Who Can Mentor?

Not every SLP can and should mentor a CF.  According to ASHA, “if the clinical fellow expects to use the hours/experiences to apply for ASHA certification, the mentoring SLP must be an individual

• who holds a current CCC-SLP;
• whose ASHA certification is maintained throughout the entire CF experience;
• who is not related in any manner to the clinical fellow.”

Also, you will have many roles and responsibilities while mentoring.  You will provide important guidance, mentoring, and feedback to the CF. Also, as you may remember from being a CF, it is a huge learning and development year for a new SLP.  As the mentor, you will assist a CF in developing their independent clinical skills. You are also responsible for ongoing formal evaluations, using the Clinical Fellowship Skills Inventory.

Also, there are required mentoring obligations including 6 hours of direct supervision per segment (1/3 of the length of the CFY) and 6 indirect monitoring activities per segment.  Indirect monitoring involves activities like reviewing reports/plans/paperwork, monitoring the CF during IEP or other meetings, and/or  consulting with their colleagues or clients/families. After the CFY is complete, you will need to complete and submit the Clinical Fellowship Report and Rating Form to ASHA within 4 weeks of the CFY completion date.

Mentor Galore

On top of the technical requirements, there is the self-reflection and learning required to effectively mentor/coach other professionals.  Think about administrators, evaluators, and mentors that you have had in your career.  What made them good supervisors, coaches, and mentors to you?  What could they have done differently?  Thinking about supervisors in your career will help you to decide if you have what it takes to effectively mentor/supervise a CF.

While these are not “mandated” qualifications, most successful CF Mentors will

• have several years of experience in the setting they are a mentor in.  My first CF mentoring will happen during my 9th year.  You do not have to wait that long, but you should feel strong and confident in your population and location to take on mentoring.
• be truly available – Yes, you will need to do 12 hours of supervision per segment (approximately 1 hour per week over 36 weeks – totaling 36+ hours).  This means that you need to have the time to “spare”.  If you cannot spare an hour a week plus travel time to your CF, you should not mentor.  Also, if you are asked to mentor more than one CF – make sure you do the math for that time commitment and make sure it works in your schedule.
•  LEARN!  You are not going to be a perfect Mentor.  Reach out to other SLPs who have been a mentor – take PD – read some books.  As soon as you know you’ll have a CF, get crackin’!

Other Tips for Mentoring:

• Approach each mentorship individually – Every mentor/mentee relationship is unique. It is important to take the time to assess your own style and preparation.
• Determine expectations with your mentee before you begin.  Sit down together and go over expectations about what your mentee needs, what you will provide, and any mentorship styles you have to be on the same page.
• Get to know your mentee.  When you understand your mentee as a person, you will likely find it easier to provide feedback and assistance in a style that works for both of you.  Also, if your mentee knows you as a person, they will likely be more receptive to feedback from you.
• Open communication is important.  Find out what forms of communication work the best for both of you (phone, e-mail, text, etc.).  Also, how frequently does your mentee want communication from you and how often can you commit to communicating with them?
• Find balance.  There is a tricky balance between too distant and hovering.  Your CF mentee needs room and confidence to figure out their personal therapy style but may also need reassurances from you as well as some cheerleading.  We all need to be told that we aren’t messing it up too badly in our first year.  You may also need to be comfortable letting your mentee know if/when they need to improve or change something.  It’s a balance – communication will help!
• Listen! People who listen actively don’t simply sit back and hear words – They take notes, ask questions, repeat what they’ve heard to ensure understanding, provide non-verbal gestures, etc.  This will help your CF to feel heard and will help you to more fully understand and respond to their needs.
• Lead by example!  Be open to observations from your mentee but also make sure you are on top of your responsibilities with your caseload and at your facility.  You want to make sure that you are on top of it… set a good example for your CF to aspire to.  You don’t have to be perfect, but you do need to be doing your job effectively.

Resources for Mentors

SLP Clinical Fellowship Binder

The SLP Starter Kit

ASHA’s SLPCF Page

SLPCF Report and Rating Form

Clinical Fellowship Skills Inventory (CFSI)

Completing the Clinical Fellowship Experience

SLPCF Report and Ratings Form: How to Avoid Common Errors

Code of Ethics

Issues in Ethics: Responsibilities of Individuals Who Mentor CFs in Speech-Language Pathology

NSSLHA Blog – Clinical Fellowship Questions? We’ve Got Answers.

Everything You Need to Know About the SLP Post-Graduate Clinical Fellowship Requirement

Do you have some mentor words of wisdom?  Share below so we can all learn from your experience too!

10. Preschool Quick Probes – Lauren LaCour

These are great for Pre-K or even young Elementary students. Quick probes to see where they are with regards to understanding of functions, categories, basic concepts, associations, and prepositions.

9. Fishy Following Directions – Maureen Wilson

I have never had a caseload without students who needed work on following directions.  This is a great freebie with 1/2/3-step directions included.  Great for early elementary or Pre-K.

8. Informal Speech and Language Assessment Guide – Kim Jarvis

This is a very nice informal screener/assessment packet that can help you see where a student may need further assessment.  You could also use this as a progress monitoring tool.  As with all assessment/screening tools, please make sure to use your OWN clinical judgement in decisions regarding qualification for services, goals, minutes, etc.  

7. Parent & Colleague Handouts for Developmental Norms of Elementary Students /Communication Checklists for Children – Danielle Reed

ASHA has great information regarding developmental norms on their website but I found the format to be less-than-pleasing to the eye.  So I put them in an easy-to-print format for you.  These are great for IEP meetings, those teachers who believe Johnny is delayed, etc.  Again, these are just a reference – use your own clinical judgement!

If you work 0-5 this would be a better reference.

6. Book Lists by Speech Sound Printable Half Sheets – Shannon Lisowe

If you work with articulation, books are a GREAT resource.  Speechy Musings lists recommended books by each speech sound!  Awesome resource for you or teachers/parents!

5. 180 Questions and Prompts to Build Expressive & Receptive Language – Sasha Long

A product like this can be used in so many ways.  Language, articulation carry-over, social skills practice, etc.  There are wh-, categorization, and labeling included.

4. My First Week in Speech – Nicole Allison

A great way to start the year with elementary and even some secondary students.  You can also refer back to this booklet with students throughout the year to see what they perceive their progress to be and can be sent home to parents as well as communication.

3. Speech Violation Cards – Felice Clark

Motivation and behavior management are tough as a new SLP.  This is one of the most creative ways I’ve seen for curtailing those behaviors in a way that is appropriate and leads to more practice!

2. Editable Organization Kit – Shannon Lisowe

Another great organization kit for SLPs.  Editable and includes binder covers/spines, to-do lists, poster, etc.

1. SLP Starter Kit – Danielle Reed

Getting organized and ready for the year can be pretty difficult during your first year(s).  In this freebie you have important documents ready to print like student referral forms, caseload scheduler, session planners, therapy notes, data forms, progress charts, communication logs, and IEP documents.

Freebies are a great way to see if a seller has quality materials and if those materials fit your “style” of therapy.  When you’re ready to make the purchase plunge, make sure to read ratings, download any previews, and refer to catalogs like “The Best of SLPs on TpT – Summer Catalog 2015” or “Road Maps: Free Lesson Plans by Month” for ideas on purchases or stores.

I hope these Top 10, as well as other quality TpT materials, help to make your first year as an SLP a great one!