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Administrative Skills for Supervisors

Administrative Skills for Supervisors - April 1994 ERIC...

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April 1994 EDO-CG-94-24 The administrator of a supervision program is the person ultimately responsible for the quality of supervi- sion provided and the effectiveness of supervisory staff. Conceptually, the supervision “program” includes not only the staff of supervisors, but also the activities they do, outcomes they strive to help their supervisees achieve, materials and resources they use, and means by which the activities, outcomes, and staff performance are evalu- ated. Administrators of supervision programs include school system, central office-based guidance directors who administer the supervision activities of campus- based counseling department heads; counselor-owners of private practices with multiple counselor supervisors; heads of counselor education departments with multiple faculty members supervising intern and practicum stu- dents; and counselor educators responsible for field-site practicum and internship supervisors of their students. Program Management Administrators provide leadership and direction to supervision programs by developing and upholding the program mission and the goals of supervision. To ensure effective implementation of the program (and the related counseling activities), administrators must know and be able to articulate for the staff and others the purpose, value, and goals of supervision, including its contribu- tion to the quality of the counseling program. Essential here are knowledge of and commitment to the profes- sional standards of counseling performance, ethics (American Counseling Association, 1988), and supervi- sion (Dye & Borders, 1990), as well as the relevant legal standards. Administrators must be able to articulate how supervision relates to performance evaluation and to other professional development activities. They need to be able to facilitate the establishment of program priorities and to assist counselors and/or supervisors in establishing relevant objectives which not only will maintain the pro- gram, but also cause its improvement. Administrators need to help supervisors be clear about the priority of supervision in relation to other aspects of their jobs. Supervisors of school or agency counseling departments with multiple counselors often have counseling caseloads in addition to supervision responsibilities. Counselor educators often carry teach- ing or advisement responsibilities in addition to super- vising practicum and internship students.
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