(a) Supervision.

1. (1)

   1. (A) Proper supervision requires effective planning and communication among all individuals concerned.
   2. (B) Supervision should be the joint responsibility of the supervising speech- language pathologist, school principal, and/or designated administrator and the supervisor for special education for the district.
   3. (C) It is important that supervision be well organized and consistent.
   4. (D) If the speech-language assistant/aide works at a school when the supervising speech-language pathologist is not present, the individual school principal or a certified designee shall be responsible for the supervision of the assistant.

2. (2)

   1. (A) If, at any time, a question or problem should arise relating to the supervision of the speech-language assistant, all concerned with the supervision of the assistant should be available for consultation.
   2. (B) If resolution of the problem or question cannot be informally attained, then any personnel involved in the matter should follow the established chain of command until a final resolution is reached.
   3. (C) It is suggested that formal communication between the assistant/aide and speech-language pathologist and any other involved in supervision of the assistant/aide be documented in writing.

3. (3)

   1. (A) The chain of command should be clearly delineated to supervisors and assistants.
   2. (B) In the event that complaints, comments, suggestions, or any other relevant input are necessary, all team members will know with whom to discuss these issues.

(b) Evaluation.

1. (1)

   1. (A) Evaluation of the on-the-job performance of the assistant/aide is an essential component of the program.
   2. (B) While the supervising speech-language pathologist is a primary source of supervisory information as to the assistant’s/aide’s performance, the evaluation is the primary responsibility of each school principal or person so designated by the local school board to be in charge of education personnel evaluation.

2. (2)

   1. (A) The supervisory checklists completed by the supervising speech-language pathologist during observation activities will form the basis for job performance evaluation of assistants/aides.
   2. (B) While the supervisory checklists will be reviewed, a formal evaluation should be scheduled and conducted according to the policy and procedures of the local school district.

3. (3)

   1. (A) The evaluation can be an excellent source of data related to appropriate topics for inservice training.
   2. (B) Skills that may need to be expanded or updated can be identified.
   3. (C) Duties or responsibilities that may not be well understood can be targeted for review.
   4. (D) In addition, this is an opportunity for supervisors and assistants to review the job description and discuss any changes that may assist in clarifying expectations, as well as limitations, of the position.