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A Structured Model of Peer Supervision for School Psychologists
School psychologists are frequentlly supervised by individuals trained in disciplines other than psychology (e.g., Special Education administrators). Such administrative supervision should not be confused with clinical supervision. Fischetti and Crespi define clinical supervision as "face to face efforts focusing on professional skills and interventions involving the client relationships with the intention of enhancing, expanding, and improving skills and services." (Fischetti & Crespi, 1997). When clinical supervision is utilized, informal peer supervision is the most common model used. Presenters at the RISPA (Rhode Island School Psychologists Associaiton) meeting in December of 1997 highlighted the various stages of supervision being used around the state. This article is a summary of the structured peer supervision model presented by this author at that meeting. Peer supervision can be accomplished in a dyad or group context. The goal or focus of the supervision can be professional awareness, skill enhancement, or case conceptualization. Supervision should be a source of productive feedback as to professional effectiveness. The area of interest can be restricted to one facet of school psychology (e.g., evaluation, consultation, or counseling), or alternate from one topic to another as the participants see fit. A ten session structure is presented coincidental to a 10 month school year. Supervision meetings should occur at least once per month, (although every two weeks is recommended)for 1-2 hours. Time should be structured into the plan to periodically assess the effectiveness of the supervision. Session 1 - Planning and Commitment Participants should get to know each other professionally (if such is not already the case), sharing backgrounds in training experiences and influences as well as personal theories of school psychology or philosophies of education. Participants should assess their individual strengths and weaknesses and clarify the goals they hope to achieve during supervision. The first session is the time to plan and structure subsequent sessions. How often will you meet and where? Will you focus on evaluation issues, counseling cases, consultation, or behavaior programs? Will you focus on one area or alternate? How much time will each person be allotted per case during the session? In group supervision each participant should be given a chance to present at least two cases, (which may determine the number of meetings). The manner in which the effectiveness of the supervisiona will be evaluated should be discussed during the first session. Will it be a matter of attaining preset goals; or a formative evaluation of the supervision process; or a summative evaluation of the process? A future session should be set aside for an intermediate evaluation and another for the final evaluation of the process. A critical component of the first session is to make a commitment to the supervision process. Fit the dates and times into your schedule from the beginning and make a commitment to participating in the process. Session 2 - Case Presentation (recommendation: 2 cases per session) Select an area of interest ahead of time. When you present the case describe the reason for referral (define the problem)., the special challenges that the case presents, and the approaches used to date; what has and has not been effective. Observations and questions will help to refine the problem. Discuss the case; brainstorm alternative approaches to the problem. Each participant should agree to read and share a relative journal article or book chapter on the case approach (or alternative) discussed. Agree to continue with the current approach or try an alternative. It is important to stick to the issues during peer supervision, avoiding war stories and advice. When your are in the supervisor role give your peer productive feedback. Session 3 through 5 Begin subsequent sessions with a follow-up evaluation from the previous session. How effective was the chosen intervention? Were other alternatives tried? What did you learn from the intervention? Discuss any updates on the case and reactions to articles or chapters read since the previous session. Don't spend too much time on updates though. Present the new case study and follow guidelines outlined in Session 2 (i.e., define the problem, brainstorm alternative approaches, select an approach to implement). Session 6 - Intermediate Evaluation Follow-up with an effectiveness evaluation of the interventions chosen in session 5. Session 6 is a good time to conduct an intermediate evaluation of the effectiveness of the peer supervision process. Review the utilization and effectiveness of previously discussed approaches to presented problems/issues. Are the goals set by each participants in the first session being met? Are the foci of the sessions meeting your needs as a practitioner? What are the benefits and problems witht he supervision process as implemented to date? Is the time and day still workable for all participants? Is the size of the group too large? Can others be invited to participate in the group? Are there changes that need to be made to improve the effectiveness of the process? Sessions 7 through 9 Follow the guidelines from earlier sessions for case presentation, problem solving, readings, follow-up, and effectiveness evaluation. Session 10 - Process Evaluation Follow-up with an effectiveness evaluation of the interventions chosen during session 9. Evaluate the overall process of peer supervision. Review questions asked during intermedieat evaluation (Session 6). Review utilization and effectiveness of previously discussed approaches. Have goals for supervision been met? Does the process need to be modified? Should the process continue? Sometimes it is helpful if one participant takes on the role of process facilitator or coordinator. This individual would take responsibility for reminding the participants of upcoming supervision meetings, making sure that time in the group is shared equitably, facilitating literature searches and reviews, and coordinating process evaluations. It is good practice for one participant to keep a record of the meetings for future reference and/or accountability. Of course, group responsibilities can be shared by the participants. Supervision is part of continuing professional development for school psychologists. While there are numerous benefits to peer supervision, the primary objective is to improve the quality of services provided to the children and families we serve. Reprinted from RISPA Quarterly, 1998

School psychologists are frequentlly supervised by individuals trained in disciplines other than psychology (e.g., Special Education administrators). Such administrative supervision should not be confused with clinical supervision. Fischetti and Crespi define clinical supervision as "face to face efforts focusing on professional skills and interventions involving the client relationships with the intention of enhancing, expanding, and improving skills and services." (Fischetti & Crespi, 1997). When clinical supervision is utilized, informal peer supervision is the most common model used. Presenters at the RISPA (Rhode Island School Psychologists Associaiton) meeting in December of 1997 highlighted the various stages of supervision being used around the state. This article is a summary of the structured peer supervision model presented by this author at that meeting.

Peer supervision can be accomplished in a dyad or group context. The goal or focus of the supervision can be professional awareness, skill enhancement, or case conceptualization. Supervision should be a source of productive feedback as to professional effectiveness. The area of interest can be restricted to one facet of school psychology (e.g., evaluation, consultation, or counseling), or alternate from one topic to another as the participants see fit. A ten session structure is presented coincidental to a 10 month school year. Supervision meetings should occur at least once per month, (although every two weeks is recommended)for 1-2 hours. Time should be structured into the plan to periodically assess the effectiveness of the supervision.

Session 1 - Planning and Commitment

Participants should get to know each other professionally (if such is not already the case), sharing backgrounds in training experiences and influences as well as personal theories of school psychology or philosophies of education. Participants should assess their individual strengths and weaknesses and clarify the goals they hope to achieve during supervision. The first session is the time to plan and structure subsequent sessions. How often will you meet and where? Will you focus on evaluation issues, counseling cases, consultation, or behavaior programs? Will you focus on one area or alternate? How much time will each person be allotted per case during the session? In group supervision each participant should be given a chance to present at least two cases, (which may determine the number of meetings). The manner in which the effectiveness of the supervisiona will be evaluated should be discussed during the first session. Will it be a matter of attaining preset goals; or a formative evaluation of the supervision process; or a summative evaluation of the process? A future session should be set aside for an intermediate evaluation and another for the final evaluation of the process. A critical component of the first session is to make a commitment to the supervision process. Fit the dates and times into your schedule from the beginning and make a commitment to participating in the process.

Session 2 - Case Presentation (recommendation: 2 cases per session)

Select an area of interest ahead of time. When you present the case describe the reason for referral (define the problem)., the special challenges that the case presents, and the approaches used to date; what has and has not been effective. Observations and questions will help to refine the problem. Discuss the case; brainstorm alternative approaches to the problem. Each participant should agree to read and share a relative journal article or book chapter on the case approach (or alternative) discussed. Agree to continue with the current approach or try an alternative.

It is important to stick to the issues during peer supervision, avoiding war stories and advice. When your are in the supervisor role give your peer productive feedback.

Session 3 through 5

Begin subsequent sessions with a follow-up evaluation from the previous session. How effective was the chosen intervention? Were other alternatives tried? What did you learn from the intervention? Discuss any updates on the case and reactions to articles or chapters read since the previous session. Don't spend too much time on updates though.

Present the new case study and follow guidelines outlined in Session 2 (i.e., define the problem, brainstorm alternative approaches, select an approach to implement).

Session 6 - Intermediate Evaluation

Follow-up with an effectiveness evaluation of the interventions chosen in session 5.

Session 6 is a good time to conduct an intermediate evaluation of the effectiveness of the peer supervision process. Review the utilization and effectiveness of previously discussed approaches to presented problems/issues. Are the goals set by each participants in the first session being met? Are the foci of the sessions meeting your needs as a practitioner? What are the benefits and problems witht he supervision process as implemented to date? Is the time and day still workable for all participants? Is the size of the group too large? Can others be invited to participate in the group? Are there changes that need to be made to improve the effectiveness of the process?

Sessions 7 through 9

Follow the guidelines from earlier sessions for case presentation, problem solving, readings, follow-up, and effectiveness evaluation.

Session 10 - Process Evaluation

Follow-up with an effectiveness evaluation of the interventions chosen during session 9.

Evaluate the overall process of peer supervision. Review questions asked during intermedieat evaluation (Session 6). Review utilization and effectiveness of previously discussed approaches. Have goals for supervision been met? Does the process need to be modified? Should the process continue?

Sometimes it is helpful if one participant takes on the role of process facilitator or coordinator. This individual would take responsibility for reminding the participants of upcoming supervision meetings, making sure that time in the group is shared equitably, facilitating literature searches and reviews, and coordinating process evaluations. It is good practice for one participant to keep a record of the meetings for future reference and/or accountability. Of course, group responsibilities can be shared by the participants.

Supervision is part of continuing professional development for school psychologists. While there are numerous benefits to peer supervision, the primary objective is to improve the quality of services provided to the children and families we serve.

Reprinted from RISPA Quarterly, 1998