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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)

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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.