K. (1987). Who is the ideal supervisor? Professional Psychology: Research and Practice, 18(3), 244.
ReferencesChin, C. D. (2019a). Chin’s School-Based Supervisory Expectations Rating Scale. Retrieved from
https://docs.google.com/document/d/1PwtqTv_QgjBg76UjYM80R5pIb3uNEq-
RfK5OJk9G0q4/edit?usp=sharing
Chin, C. D. (2019b). Graduate Intern Information. Retrieved from
https://docs.google.com/forms/d/1pMQFdY1rkfDiJdX23iTTQP9PXl9wMgmyBu633X_41uE/prefill
Chin, C. D. (2019c). SLP intern expectations. Retrieved from
https://docs.google.com/document/d/1TARd5YExjwtHfUkk6rtppHSycYm5p8WDzBQ4WnW1t-
A/edit?usp=sharing
Christodoulou, J. N. W. (2016). A review of the expectations of speech-language pathology
externship student clinicians and Their supervisors. Perspectives of the ASHA Special Interest
Groups, 1(11), 42-53.
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ReferencesCouncil of Academic Programs in Communication Disorders. (2013). Preparation of speech-language pathology clinical educators [White paper]. Retrieved from www.capcsd.org
Dowling, S. (2001). Supervision: Strategies for successful outcomes and productivity. Needham
Heights, MA: Allyn & Bacon.
Fitzgerald, M. D. T. (2009). Reflections on student perceptions of supervisory needs in clinical education. Perspectives on Administration and Supervision, 19(3), 96-106.
Geller, E., & Foley, G. M. (2009). Broadening the “ports of entry” for speech-language
pathologists: A relational and reflective model for clinical supervision. American Journal of Speech-Language Pathology, 18(1), 22-41.
Kerins, M. R., & Matrangola, D. (2012). Current issues: Generational spin: How supervisors view the millennials. Perspectives on Administration and Supervision, 22(3), 74-84.
ReferencesMcCrea, E., & Brasseur, J. (2003). The supervisory process in speech-language pathology and audiology. Boston, MA: Allyn and Bacon.
McCready, V. (2007). Supervision: Generational differences: Do they make a difference in
supervisory and administrative relationships? Perspectives on Administration and Supervision, 17(3), 6-9.
Parmenter, J., & McGraw, P. (2010). Never Assume! Mentoring the Connections Between
Theory and Practice. Perspectives on School-Based Issues, 11(4), 145-148.
Ross, H. (2017). Everyday bias. Cook Ross presentation.
Venne, V. L., & Coleman, D. (2010). Training the millennial learner through experiential
evolutionary scaffolding: implications for clinical supervision in graduate education programs.Journal of Genetic Counseling, 19(6), 554-569.
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