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25 TIMELESS TIPS FOR
SUPERVISION
Revised by Vicki McCready, 2013
Originally compiled and edited by members of the 2006
Executive Board of NCASSPA including:
Colette Edwards, MA, CCC-SLP, Rockingham County Schools
Vicki McCready, MA, CCC-SLP, The University of North Carolina
at Greensboro (UNCG)
Louise Raleigh, MEd, CCC-SLP, UNCG
Clinical Educators of Appalachian State University
Dedication
Dedicated to all those
supervisors who so generously
serve our profession.
The mediocre supervisor tells.
The good supervisor explains.
The superior supervisor
demonstrates. The great
supervisor inspires.
Adapted from William Arthur Ward: American poet, author, and teacher (1921-1994)
2
TIP # 1
BE PREPARED: SUPERVISION IS MORE
THAN THE TIP OF THE ICEBERG
• Read ASHA’s 2008 set of documents on supervision (Position Statement, Technical Report, Knowledge and Skills)
• Learn the components of supervision.
• Read about various models of supervision.
• Develop your own philosophy of supervision.
• Understand that supervision involves much more than observation.
See reference numbers 1a, 2, 14, 15a, 16
TIP # 2
MAKE CONTINUING EDUCATION IN
SUPERVISION A PROFESSIONAL
PRIORITY
• Join a supervisors’ group, such as SEUCE and ASHA SIG 11, or start one in your own state!
• Become knowledgeable of supervision in other disciplines.
• Read the work of experts in the area of supervision.
• Attend short courses and workshops at state and national conventions to remain current.
See reference numbers 1a, 1b, 1c, 2, 4, 5, 14
Tip # 3
Know the current literature and
research in the disorder areas of your
SEE’s clients.
• Understand and demonstrate best
practices, including application of current
research, for assessing clients on your
SEE’s caseload.
• Understand and demonstrate best
practices, including the use of EBP, for
developing a treatment plan and
intervention for clients on your SEE’s
caseload.See reference number 1c
3
TIP # 4
BE EXPLICIT ABOUT SUPERVISORY
EXPECTATIONS
• Before beginning the supervisory process,
discuss and agree on supervisory
expectations.
• Consider the use of an expectation rating
scale.
• Know that expectations change over time
and with experience.
See reference numbers 1c, 2, 5, 14, 20
TIP # 5
KEEP WRITTEN RECORDS OF YOUR
SUPERVISORY CONFERENCES
• Develop specific conference forms.
• Establish an agenda and a time limit for
conferences.
• Keep copied of all written feedback.
See reference numbers 1c, 2, 14, 15a
TIP # 6
BE QUIET AND LISTEN
• Understand the difference between critical
listening and empathetic listening.
• Know when to use passive versus active
listening.
• Be comfortable with silence.
See reference numbers 6, 12, 15a, 18, 22
4
TIP # 7
SOLICIT FEEDBACK AND EVALUATION
OF YOUR OWN PERFORMANCE
• Ask for ongoing feedback.
• Obtain written and oral feedback.
• Be willing to change in response to
feedback.
See reference numbers 5, 14
TIP # 8
EVALUATE YOUR OWN SUPERVISORY
PERFORMANCE
• Look at your own behaviors in order to
become a more effective supervisor.
• Use self-assessment guides or the 11 core
areas of knowledge and skills in the 2008
ASHA position statement to determine your
strengths and weaknesses and then identify
your own supervisory objectives.
See reference numbers 1a, 1b, 1c, 3, 19
TIP # 9
STIMULATE CRITICAL THINKING AND
PROBLEM SOLVING
• Ask questions that require thought and
creativity.
• Use student-active teaching techniques
that encourage self-discovery.
• Model logical problem solving explicitly.
• Refrain from automatically answering all
the supervisee’s questions.
See reference numbers 5, 7, 17, 19
5
TIP # 10
EMPOWER YOUR SUPERVISEE
• Encourage the sharing of ideas and
responsibility for learning.
• Provide opportunities for independent
decision-making based upon the
supervisee’s level of experience.
• Be willing to share responsibility for the
supervisory process, e.g., allow the
supervisee to lead a supervisory
conference.
• Assign tasks according to your supervisee’s
talents.See reference numbers 14, 17
TIP # 11
MODEL EFFECTIVE INTERPERSONAL
AND COUNSELING SKILLS
• Know your typical response to conflict (e.g.,
do you avoid it altogether or attack/defend
or collaborate?) and learn other conflict
tactics you can use.
• Practice Gottman’s X-Y-Z skill, e.g., “When
you do X in situation Y, I feel Z.”
• Learn and practice and then model a variety
of counseling techniques, e.g., the affect
response.
See reference numbers 4, 6, 8, 12, 15a, 18
Tip # 12
Be aware of and understand the
part that social power can play in
the supervisory process.
• Know that your power as a supervisor can
influence a SEE to change clinical
behaviors, motivation, task commitment,
and job performance.
• Understand that giving a grade,
contributing to promotion decisions and/or
signing off on clinical hours put you in a
position of power.
See reference numbers 1b, 19
6
TIP # 13
ALWAYS CONSIDER THE
PERSPECTIVE OF YOUR SUPERVISEE
• When discussing an issue, listen carefully
without interrupting your supervisee.
• While listening, put aside your own
viewpoint and judgment.
• Read about the “actor-observer bias” that
demonstrates that actors, e.g., a clinician
in therapy, see the situation differently from
an observer, e.g., a supervisor.
See reference numbers 10, 21, 22, 24
TIP # 14
KNOW HOW TO GIVE FEEDBACK
• Use a tone of respect.
• Be specific, timely and constructive.
• Give feedback about behavior the supervisee can do something about.
• Balance the positive with the negative.
• Don’t overwhelm with too much feedback and make sure your feedback fosters growth.
• Decrease evaluative feedback over time.
See reference numbers 2, 5, 14, 23, 24
TIP # 15
CONFRONT YOUR SUPERVISEE WHEN
MATTERS OF CONCERN ARISE
• Discuss behaviors, actions, and events, not
personality traits.
• Be open and non-threatening (not scolding
and judgmental).
• Be direct, not passive-aggressive.
See reference numbers 6, 14, 20
7
TIP # 16
BE WILLING TO ADMIT YOUR
MISTAKES
• Take responsibility for your part in
communication “breakdowns.”
• Consider mistakes an opportunity for
growth.
• Use “I” statements, e.g., “You’re right, I
wasn’t very clear.”
See reference numbers 6, 12, 14
TIP # 17
DON’T BE AFRAID TO SET DEADLINES
• Establish deadlines with the supervisee.
• Be willing to adhere to deadlines and to be
flexible when warranted.
• Set reasonable deadlines.
• Remember that setting goals and meeting
deadlines are important workplace skills.
See reference number 14
TIP # 18
DEVELOP YOUR SKILLS AS A LEADER
• Realize that supervisors are leaders.
• Learn the primary leadership or supervisory styles, i.e., telling, talking, selling, participating, and delegating.
• Attend leadership seminars and workshops.
• Differentiate between leading and managing.
• Be approachable, flexible, and available.
See reference number 14
8
TIP # 19
CREATE A CLIMATE OF TRUST
• Show you care.
• Be a nonjudgmental listener.
• Be reliable.
• Be credible.
• Refrain from giving false reassurance.
See reference numbers 12, 15a, 22
TIP # 20
KNOW THAT SUPERVISION IS A DYNAMIC PROCESS
• Know that “supervision exists on a continuum which spans a professional career” (Anderson 1988, p. 49).
• Know Anderson’s three styles of supervision (i.e., direct/active, collaborative, and consultative) and the three stages to which they are matched (i.e., evaluation-feedback, transitional, and self-supervision).
• Acknowledge that your supervisee’s expectations and needs will change over time.
• Decrease the amount of supervision as the supervisee moves along the continuum.
See reference numbers 2, 5, 14, 15a
TIP # 21
Be aware of the problems that
may arise if you have a social
relationship with a SEE.
• Be aware of the possible influence of a
relationship with your SEE outside of your
work setting.
• Be able to evaluate a SEE’s performance
without this influence. If you cannot do so,
you may need to find another SLP to
become the supervisor.
See reference number 1b
9
TIP # 22
CONSIDER DIVERSITY AN ASSET TO
THE SUPERVISORY PROCESS
• Develop cross-cultural awareness and
competence.
• Be knowledgeable of different gender-based
communication styles.
• Know the characteristics of different
generations represented in the workplace
and how they might affect the supervisory
relationship.
• Be sensitive to cultural differences.
See reference numbers 1c, 13, 15b, 15c
TIP # 23
MODEL PROFESSIONALISM
• Adhere to the ASHA Code of Ethics (Revised
2010).
• Show up prepared.
• Do what you say you will do.
• Strive to work effectively with others.
• Properly credit others for their work.
See reference numbers 1d, 9, 11
TIP # 24
Learn the similarities and differences
between mentoring and supervision.
• Know that the primary focus of mentoring is the
personal and professional growth of the SEE with
an emphasis on effective skill building and
cultivation of aspirations.
• Know that the primary focus of supervision is
accountability for SEE’s performance through
measures such as grades and performance
evaluations.
• Understand that mentoring becomes appropriate
when the SEE is at the transitional or self-
supervision stage on Anderson’s continuum of
supervision.See reference numbers 1b, 1c, 19
10
TIP # 25
DON’T TAKE YOURSELF TOO
SERIOUSLY
• Realize you are not the all-knowing, perfect
professional.
• Be willing to acknowledge your own
mistakes and laugh at yourself and your
mistakes.
• Put things in their proper perspective, e.g.,
a missed deadline doth not a heart attack
make.
No reference needed here!
References
1a. American Speech-Language-Hearing Association. (2008). Clinical Supervision in Speech-Language Pathology [Position Statement]. Available from www.asha.org/policy.
1b. American Speech-Language-Hearing Association. (2008). Clinical Supervision in Speech-Language Pathology [Technical Report]. Available from www.asha.org/policy.
1c. American Speech-Language-Hearing Association. (2008). Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision [Knowledge and Skills]. Available from www.asha.org/policy.
1d. American Speech-Language-Hearing Association (2010). Code of ethics [Ethics]. Available from www.asha.org/policy.
2. Anderson, J. L. (1988). The supervisory process in speech-language pathology and audiology. Boston, MA: Little, Brown, & Co.
References, cont.3. Casey, P. L., Smith, K. J., & Ulrich S. R. (1988). Self-
supervision: A career tool for audiologists and speech-language pathologists. Rockville, MD: National Student Speech Language Hearing Association.
4. Crago, M. & Pickering, M. (1987). Supervision in human communication disorders: perspectives on a process. Boston, MA: Little, Brown, & Co.
5. Dowling, S. (2001). Supervision: Strategies for successful outcomes and productivity. Boston, MA: Allyn & Bacon.
6. Edelman, J. & Crain, M. (1993). The tao of negotiation: How you can prevent, resolve, and transcend conflict in work and everyday life. NYC, NY: Harper Business.
7. Goldberg, S. A. (1997). Clinical skills for speech- language pathologists. San Diego, CA: Singular Publishing Group, Inc.
8. Gottman, J. M., Notarius, C., Gongo, J., & Marlsman, H. (1976). A couple’s guide to communication. Champaign, IL: Research Press.
9. Hegde, M. N. & Davis, D. (2005). Clinical methods and practicum in speech-language pathology. Clifton Park, NY: Thomson Delmar Learning.
11
References, cont.10. Jones, E. E. & Nisbett, R. E. (1987). The actor and the
observer: Divergent perceptions of the causes of behavior. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R. E. Nisbett, S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 79-94). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
11. Lubinski, R. & Frattali, C. (2001). Professional issues in speech-language pathology and audiology (2nd ed.). San Diego, CA: Singular Publishing Group, Inc.
12. Luterman, D. (2001). Counseling persons with communication disorders and their families (4th ed.). Austin, TX: PRO-ED, Inc.
13. McAllister, L., Lincoln, M., McLeod, S., & Maloney, D. (1997). Facilitating learning in clinical settings. United Kingdom: Stanley Thornes Ltd.
14. McCrea, E. S. & Brasseur, J.A. (2003). The supervisory process in speech-language pathology and audiology. Boston, MA: Allyn & Bacon.
References, cont.15a. McCready, V. (2002). Supervision: More than the tip of
the iceberg. In Mullins, J.M. & McCready, V. (Eds.), The SLP assistant supervisor’s companion. East Moline, Il: LinguiSystems.
15b. McCready, V. (2007). Generational differences: Do they
make a difference in supervisory and administrative
relationships? Perspectives in Administration and Supervision, 17 (3), 6-9.
15c. McCready, V. (2011). Generational issues in supervision
and administration. ASHA Leader, 1(5), 12-15.
16. McCready, V. & Raleigh, L. (2009). Creating a philosophy of
supervision through personal narrative. Perspectives on Administration and Supervision, 19 (3), 87-95.
17. Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors. Bolton, MA: Anker.
References, cont.
18. Pickering, M. (1987). Interpersonal communication and the supervisory process: A search for Ariadne’s thread. In Crago, M. & Pickering, M. (Eds.), Supervision in Human Communication Disorders. Boston, MA: Little, Brown, & Co.
19. Reuler, E., Messick, C., Gavett, E., McCready, V., & Raleigh, L. (2011). EBP for clinical education: what do we know and what can we do? Proceedings of CAPCSD Annual Conference, 3/23-2/26, St. Pete Beach.
20. Robbins, S. & Decenzo, D. A. (2004). Supervision today!(4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
21. Roberts, J. E. & McCready, V. (1987). Different critical perspectives of good and poor therapy sessions. Journal of Speech and Hearing Research, 30, 335-342.
22. Safir, R. (2000). The zen of listening. Wheaton, IL: Quest Books.
23. Steelman, L. A. & Rutkowski, K.A. (2004). Moderators of employee reactions to negative feedback. Journal of Managerial Psychology,19(1), 6-8.
24. Zachary, L. J. (2000). The mentor’s guide. San Francisco, CA: Jossey-Bass Inc.
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