ASHA Professional Development Supervision Courses

These programs were initially conducted live as part of ASHA's Supervision Symposium, held on July 25, 2017, where supervisors and supervisees from various academic, educational, and health care settings came together to learn about the supervision process from A to Z.

The first video, “Nine Building Blocks of Supervision,” covers the supervision process from start to finish for various work settings and supervision types, and the second session, “Knowledge, Skills, and Competencies for Supervision,” explores how supervisors can grow through critical reflection and goal setting. This second session was collaborative and involved small group discussion. You may wish to view this session with other supervisors and discuss it together, or you may complete it individually.

Both sessions come with comprehensive workbooks for note-taking and application of content.

Nine Building Blocks of Supervision

9 Building Blocks of Supervision

Many clinicians find themselves responsible for supervising students, externs, clinical fellows, other clinicians, or support personnel, but have little or no training on how to supervise. This course presents nine core “building blocks” that are essential elements of every supervision experience. Presenters will walk through practical planning exercises so that clinicians with little familiarity or formal training in supervision can create a structured supervision experience that will provide supervisees with the support and feedback they need to become independent, reflective practitioners.

Learning Outcomes

After completing this video, you will be able to:

  • design a supervision experience that appropriately supports a supervisee, including setting and reviewing expectations, building in opportunities for communication and feedback, orienting the supervisee to the clinical environment, and providing resources for further supervisee education
  • assist the supervisee in establishing specific, measurable, appropriate, and achievable goals, monitoring and adjusting them as necessary

What's Covered?

Tips and strategies for:

  • Reviewing requirements of educational institutions, credentialing bodies, and state laws
  • Assessing the supervisee’s experience and abilities at entry
  • Creating a schedule for the supervision experience
  • Establishing and modifying goals
  • Providing education and opportunities for practice of new skills
  • Evaluating progress of supervisee
  • Communication among supervisor, supervisee, and supervisee’s institution

Faculty

  • Mary Sue Fino-Szumski, PhD, MBA, CCC-A, Director of Clinical Education and Assistant Professor, Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine
  • Melissa S. Passe, MA, CCC-SLP, Director, Speech and Hearing Clinic, Truman State University
  • Non-Presenting Author: Gretchen Ehret, MA, CCC-SLP, Associate Director of Certification for Programs, ASHA

Course Materials

Course Information

Continuing education credits: 0.2 ASHA CEUs (2.0 PDHs) 
Dates: 2017–July 25, 2018
Type of Course: Self-study video                                        
Instructional Level: Introductory
Content Area: Related

Knowledge, Skills, and Competencies for Supervision

9 Building Blocks - Group WorkFeedback and reflection is a key component of professional growth—for supervisees and supervisors. Self-assessment plays a vital role in improving the skills of clinical educators, preceptors, mentors, and supervisors, and this course will provide the opportunity for clinicians to explore their own competencies in supervision based on the results of a self-assessment tool. The course will discuss specific competencies from five overall knowledge and skill areas and give participants the opportunity to brainstorm and share scenarios. Participants will walk away with specific goals to improve their knowledge, skills, and competencies in supervision.

Learning Outcomes

After completing this video, you will be able to:

  • describe how critical reflection supports the professional growth of both the supervisee and supervisor
  • develop self-directed goals to improve identified competencies in supervision

What’s Covered?

  • Critical thinking and critical reflection
  • Self-evaluation of skills and abilities, using the “run, grow, transform” model
  • Setting SMART (specific, measurable, attainable, relevant, time-bound) goals for continued development in supervision

Faculty

  • Melanie W. Hudson, MA, CCC-SLP, Director, EBS Healthcare

Course Materials

Course Information

Continuing education credits: 0.1 ASHA CEUs (1.0 PDHs) 
Dates: 2017–July 25, 2018 
Type of Course: Self-study video                                        
Instructional Level: Intermediate          
Content Area: Related

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