Description:

Many Speech Language Pathologists (SLPs) working in the schools are asked to supervise or mentor others (support personnel, SLP Assistants, graduate externs, clinical fellows, new SLPs, etc.) with little or no training. Being an effective supervisor requires setting common goals, communicating, sharing feedback, and guiding change in behaviors. ASHA’s nine building blocks of supervision will be presented. The session will discuss practical strategies that can be readily implemented for successful supervision in the school setting. 

Credits:

This course includes 2 hours of instruction. Completion of this course is not currently submitted to the ASHA registry.  However, completion does count as ASHA Professional Development Hours and toward maintaining your certification!

Presenters:

Debbie Lozo, ED S, CCC-SLP – Professional Learning Specialist
Jill Fannin, M Ed, CCC-SLP – Clinical Manager
Sarah Jordan, MA, CCC-SLP – Clinical SLP Manager
Linda Pippert, MA, CCC-SLP – VP of Clinical Operations

Financial Disclosure: All presenters are employees of The Stepping Stones Group and are paid a salary for their positions. There are no other relevant financial relationships to disclose at this time.
Non-Financial Disclosure: No relevant non-financial relationship exists

Learning Outcomes:

As a result of this seminar, participants will be able to:

1. Analyze your strengths and weaknesses in supervision competencies
2. Identify ASHA’s nine building blocks of supervision
3. Design a supervision experience that appropriately supports a supervisee including setting expectations, opportunities for communication and feedback, and providing resources

Agenda:

• 20 minutes:  Introduction to supervision in the schools 
• 10 minutes:  Self-assessment and discussion 
• 30 minutes:  ASHA’s building blocks of supervision, 1-5 
• 30 minutes:  ASHA’s building blocks of supervision, 6- 9 
• 30 minutes:   Designing the supervisory experience, steps to take in planning, Q & A 

SSG does not endorse specific treatments or advocate for one approach over another. Each professional should determine which approaches and services are appropriate for students on their caseload and align with your district policies and procedures.