Agenda, logistics, etc. Who are we? Who are you? 9/28/2010. Name Work setting Past supervisory experience(s)

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1 P R E P A R E D B Y : S H A N N O N C O L L I N S, M A, C C C - S L P K A Y H A G E D O R N, M S, C C C - S L P A N G I E S T E R L I N G - O R T H, M S, C C C - S L P U P D A T E D F A L L Agenda, logistics, etc. Who are we? Who are you? Name Work setting Past supervisory experience(s) 1

2 Top Ten Reasons to Supervise a Student 1. Develop and recruit future employees. 2. Stay current learn what students are learning. 3. Share your expertise with future SLPs. 4. Establish a relationship with university programs. 5. Teach future SLPs to advocate for SLP services. 6. Introduce students to interdisciplinary teaming. 7. Feel good about giving back to the profession. 8. Develop your mentoring and supervisory skills. 9. Enhance your clinical skills by teaching someone else. 10. Leave a legacy. Make a difference as a clinical educator! For more information go to (search student supervision ) What are your past and present reasons for supervising practicum students? What do you Know already about supervision? What do you Want to know? [Later What have you Learned?] 2

3 1 st Spring 2 nd Fall CSD 769 (1 credit) 6 hrs of Tx/week Weekly supervision meetings Fairly close supervision 1 st Fall CSD 770 (2 credits) 6 hrs of Tx/week 2 Dx teams Weekly supervision mtgs Still close supervision with growing independence CSD 770 (2 credits) 10 hrs/week of clinic ( Speech Camp ) CSD 769 (1 credit) 1-2 Dx Teams 1 other assignment (many off-campus) Fading of close supervision Supervision becomes more as needed CSD 780: 8-week non-school placement CSD 781: 8-week school placement Off-campus supervision Summer 2 nd Spring Scheduled and required weekly meetings with all assigned supervisors Lesson plans required at least 24 hours prior to scheduled sessions Detailed diagnostic plans (created in collaboration with supervisor) submitted at least 2 to 3 days prior to the evaluation Supervisor enters/joins session to demonstrate techniques/styles as needed and appropriate Daily logs/soap notes required (by the clinician) Daily written and/or verbal feedback provided by the supervisors Agenda for weekly meetings (becoming a growing element) Mid-term summative meetings End-of-semester summative/grading meetings Final Clinic Grading Meeting (attended by supervisors only) 3

4 1. Issues of Dispositions and Mindsets 2. Supervision Logistics 3. Supervision Resources & Tools 4. Evaluating & Grading Supervisees 5. Practical Application of Supervision/Clinical Instruction 6. Specialty Issue: Supervising During the CFY DPI-initiated concept ASHA emphasis What we mean UWEC, CSD 10 Critical Dispositions 4

5 1. Flexibility, responding to unexpected situations, and handling change. 2. Identifying, resolving, and preventing conflict. 3. Decision-making, taking the lead, and being responsive to taking direction from others. 4. Humor, enthusiasm, and interest that is well-matched to each situation. 5. Persistence to tasks in order to accomplish goals and demonstrate reliability. 6. Searching for information and knowledge to learn and complete tasks. 7. Sensitivity and respect for others at all times. 8. Reflection and self-assessment to understand personal success and challenges. 9. Professional image through attire, behavior, and communication. 10. Ethical behavior and communication. 1. View the following clinical interaction. Video 2. Identify challenges to disposition/style observed 5

6 From: ASHA s Position is we must consider Gender Age Culture Language Class Experience/education Shapes clinical instruction understand the norms for the area of diversity Adjust feedback/evaluation strategies use culturally appropriate methods 6

7 Many times supervisors find that interactions in the supervisory and/or clinical process may feel like a constant battle of the wills and those you supervise are not speaking the same language [as you]. There are many challenges to being an effective supervisor. Knowing your supervisory style is crucial to quality supervision. --Sherman & Phillips, 2009 Let s figure out ourselves first Complete the What s My Style? inventory. How will our working style/dispositions influence our role as a supervisor of clinical practicum students? Complete the Reflection Questions. Let s Share! 7

8 Form groups of 3 Each group will be provided with 3 simple scenarios for challenges to clinician and/or supervisor disposition Work through each scenario having one person observe, one take the role of the supervisor, and one take the role of the practicum student Discuss and reflect after each scenario We ll get back together as a large group to share insights and experiences The graduate practicum student is showing up about 5- to 10- minutes late every morning. She comes in hurried and disorganized. This has been going on since the start of the placement, 2 ½ weeks ago. She always does decent work when she s interacting with clients/patients/students, but her paperwork and behind the scenes preparedness is lacking. The supervisor must address this challenge at this time. Role-play this feedback/meeting. 8

9 Clinical supervision defined Supervision vs. clinical instruction Styles of supervision Supervision techniques/strategies Quick Write I would define supervision as. 9

10 Generally speaking supervision is either to manage others to assure quality, facilitate development of knowledge/skills/dispositions, or BOTH In speech/language pathology Supervision must include informal teaching of clinical content, demonstration of clinical techniques, AND mature counseling of the student clinician in relation to the clinical training From: Anderson, J. (1988). The supervisory process. Boston: Houghton Mifflin. A central premise of supervision is that effective clinical teaching involves, in a fundamental way, the development of self analysis, self-evaluation, and problem solving skills on the part of the individual being supervised. From: ASHA s Position Statement on Clinical Supervision 10

11 Based on the provided definitions, and for our SLP purposes, supervision and clinical instruction can be used interchangeably Keep in mind the variety of purposes of supervision Keep a broader sense of supervision Clinical Instruction 11

12 1. Directing 2. Coaching 3. Supporting 4. Delegating High in direction Low in support Clear, assertive communication behaviors Controls decision-making Gives direction to act Closely supervises and evaluates 12

13 High directive High support Apprenticeship type model Makes, but explains, decisions Solicits ideas Provides direction while seeking feedback Evaluates work, but takes co-ownership of it at the same time Low directive High supportive Active listening Solicits input, insights, feedback extensively Waits for supervisee to volunteer to act Shares responsibility Shares the lead Evaluates with the supervisee giving feedback as well 13

14 Low directive Low supportive Provides minimal information/feedback Encourages supervisees development of action plan Collaborates Accepts supervisees decisions Evaluates only periodically Directing Coaching Delegating Supporting 14

15 Reflect on your natural inclination for supervisory style Think of a scenario that is appropriate for each type of style Share your reflections with a colleague 1. Identify supervisory style(s) observed Video 1. Think about communication strategies used 15

16 Evaluation/Feedback Transitional From: Anderson, J. (1988). Self-Supervision w/ Collaboration 1. Communication Skills 2. Demonstration Skills 3. Data Collection 4. Formative/Summative Feedback Tools 16

17 Active listening I-statements Questioning skills Paraphrasing Mirroring Non-verbal communication Direct model Complete vs. intermittent ( as needed ) Within session vs. during feedback meeting Suggesting/providing resources (books, videos, etc.) Providing research/literature references Facilitating other observation experiences 17

18 Your practicum student is your client Customized data or feedback based on identified areas of need Customized Rubrics The Rubric Machine ( Others: Kansas Inventory of Self-Supervision Formative Feedback Provides clinical instruction Used to develop clinical skills Qualitative in nature Frequent Verbal and/or written Better-suited for feedback on dispositions/style Self-evaluations Customized format Pre-Made Tools Summative Feedback Evaluates Used to judge/grade clinical skills Quantitative Self-evaluations Less frequent Mandated formats (usually) 18

19 1. Go to: 2. Browse the arsenal. Explore all areas. 3. Take notes. a. Your questions regarding the arsenal. b. What you especially liked. c. Links/tools/ideas you have to add to the arsenal. Evaluate and Give Feedback 19

20 1. What are the challenges? 2. What are your questions? 3. What are some of your best tips/strategies? 1. Identify at least 2 new pieces of information you learned or strategies you ll use in the future as you provide supervision/clinical instruction. 2. Identify at least 1 area of continued inquiry or future interest you have related to supervision/clinical instruction in CSD. 20

21 COURSE REQUIREMENTS (TO RECEIVE 1 GRADUATE CREDIT) 1. Complete and submit What s My Style? Reflection Questions. 2. Create and submit a site-specific (for your site) Extern Orientation Plan. 3. Create and submit a document for providing FORMATIVE written feedback to supervisees. 4. Complete and submit a Grading Guide OR Customized Rubric on a for supervision/clinical instruction. Demo of UWEC s D2L Site. Submit all (4) items via to sterliaj@uwec.edu by November 30,

22 Acheson, K., and Damien-Gall, M. (1980). Techniques in the clinical supervision of teachers. New York: Longman. American Speech Language Hearing Association. (2008). Knowledge and skills needed by speech-language pathologists providing clinical supervision. Available from Anderson, J. (1988). The supervisory process. Boston, MA: College Hill Press. Cogan, M. (1973). Clinical supervision. Boston: Houghton Miffline. Lancaster, L., and Stillman, D. (2002). When generations collide. New York: HarperCollins. McCrea, E. and Brasseur, J. (2003). The supervisory process in speech language pathology and audiology. Boston: Allyn and Bacon. O Connor, L. (2008). The supervisory process: Indicators for quality supervision. ASHA Leader, April 15. O Connor, L. (Fall 2006). How communication and behavioral styles impact the supervisory process. Speechpathology.com online conference. Sherman, A., and Phillips, K. (Fall 2009). Supervising graduate students in SLP: Issues and answers. Speechpathology.com online conference. UW Eau Claire Department of Communication Sciences and Disorders. (2009). Supervision in CSD Arsenal. Available at: 22