ABSTRACT
Supervision typically involves formal evaluation of supervisee competence, often with the added responsibility of "gatekeeping" for the profession, or providing input regarding whether or not the supervisee demonstrates sufficient knowledge and skills to function effectively. A frequently cited definition of school psychology supervision comes from D. E. McIntosh and L. Phelps. Supervision can support and enhance learning all throughout the progression of growth when approaches and techniques are selected based on the supervisee's needs and developmental level. There are a few important points to keep in mind. Think of these as "big ideas" that underlie a successful approach to supervision. The first model of supervision specifically designed for school psychology is Simon and M. E. Swerdlik's Developmental, Ecological, Problem-solving model. Supervisees should be expected to follow through on responsibilities and complete tasks in a timely manner. Without specific, timely, frequent, useful, and balanced feedback, supervisees cannot learn and supervision is basically a waste of time.
