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Guide to Clinical Supervision

Guide to Clinical Supervision
Angela Sterling-Orth, MS, CCC-SLP, Patricia Schraeder, MS, CCC-SLP, Ginevra Courtade, PhD
June 27, 2022

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This course is for those who have purchased or wish to purchase the textbook, Guide to Clinical Supervision.

Table of Contents

Chapter 1: Introduction

  • Welcome and Overview
  • Professions That Can Benefit From This Guidebook
  • Key Terms Used in This Guidebook 

Chapter 2: Clinical Supervision Basics 

  • Fundamental Roles and Responsibilities
  • The Complex Nature of the Clinical Supervision Process 
  • The Supervision Continuum 
  • Clinical Supervision Phase 1 
  • Clinical Supervision Phase 2
  • Clinical Supervision Phase 3
  • Clinical Supervision Phase 4
  • Models of Supervision
  • Apprenticeship Model 
  • Growth Model 
  • Role Systems Model 
  • Anderson Continuum Model 
  • The Evidence Base of Supervision Models 
  • Styles of Supervision
  • Responsibilities in the Supervision Process 
  • Ideas for Extending Your Understanding of Clinical Supervision

Chapter 3: Building Successful Interpersonal Relationships

  • Understanding Generational Mindsets
  • Generational Mindsets Defined
  • Strategies for Managing Generational Mindsets
  • Understanding Professional Dispositions
  • Professional Dispositions Defined
  • Strategies for Managing Professional Dispositions
  • Understanding Temperament
  • Temperament Defined 30
  • Strategies for Managing Temperament
  • Understanding Work Styles
  • Work Styles Defined
  • Strategies for Managing Work Styles
  • Respecting Diversity
  • Ideas for Extending Your Understanding of Interpersonal Relationships

Chapter 4: Feedback, Coaching, and Evaluation

  • Proactive Information
  • Communication
  • Demonstration
  • Reactive Feedback
  • Formative Feedback
  • Summative Feedback
  • Ideas for Extending Your Understanding of Feedback, Coaching, and Evaluation

Chapter 5: Conflict Resolution and Formal Remediation

  • Approaches to Handling Conflict
  • A Recommended Approach for Dealing With Conflict
  • General Strategies to Follow for Conflict Resolution
  • Formal Remediation
  • Ideas for Extending Your Understanding of Conflict Resolution and Remediation


  • Appendix A: Clinical/Instructional Strategies & Procedures
  • Appendix B: Supervisee Self-Reflection Checklist—Engagement & Instruction
  • Appendix C: Supervisee Self-Reflection Checklist—Professionalism & Ethics
  • Appendix D: Supervisee Self-Reflection Checklist—Learner & Learning Environment
  • Appendix E: Supervisee Self-Reflection Checklist—Assessment Behaviors
  • Appendix F: Supervisee Self-Reflection Checklist—Planning Behaviors
  • Appendix G: Orientation Plan
  • Appendix H: Primary Supervision Styles
  • Appendix I: 10 Critical Clinical Dispositions
  • Appendix J: Self-Assessment of Disposition
  • Appendix K: Assessment of Disposition
  • Appendix L: What’s My Style? Self-Evaluation Questionnaire
  • Appendix M: 10 Tips for Providing Formative Feedback
  • Appendix N: Field Experience Grading Scale
  • Appendix O: Intensive Assistance Plan

This course is for those who have purchased or wish to purchase the textbook, Guide to Clinical Supervision.



To earn CEUs for this article, become a member.

unlimited ceu access $99/year

Join Now

angela sterling orth

Angela Sterling-Orth, MS, CCC-SLP

Angela Sterling-Orth, MS, CCC-SLP, is a Clinical Associate Professor at the University of Wisconsin–Eau Claire (UWEC) in the Department of Communication Sciences and Disorders. She earned both her bachelor’s and master’s degrees in Communication Disorders from UWEC. She spent her first years in the field working in Wisconsin public schools, specializing in work with early childhood, early elementary, and middle school populations. Following her years in the schools, she spent four years in product development at Thinking Publications, a publishing company specializing in products designed for speech-language pathologists. She has spent the past 15 years at UWEC supervising in the clinic, teaching graduate-level coursework (grad essentials and school methods), and teaching undergraduate coursework in language disorders, aural rehabilitation, fluency disorders, and phonological disorders. She specializes in serving individuals who stutter, preschoolers with phonological disorders, providing school-based SLP services, using innovative technologies for instruction and service delivery, and providing effective clinical supervision.

patricia schraeder

Patricia Schraeder, MS, CCC-SLP

Patricia (Trici) Schraeder, MS, CCC-SLP, received her BA and MS degrees from the University of Wisconsin–Madison. She completed her Clinical Fellowship for her Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) in a medical setting in 1976, worked as a school-based speech-language pathologist for 14 years in Wisconsin public schools, and has held a teaching appointment at the University of Wisconsin–Madison since 1989. Trici is a past Vice President of School Services for the Wisconsin Speech-Language Pathology and Audiology Association (WSHA), was the recipient of the WSHA 2002 Outstanding Service Award, was the first Wisconsin State Education Advocacy Leader, has served and/or chaired ASHA committees, has received numerous awards for continuing education (ACE) from ASHA, and was awarded the prestigious 2010 ASHA Rolland J. Van Hattum Award for outstanding commitment and contributions to the delivery of speech-language and audiology services in a school setting. Trici was voted Professor of the Year in 2011 by the University of Wisconsin–Madison chapter of the National Student Speech-Language-Hearing Association, was awarded the UW–Madison Distinguished Prefix in 2015, and achieved UW–Madison Emerita status in 2016. Trici has presented at numerous state and national conferences and has served as an editorial consultant for Language, Speech, and Hearing Services in Schools. Her research has been published in numerous peer-reviewed journals. 

ginevra courtade

Ginevra Courtade, PhD

Ginevra Courtade, PhD, is an Associate Professor in Special Education at the University of Louisville in Kentucky. Dr. Courtade has worked in the field of moderate-to-severe disabilities for 15 years as a classroom teacher, a grant-funded project trainer, and a research associate. She now trains teachers and conducts research at the university level. She has numerous publications to her credit, including Teaching to Standards: Science, Aligning IEPs to State Standards, and 6 Successful Strategies for Teaching to State Standards. Currently, Dr. Courtade works closely with the Kentucky Department of Education to provide training and support to new teachers of students with moderate-to-severe disabilities. She also trains teachers nationally to implement academic curricula for their students.

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