ABSTRACT
As noted in the introduction to the DEP model in the prior chapter, a developmental perspective helps us understand a supervisee’s evolving needs, status, and progression during training and the coinciding roles and methods of the supervisor required to support development in professional skills, attitudes, and identity. Building upon the work of Stoltenberg and his associates (Stoltenberg & McNeill, 2010), we extend the developmental perspective to preservice training and professional development within school psychology. In the process we identify specific supervisory practices that provide the essential conditions for the supervisee’s development and the selection of approaches and methods that match current competencies and foster growth toward independent practice. We will use internship supervision as an example to lay out the principles and methods of the DEP model, but the framework applies to professional development at all levels of professional practice.
