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Hierarchy of NASP-Approved School Psychological Supervision

Ongoing, positive, systematic, and collaborative administrative and clinical supervision from a qualified school psychological supervisor is considered best practice.

  • Qualifications include a minimum of 3 years of practical experience as a school psychologist, as well as training or experience in supervision of school personnel. They should have a valid state credential as a school psychologist.
  • Practitioners in training should receive an average of 2 hours of face-to-face supervision per week with additional time allocated for review of work products.
  • Novice practitioners should receive a minimum average of 1 hour per week of supervision and/or mentoring.
  • Proficient and expert-level school psychologists should receive face-to-face supervision as needed. They continue to engage in the supervision process.
  • School systems need to provide the time for school psychologists to participate in supervision and/or mentoring.
  • Frequent, direct supervision of novice and advanced beginner school psychologists is necessary to enhance skill development and to ensure effective practice.
  • School systems should have a coordinated supervision plan that is accountable and evaluative of all school psychological services.

Should best practice option not be available in your district:

  • School systems without a supervising school psychologist should ensure their school psychologists are given the opportunity to seek supervision outside the district. This could include shared supervisors between districts or community agencies, peer supervision networks, and/or online supervision.
  • NASP (2011) recommends that school district employers provide opportunities for school psychologists to seek out this supervision for the suggested frequency and duration.

Supplementary to one-to-one clinical supervision:

  • Those school psychologists who may want greater supervisory support (e.g., early career school psychologists or school psychologists practicing in a new district) should seek peer collaboration, particularly with school psychologists who may have greater practical experience.
  • Local e-mail communities may offer opportunities to discuss specific situations with school psychologists with similar experiences.

The NASP Member Exchange online community is another great source.

  • NASP now facilitates online communities for those school psychologists seeking collaborative resources in specific areas of practice.
  • The NASP member exchange online discussion board is also a NASP-facilitated resource for seeking additional professional suggestions and guidance.

Note. NASP does not advocate for administrative-only supervision, or professional supervision from an unqualified administrator. If a school psychologist is only provided this type of supervision from an employer, the school psychologist is strongly advised to seek appropriate, professional supervision elsewhere. Likewise, the district should allow for the school psychologist to seek out this necessary supervision.

Adapted from National Association of School Psychologists. (2011). Supervision in school psychology [Position statement]. Bethesda, MD: Author. For more information please see: Harvey, V. S., & Struzziero, J. A. (2008). Professional development and supervision of school psychologists. Thousand Oaks, CA: Corwin Press and the National Association of School Psychologists.