Educational Supervision Plan – Applied Behavioral Analysis

Educational Supervision Plan – Applied Behavioral Analysis Educational supervision provides a strong platform and an opportunity to be an effective mentor to students. It entails the collaboration with the supervisee and school staff to establish a community that exemplifies and promotes the institution’s mission and vision and the supervisee’s interests and research goals (Antonio, Ana & Elena, 2018). The supervisor needs to establish an effective relationship with learners and provide relevant feedback on their progress besides offering specific guidance.

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The association between the supervisor and the supervisee is significant to the supervisory process. This relationship is underpinned by the values highlighted in the supervision contract (Saleem & Mehmood, 2018). The supervisor’s primary responsibility is to develop a supervision plan clarifying the roles, responsibilities and mandate for supervision. The supervision plan also strengthens the collaborative nature of supervision and emphasizes the essence of the supervisee being an active role in the process.

Importantly, the supervision plan provides a space for the two parties to understand each other’s experience and contribution to the process and how this can be utilized positively to enhance collaboration. The supervisor achieves this goal by creating and implementing a practical supervision plan containing the first meeting, second meeting, and subsequent meetings. This paper highlights the supervision plan for a supervisee enrolled in applied behavior analysis coursework for their experience hours.

First Meeting The first meeting between the supervisor and the supervisee is an important part of supervision. This meeting helps establish the ground on which the supervision will occur. The main tasks conducted during the first meeting include determining the format, timing, frequency, and length of meetings, identifying the researcher’s goals, establishing the modes of communication, and timing for feedback. During this meeting, the supervisor will interact with the supervisee to identify their research or program expectations. The supervisor will also inform the supervisee of his working methods. The meeting involves offering guidance, support, feedback and details of how the supervision will proceed.

The supervisor will define his style of supervision during the first meeting. The supervisor will employ a supervision style that suits their preferences, the relationship with the

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supervisee and the stage of the project. The best supervision style for academic and research activity is training and direction. In this supervision style, the supervisor offers guidance for structuring the research activities besides helping identify potential problems associated with the research methodology. Importantly, the supervisor will allow the supervisee to provide feedback on the prospectus, draft chapters, chapter outlines, and the project as a whole. Notifying the supervisee of the supervision frequency and duration is an essential aspect of the supervision plan. It prepares the supervisee psychologically and eliminates cases of unpreparedness. In this case, meetings and observations will be conducted frequently, specifically every two weeks.

Meetings between the supervisor and the supervisee will be conducted until the behavioral analysis program is over.

Another important aspect to consider during the first meeting is the supervision fees. The institution is responsible for setting the supervision fees for different programs. The supervisor will assist the researcher in reviewing the contractual agreement to prevent conflicts and minimize disagreements during supervision.

Second Meeting Applied behavioral analysis coursework aims to improve implicit skills for dealing with behavioral problems besides operating in the academic community. Although many skills for dealing with the target population are self-evident, the supervisee may experience some challenges learning them from books and academic community practices. The supervisor’s responsibility during the second meeting is, therefore, to ensure that the supervisee learns the skills from tasks related to the current program (Fourie-Malherbe, Albertyn & Bitzer, 2016). The

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supervisor will inform the supervisee of the general ethical rules and guidelines specific to the discipline. Essentially, the supervisor will assist the supervisee in learning crucial practices and the skills necessary to become a proficient researcher and behavioral analyst.

The second meeting will involve checking the supervisee’s progress and assessing the supervisee’s initial skills. The best initial skills assessment strategy applied in research projects is formative assessment. This method involves the assessment of various skills to determine if the supervisees is on track (Fourie-Malherbe, Albertyn & Bitzer, 2016). Since the supervisor gets feedback from the student, this style helps detect areas where the supervisee might need more support.

Another important task performed during the second meeting is a review of written materials. In this case, the supervisor will check all clearance documents to determine if the supervisee is getting the necessary ethical clearance for research and risk assessments. The supervisor will also encourage the supervisee to interact with other players in the field and request evidence that the supervisee is establishing broader awareness of the research field.

The second meeting will also involve the setting of observation schedules. The supervisor will help the supervisee to break down their work into manageable portions. Deadlines will be set and the supervisee encouraged to be showing their progress regularly. Importantly, the supervisee will be given constructive feedback on the submitted work.

Subsequent meetings Subsequent meetings and observations are conducted in line with the meeting and observation schedules developed in previous meetings. During these meetings, the supervisor assesses the work done by the supervisee and provides relevant feedback. The supervisor highlights areas that need more attention and those that need to be removed to facilitate progress.

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During these meetings, the BST is implemented, followed by observation and performance evaluation. The purpose of performance evaluation is to appraise the factors conditioning instruction outcomes besides gathering information that helps the supervisor to improve the instruction processes. Performance evaluation involves the comparison of targeted milestones to the current progress (Saleem & Mehmood, 2018). The supervisor will guide the supervisee on the next course of action based on the performance evaluation results. For instance, if the supervisee has not met the targeted milestones, the meetings and observations will be continued and a reassessment performed later. However, if the milestones will be accomplished, the RBT or BCaBA will be maintained and an evaluation of the supervision process conducted.

Relation to personal experience The supervision plan and the style of supervision vary from one supervisor to another.

The experience from the current supervision plan is different from my experience with the supervision toward applied behavior analysis experience hours. Whereas the current plan highlights the supervisor's role in each meeting, the previous supervision plan did not indicate the part played by a person in a particular situation. The supervisor was also pressing and actively involved in managing the supervisee on different research issues. The main pitfall from the previous supervision is that the supervisor managed the supervisee to answer the research questions.

Further, the supervisor could not strike a balance between supervision as listening and supervision as teaching. The current supervision will involve watching and directing the supervisee to answer the research questions to avoid these pitfalls. The process outlined in the supervision plan aligns with the ethical code which requires supervisors to direct rather than manage supervisees (Social Care Institute for Excellence, 2021). The ethical code also requires

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the supervisor to be familiar with the field of study and offer guidance in selecting and panning a suitable research topic.

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References Antonio, S., Ana, F., & Elena, U. (2018). Ethics in Research Practice and Innovation. IGI Global Fourie-Malherbe, M., Albertyn, R., & Bitzer, E. (2016). Postgraduate Supervision: Future foci for the knowledge society. AFRICAN SUN MeDIA. Saleem, T., & Mehmood, N. (2018). Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level. Journal of Education and Educational Development, 5(2), 8-27. http://dx.doi.org/10.22555/joeed.v5i2.1851 Social Care Institute for Excellence (2021). Effective supervision in a variety of settings. https://www.scie.org.uk/publications/guides/guide50/foundationsofeffectivesupervision/ supervisionagreement.asp