A national survey of current supervision and evaluation practices of school psychologists

Abstract

This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.

School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations

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Networks of professional supervision.

“…Clonan, & VanAuken, 2002;Jimerson et al, 2006;Fischetti & Crespi, 1999;Pomerantz, 1993;Ryba, Annan, & Mentis, 2001;Smith Harvey & Pearrow, 2010). The findings of research conducted by ThieUcing, Moore, and suggest that concems with supervision continue.…”

Psicólogos escolares em Portugal: perfil e necessidades de formação

“…Independentemente desse reconhecimento, um reduzido número de estudos tem procurado analisar de forma compreensiva as necessidades e práticas de desenvolvimento profissional dos psicólogos escolares (Chafouleas, Clonan, & Vanauken, 2002;Fowler & Harrison 2001;Lam & Yuen, 2004). A análise desse tópico tem sido frequentemente realizada no contexto de trabalhos com objetivos amplos, emergindo como um interesse secundário de investigação.…”