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WELCOME�SCHOOL COUNSELING SUPERVISOR TRAINING�

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Agenda

  • Introductions
  • Housekeeping
  • Purpose of Workshop
  • Pre-Assessment
  • Internship Logistics
  • Break
  • School Counseling Supervision Model (SCSM)
  • Intern Developmental Stages & Needs for Fall Term
  • Post-Assessment & Feedback Survey

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Our Team 

  • Crystal Cooper – College of Education Internship Coordinator

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  • Stephanie Thomas – Assistant Director for Licensure, Accreditation, and Assessment

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  • Teysha Bowser – Clinical Assistant Professor, University Internship Supervisor

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  • Kelsey Jaeckel – Associate Faculty Instructor, University Internship Supervisor 

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  • Bethany Steiert – Associate Faculty Instructor, University Internship Summer Supervisor

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Introductions

Name & Pronouns

School or District

Experience with Supervision

  • School and/or clinical
  • What has worked well? Success?
  • Challenges or Lessons Learned

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Housekeeping

  • Google Folder 2025/2026 School Counseling Supervisor Resources
    • Internship Handbook -policies
    • SCSM Article
    • Internship Syllabus –internship assignments
    • PowerPoint from today

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  • Supervision Assist
    • Complete evaluations
    • Review and approve hour logs
    • Review recordings
    • Students will complete a placement application this week
    • Instructions will be sent via OSU internship coordinator 

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  • Internship Orientation
    • Interns received this material on Monday

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Purpose of Workshops 

  • Required by TSPC, CACREP, & U.S. DOE Grant (PATH-SC)
  • School counseling supervisors receive minimal training in supervision (Corey et al., 2010: Brown et al., 2018) 
  • Providing training and connection opportunities for supervisors increases self-efficacy and effectiveness (Brott et al., 2017; Brown et al., 2018)
  • Majority of school counseling supervisors (60%) do not feel prepared to provide effective clinical supervision (Uellendahl &Tenenbaum, 2015)

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To meet the needs of future students, to support current school counselors in the field, and to sustain the school counseling profession for the future, school counseling ethical and professional standards highlight the need for school counselors to seek supervision and training as supervisors (ASCA, 2019, ASCA, 2020; ASCA, 2022; CACREP, 2016).

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PLEASE COMPLETE SITE SUPERVISOR SELF-EFFICACY SURVEY�PRE-TRAINING �(LEFT COLUMN) 

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Goals of Training

  • Clarify roles
  • Review internship requirements
  • Review supervisor responsibilities
  • Introduce & apply evidence-based school counseling supervision model
  • Answer questions

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Supervisee Intern Development

Experience:

    • Practicum at elementary school
    • 1 day/week for 21 weeks
    • Teaching, running groups, meeting with individual students
    • Participating in Supervision
  • No Experience:
    • Leading staff meetings
    • Facilitating suicide screenings, threat assessments
    • Difficult parent/guardian conversations
    • 504/IEP & SST meetings
    • Synergy
    • Collecting and analyzing data at schools
    • Developing & implementing needs assessments
    • CPS calls by themself

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Intern Roles & Responsibilities

  • Complete 600 hours total (18 hours/week min.)
  • Complete 240 direct hours (teaching, individual counseling, groups, advising)
  • Establish and maintain a consistent weekly schedule
  • Engage in 1 hour of supervision on site with you
  • Attend 1.5 hours of group supervision on campus
  • Record individual counseling sessions for group supervision
  • Complete hour logs
  • Complete all internship assignments
  • Collect data on activities and number of students served
  • Implement evidence-based curriculum
  • Attend class at 4:00

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Site Supervisor Roles & Expectations

  • Provide opportunities for intern to observe all school counseling related activities
  • Provide live supervision and feedback when possible
  • Provide one hour per week of dedicated supervision
  • Approve hour logs in Supervision Assist
  • Complete clinical and dispositional evaluations once per term

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Internship Policies & Practices

  • Interns are not allowed on site if a supervisor is not on site during fall term
  • Interns cannot be on site during OSU closures or holidays
  • Interns should not be leading suicide screenings, threat assessments, 504/IEP meetings, or making DPS independently until they have observed and co-lead several (they do not have experience with these activities)
  • August – October primary focus is observation and/or co-leading & establishing their role in the school
  • Interns and supervisors will be provided with an internship handbook
  • Interns & supervisors must complete a supervision agreement

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Evaluations

  • Review with intern in fall and discuss strengths & areas for growth
  • Clinical Skills Evaluations
    • Assessing counseling skills and understanding and/or ability to engage in school counseling related activities
  • Dispositional Evaluation
    • Behavioral evidence of the professional core vales
  • Completed at the end of each term on Supervision Assist
  • Review with Intern

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Clinical Skills

  • Three Sections –skills, navigating role, supervision
  • Average a "3" in each section to pass without remediation
  • Below a "3" average in any section results in a referral to university supervisor and advisor resulting in either a "no pass" or a "incomplete with remediation"
  • Expectations increase over time
    • Ex: a "3" in September will look different than a "3" in February
  • Helpful to use as a guide for observations and supervision

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Dispositional Evaluation

Professional Dispositions are defined as the commitments, characteristics, values, beliefs, interpersonal functioning, and behaviors that influence the counselor's professional growth and interactions with clients, students and colleague.

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Examples:

  • Integrates feedback
  • Present and engaged while on site
  • Adheres to schedule
  • Communicates effectively and appropriately
  • Arrives on time

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Course Assignments

  • Present two recordings per term
  • Case conceptualization paper on one student
  • Social Justice Project

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Social Justice & Advocacy Project

  1. Identify an equity issue related to achievement –should be informed or supported by data (existing data or needs assessment) -Fall
  2. Develop an advocacy project proposal that will address the issue -Winter
  3. Implement a piece of the proposal -late winter / early spring
  4. Present findings -spring

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Examples:

  • ELL students receiving lower grades = workshop on culturally responsive teaching for faculty, study groups for ELL students
  • Lower rates of first gen students applying to college = college career readiness support group for first gen students

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QUESTIONS

College of Education

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BREAK

College of Education

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Best Case Internship Supervisee Scenario

  • Take a moment to imagine what your dream supervisee experience would look like this year
  • What would your supervisee be doing? What would you be doing?
  • How would your program and the school be impacted?

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Follow-up:

  • Have you ever experienced elements of this with a previous supervisee?
  • What contributed to positive outcomes?

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Purpose of Supervision

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Administrative Supervision –Day-to-Day

    • On the job training
    • Scheduling, advising, paperwork, identifying lesson plans, collecting & analyzing data, facilitating 504 meetings, building scope and sequence, needs assessments, etc.

Clinical Supervision –1 Dedicated Hour

    • Develop conceptualization skills (theory)
    • Improve counseling, facilitation, and teaching skills
    • Develop clinical judgement and ethical decision making
    • Increase self-awareness
    • Increase confidence and self-efficacy
    • Process and debrief experiences

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What makes supervision successful?

  • Relationship
  • Broach Diversity Differences
  • Clarity & Transparency
  • Clear Structure & Expectations
  • Consistency of Feedback
  • Model & Debrief
  • Observe & Debrief
  • Applying a Model of Supervision

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School Counseling Supervision Model –SCSM                (Luke & Bernard, 2006)

  • Conceptual framework to organize clinical supervision 
  • Well researched, effective model of clinical supervision 
  • Supports intentional, clear, and deliberate feedback across school counseling domains
  • Provides clarity for supervisee 
  • Promotes supervisee self-awareness
  • Better supervisee outcomes with the use of a model

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Domain, Activity, Skill Set

Domain

Activity 

Skill Set

Large Group Intervention

Classroom Lessons

Faculty Meetings or Presentations

Assemblies 

Instructional strategies 

Group management

Confidence

Organization 

Cultural Responsiveness

Counseling & Consultation 

Individual Counseling 

Check-In's

Parent, Guardian, Teacher Meetings

Rapport

Counseling Skills

Comfort 

Attunement 

Clear Communication 

Cultural Humility

Individual & Group Advising 

Scheduling 

Forecasting

Academic Skills Groups

College Career Readiness 

Organization

Effective Communication

Assessment & Evaluation 

Cultural Awareness 

Planning, Coordination & Evaluation 

School-wide events

Initiatives 

Initiative 

Collaboration

Flexibility

Organization

Integrity 

Leadership

Ability to identify, evaluate needs 

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Intervention, Conceptualization, and Personalization

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Focus 

Examples

Intervention Skills

Observable Counseling Behaviors & Implementation of Activity or Skill:

  • Group management skills 
  • Instructional strategies
  • Counseling skills
  • Delivery of a counseling intervention –sand tray, worksheet, role play

Conceptualization Skills

Understanding the relationship between various activities and the roles of SC

  • Understanding presenting concerns of students 
  • Choosing an intervention or skill for a student
  • Rationale for activities 
  • Evaluating data to make decisions
  • Determining what elements to include in school-wide initiatives 
  • Deciding when and how to connect with parents/guardians

Personalization Skills

Supervisee's presentation in various settings & interpersonal interactions

  • Confidence in large group lessons
  • Leadership on faculty teams
  • Poise during difficult parent conversations
  • Assertiveness in small groups
  • Comfort with ambiguity 
  • Defensiveness
  • Over identification with student

Not always observable, 

require dialogue to become clear

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Roles

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Role

What

Teacher

Directive 

Teaching 

Modeling 

Counselor

Process focused 

Reflecting on thoughts & feelings 

Examining how thoughts & feelings impact their work

Helping supervisee gain insight into their experiences

Consultant 

Brainstorming together 

Helping supervisee develop clinical judgment 

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Application 

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Identify domain, necessary skill set 

Identify

Determine focus based on interns skill set/deficit & needs

Determine

Assume your role based upon interns developmental needs

Role can be fluid, but focus should remain static 

Assume

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Example

Your supervisee is preparing to teach a classroom lesson. They are using an evidence-based curriculum that aligns with the identified needs of the class and students. The lesson activities are prepared, organized, engaging and developmentally appropriate. Before teaching this lesson in the classroom, your supervisee has provided the lesson to you for feedback. You note the strength of the lesson and activities. However, when you observe the lesson being taught in the classroom the students are chatting with each other, not listening or following directions, are off topic and/or disengaged in both large group and small group discussions. Your supervisee continues to speak over chatter, moving through the content without addressing student behaviors/engagement, moves quickly from one topic to the next, and does not break down complex ideas. Your supervisee appears nervous and scattered. 

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Step 1: Identify Domain & Skill Set

  • Large Group Intervention 

Step 2: Identify Focus: Intervention, Conceptualization, Personalization 

Step 3: Identify Role: Teacher, Counselor, Consultant 

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Focus: Intervention  --->  Group Management Strategies 

Roles

Teacher

  • Share observations of students' behaviors and barriers to learning.
  • Teach, model pro-active group management strategies.
  • Set goals for the use of group management strategies.
  • Invite supervisee to observe you teaching a class and using group management strategies and recording on an observation sheet.

Counselor

  • Explore supervisees experiences (feelings and thoughts) related to student behaviors during the lesson.
  • Explore supervisees thoughts/feelings about utilizing group management strategies during lessons to engage students.
  • Explore barriers to utilizing group management strategies 
  • Help the supervisee articulate the importance of group management/engagement and identify strategies that feel authentic for them. 

Consultant

  • Watch the recording of the lesson together and note times when students were off task. 
  • Brainstorm ways to more effectively use group management strategies throughout the lesson. 

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BREAK

College of Education

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Building a Supervisory Relationship: Cultural Broaching

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  • Broaching refers to intentional initiation of a discussion about racial, ethnic, and cultural considerations (Day-Vines et al.,2020).

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    • Found to enhance counselor credibility, improve student/client self-disclosure, and increase continued counseling  (Day-Vines, Bryan, et al., 2022; Thompson & Jenal,1994; Zhang & Burkard, 2008). 

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  • Covered in our courses - an extension of counseling skills such as empathy, immediacy, active listening, and multiple perspective taking

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  • Recent ASCA journal articles on the use of broaching in school counseling and considerations for school counselors in rural areas (Gavin Williams et al., 2023; Young et al., 2025)

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  • Can be integrated in supervision within conversations about supervisees' identities and their experiences at site (Anandavalli et al., 2025)

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Sample Cultural Broaching Statements� (Williams & Cholewa, 2024)

  • “In supervision sessions, I often ask about how culture might play a role in our students’ experiences. I bring it up regularly because it can sometimes help us understand what’s happening more fully. How do you think that might be relevant in your interactions with or concerns about [student’s name]?”

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  • "Culture is often significant in students' school experiences, so I like to make sure we include that in our conversations. It's something I bring up with all interns I work with. How do you see that being a factor in [student's name]'s case?

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  • “I make it a point to bring up culture in supervision because it’s part of creating an inclusive environment and understanding our students better. How do you think that might be influencing your interactions with [student’s name]?”

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  • “I understand that talking about students' identities can be sensitive topics, and it’s okay to feel unsure about where to start. Let’s approach it together, with the understanding that we’re here to help [student’s name] succeed.”

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Sample Broaching Statements for �Supervisee Cultural Strengths (Anandavalli et al., 2025)

  • How do you hope to contribute to and shape the school counseling profession? (aspirational)

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  • What are some of your unique cultural ways of communicating (storytelling, art, poetry) that you hope to incorporate in your work with students? (linguistic) 

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  • How do you leverage your multilingualism to connect with students and families? (linguistic)

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  • What are some strategies and approaches we can use in supervision to enhance your commitment to community wellbeing? (familial)

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  • How do values of your family or community influence your counseling approach or practices in a positive way? (familial)

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  • Who might I connect you to at school to expand your support system? (social)

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  • How have experiences you have encountered with self-advocacy helped you in advocating for students? (navigational/resistant)

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Broaching Vignette

You are a school counselor at a dual immersion school with a high population of Hispanic students. Even though you are not bilingual, you have made a strong effort to connect with families by learning some Spanish and attending cultural events. One of the reasons you are excited to work with Marina, your first intern, is that she grew up in this school district and has close ties to the community. As a bilingual, bicultural school counseling intern, she brings a wealth of knowledge and experiences to her position.

When working with Marina you are proud that you have scaffolded experiences and shielded her from the most difficult staff members. Though she lacked prior experience in a school system and was initially timid, Marina’s skills and confidence have grown at a steady pace. After sharing positive accolades with Marina during your supervision hour, you are surprised to hear some frustration in her voice. In a respectful way, she tells you that she needs more constructive criticism and challenge. She is eager to try some new interventions that would benefit Spanish-speaking families but feels you have stifled her suggestions. Further, Marina feels that her capabilities as a bicultural counselor have been underutilized.

In that moment, you reluctantly remember a couple of times when you squelched Marina’s ideas. One of them would have involved collaboration with a difficult staff member. Another plan seemed exciting but you worried that if your intern created a new program, you would have to carry it out next year. 

Reflection:

What may have kept the school counselor from opening a dialogue with their intern about cultural differences?

What are some ways she may have broached this in supervision?

How could the school counselor address the rupture in the supervisory relationship with Marina?

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Closing 

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Complete

Self-efficacy post-training (right column)

Post training feedback form

Place both in the envelope

Look out

For a follow up email regarding training verification and resume submission

Upcoming

Follow-Up Meeting in January

    • Challenges
    • Difficult Conversations
    • Consultation 
    • Opportunity to Provide Feedback 

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Thank You!!!