Gap Education
Teaching and Supervision: Using Learning Science to Develop Calibrated Confidence
Speech-language pathology training is characterized by a delicate balance of breadth and complexity. Clinicians are expected to diagnose, treat, counsel, interpret data, and navigate interdisciplinary systems across diverse patient populations. Despite this responsibility, formal training in supervision is often limited, and new clinicians frequently experience uncertainty, impostor thoughts, and inconsistent developmental support.
This interactive course explores supervision through the lens of clinical reasoning development. Participants will examine the psychological climate of learning, including impostor syndrome and expert blind spot, and consider how these factors influence a culture of learning and student growth. The course explores principles from learning science as a framework for understanding how clinicians develop reasoning under uncertainty, how elicitation of reasoning functions as ongoing formative assessment, and how developmental supervision models can be used to calibrate levels of support.
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Through case examples, small-group activities, and guided reflection, attendees will explore strategies for scaffolding student learning before, during, and after clinical encounters, with emphasis on psychological safety, productive struggle, calibrated feedback, and long-term professional growth.
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What Past Attendees Are Saying​*
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21 of 21 respondants strongly agreed the instructor demonstrated thorough knowledge of the subject matter, that they gained a good understanding of the concepts taught, and that the knowledge gained will support their evidence-based practice.
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Excellent & engaging course! Your passion & dedication to help supervisors is evident!
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Amazing course with so many lessons! So glad to learn from you!
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I wish I had this course several years ago, BEFORE I had my first student.
This course is designed for SLPs across all practice settings. While case examples draw more heavily on medical populations, the supervision principles covered apply broadly to clinical education in any setting.
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Per ASHA's 2020 certification standards, before serving as a clinical supervisor or Clinical Fellowship mentor, SLPs must earn at least two hours of professional development (a one-time requirement) in the area of supervision and/or clinical instruction. This live, 2-hour course is intended to satisfy that requirement: Click for more info. (Source: ASHA, "Supervision Requirements for Clinical Educators and Clinical Fellowship Mentors," https://asha.org/certification/supervision-requirements).
Day / Time: Sunday, August 16, 6 PM - 8 PM Eastern (EST) / 3 PM - 5 PM Pacific
Format: Live, Synchronous, Online​
Target Audience: Intermediate level
CE Credit: This course is eligible for 0.2 ASHA CEUs. No partial CE credit is provided. Eligibility to Earn ASHA CEUs.
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To earn a certificate, and ASHA CEUs if desired, eligible learners must:
1. Attend the entire webinar
2. Obtain 80 percent on a short post assessment
3. Complete required items in a learner survey related to ASHA CEU reporting
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Learning Objectives:
1. Describe how impostor syndrome and expert blind spot influence supervisory climate and clinician development.
2. Explain key principles from learning science that inform clinical supervision.
3. Analyze student reasoning using ongoing formative assessment techniques.
4. Implement support approaches before, during, and after clinical encounters.
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Course tuition: $35; Space is limited to 25 students.
Instructor
Timothy Stockdale, SLPD, CCC-SLP
Timothy (Tim) Stockdale is a speech-language pathologist whose work spans graduate-level teaching, clinical practice, and professional education. His work is grounded in medically focused speech-language pathology, with particular emphasis on dysphagia care, and he regularly designs and teaches continuing education courses for speech-language pathologists. He is the host of the podcast Swallow the Gap, which explores gaps in dysphagia care and broader medically focused SLP practice.
Tim has served on American Speech-Language-Hearing Association's SIG 13 (Dysphagia) Professional Development Committee and is currently an Assistant Professor of Instruction at the University of South Florida. He earned his undergraduate degree from West Virginia University, his MS in Speech-Language Pathology from the University of South Florida, and his Doctor of Speech-Language Pathology from Northwestern University.
Financial Disclosures:
Salary: University of South Florida (full-time); Rocky Mountain University of Health Professions (adjunct); Gap Education (ownership)
Speaking Fee: For the initial development of this course
Adjunct Faculty: University of Hawaii
Royalties: Medbridge (instructor)
Non-Financial:
None
Schedule
All times Eastern Daylight Time (EDT) · subtract 3 hours for Pacific Daylight Time
6:00 – 6:30 PM EDT: Impostor Syndrome & Psychological Safety
6:30 – 6:50 PM EDT: Self-Reflection, Expert Blind Spot & Empathy
6:50 – 7:15 PM EDT: How We Learn
7:15 – 7:35 PM EDT: Matching Our Support with Student Development
7:35 – 7:55 PM EDT: The Feedback Cycle
7:55 – 8:00 PM EDT: Closing