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ETD RECORD
An investigation of supervision, evaluation and professional development practices of school-based speech-language pathologists in Idaho
Citation
Sawyer, Peggy O'Neil.. (2007). An investigation of supervision, evaluation and professional development practices of school-based speech-language pathologists in Idaho. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_134.html
- Title:
- An investigation of supervision, evaluation and professional development practices of school-based speech-language pathologists in Idaho
- Author:
- Sawyer, Peggy O'Neil.
- Date:
- 2007
- Keywords:
- Speech therapists--Supervision of--Idaho Speech therapists--Rating of--Idaho Speech therapists--Training of--Idaho Speech therapists--Job satisfaction--Idaho
- Program:
- Education
- Abstract:
- In Idaho, staffing speech-language pathologists in a school-based setting is challenging. With the requirements changing, more school districts are finding it difficult to fill the positions with highly qualified and/or certified SLPs. Research has shown that school-based SLPs are generally satisfied with their jobs in the schools, but there are some areas of dissatisfaction. One of these areas is the type and amount of supervision available for SLPs.;This study was a mixed methods design investigating the supervision, evaluation and professional development opportunities of school-based speech-language pathologists in Idaho. The quantitative portion of the study consisted of a statewide survey mailed to all 207 school-based SLPs in Idaho. Results of the survey are shared.;The qualitative portion of the research consisted of 9 interviews with building principals, special education administrators and SLPs from three varying sized school districts. Patterns evolved into four key themes: Professional Relationships, Professional Expectations, Professional Standards of Practice, and Professional Staffing Challenges.;Results indicated SLPs were generally satisfied with the supervision, evaluation and professional development opportunities that were provided. Some areas for improvement were having a specific evaluation tool with criteria specifically designed for SLPs, more appropriate supervision, but not necessarily more supervision, and a strong desire for additional professional development opportunities. Recommendations for policy and practice are made in addition to the model evaluation tool developed as a result of the findings.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, April 2007.
- Major Professor:
- Carolyn Keeler.
- Defense Date:
- April 2007.
- Type:
- Text
- Format Original:
- x, 122 leaves ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/