Abstract
Clinical supervision represents a major vehicle for the development and provision of professional skills and socialization into the profession of school psychology. Supervision has been identified as a distinct professional competency domain for all school psychologists. In response to a perceived need for training in best practices in clinical supervision for preservice trainees and credentialed school psychologists, a working group of university educators and an experienced field supervisor proposed to their state school psychology association, the Illinois School Psychologists Association (ISPA), an intensive 12-hour supervision training program that would lead to the ISPA Supervisor Credential. This paper includes: a description of its development from initial idea to full implementation; the prerequisite requirements to earn the credential; the training curriculum; how both university educators and field supervisors participated in the training the trainers model to deliver the trainings statewide at no cost to participants; the barriers to implementation encountered and how these barriers were overcome; and placement of this initiative within the context of a systems change effort that will benefit multiple components of school psychology service delivery in the state. Benefits include the quality of pre-professional training, the professional development of individual school psychologists in a needed area of competency (clinical supervision), local school district supervision practices, the delivery of professional development for school psychologists throughout the state through free local trainings, and the leadership role of the state professional school psychology organization in promoting best practices in supervision
