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, 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, 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.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/clinical-educator-strategies-for-using-9004Clinical Educator Strategies for Using Formative and Summative FeedbackOne of the most powerful tools for providing effective clinical education and mentoring comes in the form of feedback provided to the supervisee or mentee. This course will teach professionals juggling service delivery and supervisory roles about these feedback strategies and will discuss how to integrate them into a wide range of responsibilities they encounter.auditory, textual, visual
One of the most powerful tools for providing effective clinical education and mentoring comes in the form of feedback provided to the supervisee or mentee. This course will teach professionals juggling service delivery and supervisory roles about these feedback strategies and will discuss how to integrate them into a wide range of responsibilities they encounter.
2https://www.speechpathology.com/slp-ceus/course/textbook-aligning-ieps-to-state-10534Textbook: Aligning IEPs to State StandardsBased on the textbook Aligning IEPs to State Standards, this course describes the link between state/federal requirements, state standards, and general education curricula, and how to align IEP goals/objectives with these standards. Case examples are discussed that incorporate multiple academic content areas, as well as assistive technology and self-determination, into IEPs for students with moderate to severe disabilities.textual, visual
Based on the textbook Aligning IEPs to State Standards, this course describes the link between state/federal requirements, state standards, and general education curricula, and how to align IEP goals/objectives with these standards. Case examples are discussed that incorporate multiple academic content areas, as well as assistive technology and self-determination, into IEPs for students with moderate to severe disabilities.
3https://www.speechpathology.com/slp-ceus/course/honing-your-supervision-skills-through-9484Honing Your Supervision Skills through Relationship, Feedback, and ReflectionThis course will provide strategies and frameworks for developing skills in supervising students, clinical fellows, and employees. Emphasis will be placed on the importance of the relationship between the supervisor and supervisee, techniques for supporting avenues for reflection, use of tools to recognize and address value conflict, and developing methods of delivering feedback.auditory, textual, visual
This course will provide strategies and frameworks for developing skills in supervising students, clinical fellows, and employees. Emphasis will be placed on the importance of the relationship between the supervisor and supervisee, techniques for supporting avenues for reflection, use of tools to recognize and address value conflict, and developing methods of delivering feedback.
4https://www.speechpathology.com/slp-ceus/course/assess-and-improve-your-supervision-9007Assess and Improve Your Supervision SkillsSLPs should assess a variety of skills needed for effective supervision, including: building relationships, communicating, goal-setting, assessing performance, providing feedback and guiding changes in behavior, and managing conflict. In this course, strategies to improve supervisory skills in each area are shared, and web-based tools to increase efficiency are highlighted.auditory, textual, visual
SLPs should assess a variety of skills needed for effective supervision, including: building relationships, communicating, goal-setting, assessing performance, providing feedback and guiding changes in behavior, and managing conflict. In this course, strategies to improve supervisory skills in each area are shared, and web-based tools to increase efficiency are highlighted.
5https://www.speechpathology.com/slp-ceus/course/effective-coaching-strategies-in-clinical-9795Effective Coaching Strategies in Clinical Supervision and InstructionCoaching has been defined as “a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness in the other” (Silsbee, 2010). This course discusses coaching techniques that can be utilized in various clinical instruction and supervision scenarios, and the evidence supporting their use.auditory, textual, visual
Coaching has been defined as “a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness in the other” (Silsbee, 2010). This course discusses coaching techniques that can be utilized in various clinical instruction and supervision scenarios, and the evidence supporting their use.
