Supervision in the Schools: Problems With the Process A speech-language pathologist frequently is not the supervising professional for clinicians in the school environment (O’Connell, 1997). The supervisor might be a person specializing in learning disabilities, special education, or guidance. The supervisor might even be a school principal. It is possible that a person might be promoted into ... Viewpoint
Viewpoint  |   October 01, 1997
Supervision in the Schools: Problems With the Process
Author Affiliations & Notes
  • Robert B. Shapiro
    Andover, Massachusetts
  • Editor’s note: Look for a companion article concerning possible strategies for addressing these supervisory problems in our next issue.
    Editor’s note: Look for a companion article concerning possible strategies for addressing these supervisory problems in our next issue.×
Article Information
Viewpoint
Viewpoint   |   October 01, 1997
Supervision in the Schools: Problems With the Process
SIG 11 Perspectives on Administration and Supervision, October 1997, Vol. 7, 18-19. doi:10.1044/aas7.3.18
SIG 11 Perspectives on Administration and Supervision, October 1997, Vol. 7, 18-19. doi:10.1044/aas7.3.18
A speech-language pathologist frequently is not the supervising professional for clinicians in the school environment (O’Connell, 1997). The supervisor might be a person specializing in learning disabilities, special education, or guidance. The supervisor might even be a school principal. It is possible that a person might be promoted into a management/supervisory position without ever having had any formal training or experience in supervision (Allard and Golden, 1991; Baldes et al, 1977; Anderson, 1974; Cimorell-Strong and Easley, 1982; Handbook of Successful School Administration, 1974). It is assumed that the supervisor will be competent.
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