Clinical supervision represents a critical training component to the development and professionalization of a school psychologist. For graduate students, university and field-based clinical supervision represents one praxis for training and development. Similarly, clinical supervision for practitioners can provide a valuable opportunity to further competence. This article considers the concept of school-based clinical supervision for school psychologists and explores opportunities for the future.

School psychologists are often asked how much time is required to conduct a psychoeducational evaluation. Implicit in the question are assumptions that evaluation time is fixed and predictable and that an evaluation is composed of little other than standardized testing. To estimate the time requirements for psychoeducational evaluation, school psychologists from 5 urban school districts in Connecticut compiled data on 271 evaluation cases. Total evaluation time proved to be highly variable, ranging from 3.75 to 24.25 hr, with a median of 11.70 hr. Direct contact with the student (i.e., testing and interviewing) accounted for only 27% of total evaluation time. School psychologists need to educate school personnel and parents about the various components involved in psychoeducational evaluation and the variability from one case to the next.

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This article is intended to provide the internship supervisor and advanced graduate student in school psychology with a resource and guide for preparing for professional employment. While the preparation for employment occurs throughout graduate education, final preparatory steps are critical to employment: (1) preparing a portfolio, (2) developing a resume, (3) providing sample psychological reports, (4) interviewing, (5) securing references, and (6) making application for certification. Information is provided on each area, with a sample cover letter and resume included for the emerging school psychologist.

A United States national survey of 500 practicing school psychologists was conducted to assess current practice trends in clinical supervision. A resultant sample of 323 responses were received, provid ing a usable response rate of 65 percent. The data indicated that while 10 percent of practicing school psychologists were participating in individual and/or group clinical supervision nationwide, respondents were receiving less supervision than recommended by APA or NASP professional standards. Of note, clinically supervised (91 percent) and non-clinically supervised (70 percent) school psychologists overwhelm ingly indicated that school psychologists should participate in clinical supervision.