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Supervision has been called the “signature pedagogy” of psychology (Barnett, Cornish, Goodyear, & Lichtenberg, 2007) and presents significant opportunities for learning and skill enhancement. NASP recognizes supervision as a distinct professional competency area consisting of a specific set of knowledge, skills, and attitudes (Falender & Shafranske, 2004; Harvey & Struzziero, 2008; National Association of School Psychologists [NASP], 2014). Supervisors should be knowledgeable about the science of supervision and skillful in its practice, as well as competent and experienced in the delivery of school psychological services, in order to: (a) promote adherence to high professional and ethical standards, (b) ensure the delivery of appropriate, evidence-based services to children and youth, and (c) provide opportunities for constructive reflection and evaluation.
NASP strongly promotes the supervision of school psychologists by school psychologists at all levels of practice (i.e., trainee, early career, and expert) as a means of ensuring effective practices to support the educational attainment of all children. School psychologists should have access to clinical supervision throughout their careers, particularly when engaging in new areas and modalities of practice. Although requiring less frequent, more indirect supervision, school psychologists at the proficient and expert levels continue to engage in the supervision process in order to help maintain objectivity, to better choose appropriate methods of child support and advocacy, and to continually develop and enhance skills. Additionally, expert and proficient school psychologists are likely to supervise interns or other school psychologists, which requires the development of their clinical supervisory skills.
Specifically, the NASP Model for Comprehensive and Integrated School Psychological Services (NASP Practice Model; 2010a), which includes a unified set of national principles to guide professional practice and services, delineates that supervision be provided through an ongoing, positive, systematic, collaborative process between the school psychologist and a school psychology supervisor or another designated school psychologist colleague. Unfortunately, by some reports (Curtis, Castillo, & Gelley, 2012), only 29% of credentialed school psychologists receive the type of supervision described in the NASP Practice Model. This position statement reflects supervision in school-based settings and the principles included in the NASP Practice Model—that supervisors have valid credentials, supervision methods match the developmental level of the supervisee, time is allowed for supervision and mentoring, a coordinated plan to evaluate school psychological services is implemented,...