Introduction

The increasing interest in defining effective supervisory practices in psychology is long overdue. For many years, it was assumed that competent practitioners were automatically effective field supervisors. The field of clinical supervision has begun to examine the specific factors that contribute to successful supervision (Bernard & Goodyear, 2014; Corey, Haynes, Moulton, & Muratori, 2010). The discipline of school psychology requires a unique diverse set of roles, responsibilities, and competencies. This means that supervision in school psychology presents distinct challenges specific to its practice demands and diverse core competencies (Harvey & Struzziero, 2008; Newman, 2013; Simon, Cruise, Huber, Newman, & Swerdlik, 2014). This chapter begins our examination of supervision in the specialty of school psychology. We will explore current perspectives on supervision; summarize standards and guidelines articulated by the National Association of School Psychologists (NASP), the American Psychological Association (APA), the Association of State and Provincial Psychology Boards (ASPPB), and other key professional organizations; define needs for training in a school psychology supervision model; and propose core principles to guide the practice of supervision.