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Promising Practices for Online Site Supervision Training for School Counselors

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Title: Promising Practices for Online Site Supervision Training for School Counselors
Language: English
Authors: Nancy Chae (ORCID 0000-0002-1649-7985), Adrienne Backer
Source: Counselor Education and Supervision. 2024 63(2):99-116.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: School Counselors, Counselor Training, Supervision, Communities of Practice, Reflection, Synchronous Communication
DOI: 10.1002/ceas.12295
ISSN: 0011-0035
1556-6978
Abstract: This qualitative case study examined a piloted online synchronous school counseling site supervision training program. The findings of the study included two key themes, Community of Learning and Opportunities for Reflection and Application, which revealed aspects of participant engagement and content delivery that enhanced school counseling site supervisors' learning experiences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1427001
Database: ERIC
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  Value: <anid>AN0177650270;cev01jun.24;2024Jun06.05:27;v2.2.500</anid> <title id="AN0177650270-1">Promising practices for online site supervision training for school counselors </title> <p>This qualitative case study examined a piloted online synchronous school counseling site supervision training program. The findings of the study included two key themes, Community of Learning and Opportunities for Reflection and Application, which revealed aspects of participant engagement and content delivery that enhanced school counseling site supervisors' learning experiences.</p> <p>Keywords: case study; online synchronous; school counseling; site supervision; training</p> <p>Counselor supervision serves three main purposes: to facilitate a supervisee's personal and professional development, promote competencies for effective and ethical counseling practice, and uphold accountability of counseling services and programs (Bradley et al., [<reflink idref="bib6" id="ref1">6</reflink>]). School counselors are trained to work in pre‐K‐12 educational settings and support students presenting with an array of mental health, academic, and post‐secondary needs (ASCA, [<reflink idref="bib1" id="ref2">1</reflink>]). In addition to their daily roles and responsibilities, school counselors serve as essential mentors and site supervisors for school counselors‐in‐training (i.e., supervising master's level school counseling students in their practicum and internship fieldwork experiences; Studer, [<reflink idref="bib41" id="ref3">41</reflink>]). School counseling site supervisors flex and respond to the varying needs of supervisees and demonstrate competence by tailoring the supervision experience to the developmental level, unique needs, and goals of the supervisee within the context of school settings (Merlin & Brendel, [<reflink idref="bib30" id="ref4">30</reflink>]). As site supervisors, school counseling practitioners play an essential role in supporting school counselor trainees' ongoing development to serve as effective school counselors who are social justice advocates, close opportunity gaps, and deliver important academic, social and emotional, and college and career services to impact all students (Holcomb‐McCoy, [<reflink idref="bib23" id="ref5">23</reflink>]; Ockerman et al., [<reflink idref="bib36" id="ref6">36</reflink>]).</p> <p>School counselors are commonly tasked with providing supervision for school counselors‐in‐training, but they rarely receive adequate preparation and report feeling unprepared to deliver effective supervision (Brott et al., [<reflink idref="bib7" id="ref7">7</reflink>]; Dekruyf & Pehrsson, [<reflink idref="bib15" id="ref8">15</reflink>]; Merlin & Brendel, [<reflink idref="bib30" id="ref9">30</reflink>]; Studer, [<reflink idref="bib41" id="ref10">41</reflink>]; Uellendahl & Tenenbaum, [<reflink idref="bib46" id="ref11">46</reflink>]; Wambu & Myers, [<reflink idref="bib47" id="ref12">47</reflink>]). There are few studies that focus on the efficacy and outcomes of counseling supervision training programs, though researchers have shown that school counseling site supervisors benefit from training (Bjornestad et al., [<reflink idref="bib4" id="ref13">4</reflink>]; Brott et al., [<reflink idref="bib7" id="ref14">7</reflink>]; Brown et al., [<reflink idref="bib9" id="ref15">9</reflink>]). In addition, even fewer studies examined the efficacy of online counseling supervision training programs developed for school counseling site supervisors (Swank & Tyson, [<reflink idref="bib42" id="ref16">42</reflink>]). Thus, this article proposes a promising and feasible format for an online site supervision training program to ensure that school counseling supervisors are equipped to competently support the developmental needs of supervisees during fieldwork. This article synthesizes existing literature about supervision training for school counselors and presents the findings of a qualitative case study that examined the learning experiences of school counselors who participated in a pilot supervision training program. The researchers explored the program's efficacy and outcomes through a qualitative case study approach to understand the unique aspects of the pilot program that most saliently contributed to school counselors' development as site supervisors. Ultimately, the findings of this study inform the design and development of a successful model for an online site supervision training program for school counselors.</p> <hd id="AN0177650270-2">SUPERVISION TRAINING FOR SCHOOL COUNSELORS</hd> <p>According to the Council for Accreditation of Counseling and Related Education Programs (CACREP), a major accrediting body for counselor education programs, qualified site supervisors fulfill the following criteria: (<reflink idref="bib1" id="ref17">1</reflink>) hold a minimum of a Master's degree in a counseling or related profession; (<reflink idref="bib2" id="ref18">2</reflink>) have relevant certifications and/or licenses; (<reflink idref="bib3" id="ref19">3</reflink>) have a minimum of 2 years of professional experience relevant to the specialty area (i.e., school counseling); (<reflink idref="bib4" id="ref20">4</reflink>) have appropriate training to facilitate in‐person or distance counseling supervision; (<reflink idref="bib5" id="ref21">5</reflink>) have training in the technology required for supervision practice; and (<reflink idref="bib6" id="ref22">6</reflink>) have knowledge of the program's expectations, requirements, and evaluation procedures for students (CACREP, [<reflink idref="bib12" id="ref23">12</reflink>]). Even though they play a crucial role in the professional growth and development of school counseling trainees, most school counselors who serve as site supervisors receive little to no training in the provision of supervision and often rely solely on their educational background and training as school counselors (Brott et al., [<reflink idref="bib7" id="ref24">7</reflink>]; Wambu & Myers, [<reflink idref="bib47" id="ref25">47</reflink>]). This gap in supervision training for school counselors exists for several reasons. For instance, supervision training has been considered more appropriate at the doctoral than master's level, as reflected in the CACREP ([<reflink idref="bib12" id="ref26">12</reflink>]) standards. Although it seems ideal that school counseling site supervisors would take a course in supervision during their graduate counseling training, there is often a lack of focus on supervision in counseling departments without doctoral programs (Nelson & Johnson, [<reflink idref="bib35" id="ref27">35</reflink>]). Furthermore, there are few opportunities for school counseling practitioners to receive formal training in supervision outside of academic institutions (Brott et al., [<reflink idref="bib7" id="ref28">7</reflink>]; Herlihy et al., [<reflink idref="bib22" id="ref29">22</reflink>]), though researchers have suggested useful models and strategies for supervising school counselors‐in‐training (Cigrand et al., [<reflink idref="bib11" id="ref30">11</reflink>]; Gallo, [<reflink idref="bib19" id="ref31">19</reflink>]; Krell & Donohue, [<reflink idref="bib25" id="ref32">25</reflink>]; Ockerman et al., [<reflink idref="bib36" id="ref33">36</reflink>]). School administrators also may not understand the value or ethical imperative to receiving supervision or training to oversee school counseling students' field experiences (Crutchfield & Borders, [<reflink idref="bib14" id="ref34">14</reflink>]; Perera‐Diltz & Mason, [<reflink idref="bib37" id="ref35">37</reflink>]).</p> <p>Moreover, a study conducted with Utah school counselors found that they experienced barriers in accessing professional development (Howell et al., [<reflink idref="bib24" id="ref36">24</reflink>]), which echoed prior research focused on school counselors' experiences in accessing supervision training (Sutton & Page, [<reflink idref="bib43" id="ref37">43</reflink>]). Howell et al. ([<reflink idref="bib24" id="ref38">24</reflink>]) described participants' three most significant challenges in completing professional development requirements: balancing these experiences with personal responsibilities, financing them, and arranging leave time to access them. Participants also noted finding training opportunities and the availability of online programs as barriers to accessing professional development (Howell et al., [<reflink idref="bib24" id="ref39">24</reflink>]). Thus, school counselors are rarely trained in supervision due to various external barriers, though they often serve as supervisors for school counseling practicum and internship students.</p> <hd id="AN0177650270-3">SCHOOL COUNSELING SUPERVISION TRAINING FORMATS AND MODELS</hd> <p>Given the CACREP ([<reflink idref="bib12" id="ref40">12</reflink>]) requirement that counselor education programs provide site supervisors with opportunities for orientation, consultation, and professional development, many universities have developed their own training programs. However, studies have shown that university‐sponsored site supervision training is often the least‐accessed mode, and even when that training is accessed, it may lack quality and depth (DeKruyf & Pehrsson, [<reflink idref="bib15" id="ref41">15</reflink>]; McKibben et al., [<reflink idref="bib28" id="ref42">28</reflink>]). Even so, Herlihy et al. ([<reflink idref="bib22" id="ref43">22</reflink>]) recommended a collaborative approach to maximize the efficacy of site supervision training. Specifically, university programs can integrate the expertise of counselor educators who have received supervision training with the experiences of school counselors who understand the practical realities, roles, and responsibilities of daily practice. Along these lines, the literature related to proposed models for site supervision training is largely focused on programs developed by universities to train their cooperating site supervisors.</p> <p>Counselor education researchers have focused on and offered models for site supervision training, using both in‐person and web‐based approaches (e.g., Bjornestad et al., [<reflink idref="bib4" id="ref44">4</reflink>]; Brott et al., [<reflink idref="bib7" id="ref45">7</reflink>]; Brown et al., [<reflink idref="bib9" id="ref46">9</reflink>]; DeKruyf & Pehrsson, [<reflink idref="bib15" id="ref47">15</reflink>]; McCoy & Neale‐McFall, [<reflink idref="bib27" id="ref48">27</reflink>]; McMahon & Simons, [<reflink idref="bib29" id="ref49">29</reflink>]; Merlin‐Knoblich et al., [<reflink idref="bib31" id="ref50">31</reflink>]; Swank & Tyson, [<reflink idref="bib42" id="ref51">42</reflink>]). For example, Merlin‐Knoblich et al. ([<reflink idref="bib31" id="ref52">31</reflink>]) described a face‐to‐face university sponsored school counseling site supervision training and qualitative data about the reported experiences of the participants. Their program (Merlin & Brendel, [<reflink idref="bib30" id="ref53">30</reflink>]) included three 4.5‐h training sessions based largely on the Association for Counselor Education and Supervision (ACES, [<reflink idref="bib3" id="ref54">3</reflink>]) guide to best practices in clinical supervision. Findings indicated that participants experienced expanded knowledge of supervision models and increased intentionality when providing supervision to school counseling trainees (Merlin‐Knoblich et al., [<reflink idref="bib31" id="ref55">31</reflink>]).</p> <p>Although there are only a few online approaches to site supervision training described in the literature, the utility and convenience of these approaches offer a contrast to the barriers that site supervisors have in accessing formalized in‐person supervision training. For example, Swank and Tyson ([<reflink idref="bib42" id="ref56">42</reflink>]) outlined a web‐based training program consisting of six modules designed to prepare school counseling practitioners to supervise school counseling students and provide accessible training, especially for site supervisors unable to access face‐to‐face training due to time or scheduling constraints. Swank and Tyson ([<reflink idref="bib42" id="ref57">42</reflink>]) created the online modules based on areas identified from the counseling supervision literature, including program orientation; supervisor and supervisee roles and expectations; the supervisory relationship; supervision models and process; supervision interventions and strategies; and ethical and legal issues in supervision. This self‐paced online program allowed for participants to adapt the program to their individual needs (with an estimated completion time of 3 h); however, there was a lack of interaction between participants, which was noted as a limitation related to andragogical best practices (Swank & Tyson, [<reflink idref="bib42" id="ref58">42</reflink>]). Although Swank and Tyson ([<reflink idref="bib42" id="ref59">42</reflink>]) offered a valuable and accessible training format for school counseling site supervisors, their conceptual article did not include an empirical focus or a discussion of program efficacy and outcomes. Further, considering that Swank and Tyson's ([<reflink idref="bib42" id="ref60">42</reflink>]) program was developed and facilitated more than 10 years ago and much has evolved related to the frequent use of technology in school counseling practice and supervision, this study provides a timely addition to online training options for school counselors. Moreover, to date, there have not been any published empirical studies with a focus on school counselors' learning outcomes after participating in an online supervision training program.</p> <p>Bjornestad et al. ([<reflink idref="bib4" id="ref61">4</reflink>]) noted that while different forms of supervision training have been proposed (i.e., face‐to‐face, web‐based), there is no standard method for preparing counseling site supervisors, nor a consensus for what constitutes effective training (Milne et al., [<reflink idref="bib32" id="ref62">32</reflink>]). That said, there is empirical evidence to support best practices in online education programs. For example, in a meta‐analysis of online learning studies, Means et al. ([<reflink idref="bib33" id="ref63">33</reflink>]) found students' experiences of connection and interactions with peers in online environments that prompted learner activity, reflection, or self‐monitoring of understanding were effective in enhancing learning outcomes for individuals. Further, Tang ([<reflink idref="bib44" id="ref64">44</reflink>]) implemented a synchronous online clinical supervision experience for practicing school counselors and found that their participation in this virtual format increased feelings of self‐efficacy as practitioners to build comprehensive school counseling programs. Although this program was not a site supervision training, the online synchronous format was a promising approach to providing professional development opportunities for school counselors (Tang, [<reflink idref="bib44" id="ref65">44</reflink>]).</p> <p>Therefore, given the drawbacks and gaps of the studies highlighted, this study adds a novel perspective by providing promising evidence for an online supervision training format for practicing school counselors who serve as site supervisors for school counselors‐in‐training. Moreover, as evidenced by the preceding sections, the existing literature related to supervision training for school counseling site supervisors is sparse and outdated; thus, this study is a timely contribution to the body of research on this topic. The specialized work settings and job responsibilities of school counselors underscore the need for accessing high quality training, and such supervision training can impact the personal and professional growth of school counselors and the developmental needs of trainees. In turn, these trainees (who will become future professional school counselors) will be better equipped to serve the diverse needs of students and families in elementary and secondary school settings.</p> <hd id="AN0177650270-4">PURPOSE OF THE STUDY</hd> <p>The purpose of this qualitative case study was to highlight the learning experiences of school counselors who participated in a piloted synchronous online site supervision training program. This program originated as a university partnership with local school districts that provided a practical and accessible avenue for school counselors to access site supervision training and develop their competency and self‐efficacy to provide supervision for school counseling trainees. The research questions for the qualitative case study were: (<reflink idref="bib1" id="ref66">1</reflink>) How, if at all, did aspects of the program delivered via a synchronous online format contribute to participants' learning to become school counseling site supervisors? and (<reflink idref="bib2" id="ref67">2</reflink>) In what ways, if any, did the formative and summative assessments contribute to the participants' learning?</p> <hd id="AN0177650270-5">METHODS</hd> <p>In this study, we utilized a social constructivist framework to inform our understanding of the participants' experiences in the piloted synchronous online site supervision training program. Social constructivism focuses on the multiple subjective perspectives of participants and their varied understandings of the phenomenon of study (Creswell & Poth, [<reflink idref="bib13" id="ref68">13</reflink>]). A social constructivist lens aligns with the qualitative approach, specifically the case study method (Yin, [<reflink idref="bib50" id="ref69">50</reflink>]). A case study conveys an in‐depth understanding of a case within a real‐life bounded context or setting through detailed data collection, which involves multiple sources of information, case description, and themes (Yin, [<reflink idref="bib50" id="ref70">50</reflink>]). The study used an intrinsic case study design (Creswell & Poth, [<reflink idref="bib13" id="ref71">13</reflink>]) to focus on the case of interest: a school counseling site supervision training program delivered via an online synchronous format. The researchers completed the following steps in conducting the case study (Creswell & Poth, [<reflink idref="bib13" id="ref72">13</reflink>]; Prosek & Gibson, [<reflink idref="bib38" id="ref73">38</reflink>]; Stake, [<reflink idref="bib40" id="ref74">40</reflink>]): (<reflink idref="bib1" id="ref75">1</reflink>) define the case; (<reflink idref="bib2" id="ref76">2</reflink>) establish boundaries and context of the case; (<reflink idref="bib3" id="ref77">3</reflink>) identify the case study type; (<reflink idref="bib4" id="ref78">4</reflink>) articulate the research questions; (<reflink idref="bib5" id="ref79">5</reflink>) determine data collection methods; (<reflink idref="bib6" id="ref80">6</reflink>) conduct data analysis; and (<reflink idref="bib7" id="ref81">7</reflink>) report findings.</p> <hd id="AN0177650270-6">Program description</hd> <p>The piloted site supervision training program was the foundation for a developing partnership between a university located in the southeastern region of the United States and surrounding local school districts. The purpose of the program was to prepare experienced professional school counselors for their roles as site supervisors for pre‐service school counselors. Aspects of the program addressed the foundational knowledge, essential skills, and professional dispositions necessary for serving as school counseling site supervisors. The overall course structure and topics were informed by the empirical and conceptual literature about supervision training approaches and based largely upon a previously developed training program at the same university (School Counseling Clinical Faculty Training Program; Merlin & Brendel, [<reflink idref="bib30" id="ref82">30</reflink>]). There were five key objectives of the course: (<reflink idref="bib1" id="ref83">1</reflink>) to familiarize participants with the requirements of the University's school counseling program; (<reflink idref="bib2" id="ref84">2</reflink>) to develop collaborative relationships between the University and local school counselors with the aim of enhancing professional practice and supporting fieldwork experiences for emerging school counselors; (<reflink idref="bib3" id="ref85">3</reflink>) to teach site supervisors about the conceptual frameworks and models of counseling supervision; (<reflink idref="bib4" id="ref86">4</reflink>) to review and practice effective ethical and culturally responsive supervision strategies and techniques; and (<reflink idref="bib5" id="ref87">5</reflink>) to apply developmental principles in the supervision process.</p> <p>To provide context, the program was originally planned to take place in person in Spring 2020, but due to the COVID‐19 pandemic, the delivery of the course shifted to a synchronous online format to support the participants' desire to continue with the program. The participants (N = 7) were all practicing school counselors who were employed by local suburban and rural school districts within driving distance of the university and were invited to participate in the training program through recommendations by district supervisors. Participants completed an application and provided one letter of recommendation from a supervisor to confirm their interest in participating in the program. Through the support of a grant received by the university to support educational training programs for teachers and school counselors, the participants incurred no cost to participate in the program. As added benefits, the course was graded as pass/fail and carried one graduate‐level university credit, and the participants received an additional financial stipend for serving as a site supervisor after completing the training program. The training program took place once every 3 weeks for a total of three formal meetings, totaling 12.5 h. The participants were provided with a course syllabus and access to a shared Google Drive folder, which included assigned course readings, assignment materials, and additional resources. Table 1 shows the content areas of the 3‐day program.</p> <p>1 TABLE Site supervision training program content areas.</p> <p> <ephtml> <table><thead><tr><th>Session number</th><th>Content areas addressed</th></tr></thead><tbody><tr><td>Session 1</td><td><list list-type="Bullet"><list-item><p>Overview of the university's school counseling program and internship requirements</p></list-item><list-item><p>Introduction to school counseling supervision</p></list-item><list-item><p>Developmental frameworks of supervision</p></list-item><list-item><p>Multicultural supervisory behaviors and the role of power in supervision</p></list-item></list></td></tr><tr><td>Session 2</td><td><list list-type="Bullet"><list-item><p>Supervisory relationships</p></list-item><list-item><p>Multicultural considerations for supervision</p></list-item><list-item><p>School counseling supervision models</p></list-item><list-item><p>Supervision strategies</p></list-item><list-item><p>Evaluation</p></list-item></list></td></tr><tr><td>Session 3</td><td><list list-type="Bullet"><list-item><p>Ethical and legal considerations</p></list-item><list-item><p>Broaching in supervision</p></list-item><list-item><p>Personalized model of supervision presentations</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>The program included various andragogical strategies (e.g., lectures, assigned readings, partnered work) as well as formative assessments, such as reflective prompts, self‐assessments, and discussion‐based activities during and outside of the class meetings. For example, one reflective prompt in Session 1 asked participants to recall and share their "first, worst, or best" personal experience as a former supervisee during their graduate training. Participants reflected that this exercise not only reminded them of their future supervisees' developmental needs and experiences, but also generated empathy for their future supervisees' potential feelings of anxiety. Moreover, as an example of a formative assessment in Session 1, the participants were assigned to complete <emph>The Supervisor Competency Self‐Assessment</emph> (Falender et al., [<reflink idref="bib18" id="ref88">18</reflink>]) to gauge their present knowledge, skills, and attitudes related to various aspects of supervision competence. Later in Session 2, an example of a discussion‐based activity involved participants working in dyads to review and present on published school counseling supervision models. This scaffolded learning activity promoted group cohesion and shared responsibility for critically evaluating models applicable to school counseling supervision practice. The culminating summative assignment in Session 3 involved participants developing a personalized model for school counseling supervision based on the content areas addressed over the course, which included a presentation of their models to the class. Sessions were recorded and made available, and participants were also welcome to contact the facilitators and fellow learners for continued connections outside of the course.</p> <hd id="AN0177650270-7">Participants</hd> <p>The researchers used a purposeful criterion‐based sampling method to recruit the participants for the synchronous online supervision training program. After receiving IRB approval, the researchers recruited seven school counselors to participate in the training program and the subsequent research study, and then shared an informed consent form and demographics questionnaire. Table 2 includes additional demographic information about the participants.</p> <p>2 TABLE Participant demographics.</p> <p> <ephtml> <table><thead><tr><th>Pseudonym</th><th>Age</th><th>Race</th><th>Gender</th><th>Grade level</th><th>Location</th></tr></thead><tbody><tr><td>Holly</td><td>66</td><td>Black</td><td>F</td><td>Elementary</td><td>Rural</td></tr><tr><td>Brandy</td><td>29</td><td>White</td><td>F</td><td>Elementary</td><td>Suburban</td></tr><tr><td>Harriet</td><td>37</td><td>Black</td><td>F</td><td>Middle</td><td>Suburban</td></tr><tr><td>Portia</td><td>34</td><td>Black</td><td>F</td><td>High</td><td>Rural</td></tr><tr><td>Rachel</td><td>29</td><td>Black</td><td>F</td><td>High</td><td>Rural</td></tr><tr><td>Stephanie</td><td>37</td><td>White</td><td>F</td><td>High</td><td>Suburban</td></tr><tr><td>Dustin</td><td>Undisclosed</td><td>White</td><td>M</td><td>Middle</td><td>Suburban</td></tr></tbody></table> </ephtml> </p> <hd id="AN0177650270-8">Data collection</hd> <p>Utilizing multiple sources of evidence is consistent with case study inquiry to understand the in‐depth nature and complexities of the identified case (Yin, [<reflink idref="bib50" id="ref89">50</reflink>]). As such, forms of data collection included: (a) semistructured individual interviews; (b) focus group interview; (c) artifact collection (i.e., completed course activities, assignments, and course evaluations); and (d) demographic questionnaire. For the individual and focus group interviews, both of which occurred several weeks after the completion of the training program, the researchers served as interviewers. Individual interviews ranged in length from 30 to 45 min, and the interview protocol included nine questions. Sample interview questions included, "What content topics or course activities stood out to you as contributing to your learning?" and "How did you feel about engaging in a synchronous online format for this program?" Three participants engaged in the focus group, which was approximately 60 min and included five questions (e.g., "Which assignments, activities, and discussions contributed to your learning?" and "If the program were to continue in a synchronous online format, how can it be improved for future participants?"). The focus group took place after all individual interviews were completed. Only three of the six participants were available to participate in the focus group. As a financial incentive for their participation in the individual and/or focus group interviews, participants were offered $10.00 Amazon e‐gift cards.</p> <p>The researchers also collected artifacts from participants with their consent, including completed assignments during in‐class reflection activities, such as a creative interpretation of supervisee development, a partnered presentation activity in which the participants collaborated on reading a selected article together, and the personalized model of supervision. Additionally, all participants completed course evaluations, which included nine questions about their perceptions of the program, learning outcomes, experiences with the course facilitators, and recommendations for improving the program.</p> <hd id="AN0177650270-9">Data analysis</hd> <p>Data analysis for case study methodology involved identifying issues, or case themes, and then looking for common themes that best represented the case. Data analysis and interpretation in case study research includes the following techniques (Creswell & Poth, [<reflink idref="bib13" id="ref90">13</reflink>]; Stake, [<reflink idref="bib40" id="ref91">40</reflink>]; Yin, [<reflink idref="bib50" id="ref92">50</reflink>]): (a) categorical aggregation to seek a collection of instances from the data so that issue‐relevant meanings will emerge; and (b) direct interpretation, or finding new meanings about the case.</p> <p>In this study, the researchers utilized a transcription service to transcribe all recorded interviews with assigned pseudonyms for participants. After reading the transcripts, the researchers individually coded transcripts and then shared deductively formulated codes based on an a priori understanding of the literature on the topic of school counseling supervision training (Efron & Ravid, [<reflink idref="bib17" id="ref93">17</reflink>]). Inductively developed codes emerged based on the direct interpretations from the participants' unique and collective meaning‐making of the training experience (Efron & Ravid, [<reflink idref="bib17" id="ref94">17</reflink>]). After discussing the codes, the authors aggregated codes with shared meanings that best represented the participants' experiences, which were then categorized into broader themes to answer the primary research questions.</p> <hd id="AN0177650270-10">Trustworthiness</hd> <p>Trustworthiness was achieved using validation strategies consistent with qualitative research (Creswell & Poth, [<reflink idref="bib13" id="ref95">13</reflink>]): (a) descriptions of researcher's positionality, (b) reflexive journals maintained by the researchers, (c) triangulation of data sources, (d) member checking, and (e) an audit trail (Creswell & Poth, [<reflink idref="bib13" id="ref96">13</reflink>]). Consistent with qualitative methodology, the researchers acknowledged how their positionalities, identities, and experiences related to the phenomenon of study might influence the research process and interpretations of the findings. This process was conducted independently through reflexive journaling as well as ongoing conversations between the researchers. The first author identifies as an Asian American woman, and the second author identifies as a White woman. Both authors had prior experiences as school counselors and site supervisors of school counselors‐in‐training. The second author previously participated in formal site supervision training during her school counseling career, though the first author did not. Both authors served as co‐facilitators of an in‐person site supervision training program, and thus, had familiarity in teaching the program. They also co‐facilitated the synchronous online site supervision training program noted in this study, which may have presented potential dual relationships and power dynamics when conducting the individual interviews and focus group during the data collection phase.</p> <p>Moreover, the researchers collected several sources of data (e.g., individual interviews, focus groups, artifacts) for triangulation to understand the phenomenon of study from multiple perspectives, contributing to rich, thick descriptions (Geertz, [<reflink idref="bib20" id="ref97">20</reflink>]) and meaning making of the research questions. The researchers conducted member checking by sharing copies of completed transcriptions with participants, who confirmed the accuracy of their ideas. Additionally, the researchers maintained an audit trail to promote credibility of the study, which included the documentation of various processes for record keeping and accountability.</p> <hd id="AN0177650270-11">FINDINGS</hd> <p>Based upon the data analysis, two key themes emerged that represented the various strategies and assessments that facilitated the participants' learning as well as their overall experiences during the piloted synchronous online site supervision training program. The first theme, Community of Learning, along with its subsequent subthemes, "Like a Family" and Accessibility and Accountability, reflected the first research question. The second theme, Opportunities for Reflection and Application, and its subthemes, Impactful Learning Activities and New Realizations, addressed the second research question.</p> <hd id="AN0177650270-12">Community of Learning</hd> <p>The first theme, Community of Learning, reflects the ways that learning was facilitated, highlighting the connections between and among participants and facilitators and the way the participants accessed and engaged with the course content. Throughout this theme, participants generally reported appreciation for the active interactions during the online synchronous learning format. Factors that contributed to the community of learning experience included the cohort size and model, the opportunity to learn from peers and facilitators to support their future work and creating a network beyond their own workplaces. These factors were encapsulated by the first subtheme and were conveyed by multiple participants as being, "Like a Family". In the second subtheme, Accessibility and Accountability, the participants reported various benefits of the online synchronous learning format of the program, including the convenience of online learning and a sense of commitment and motivation to engage with and complete the course.</p> <hd id="AN0177650270-13">"Like a Family"</hd> <p>The participants enjoyed the cohort model as they collectively moved through the learning experience together. Most participants appreciated the small cohort size, which promoted closer connections. Rachel noted, "There are a few people from the cohort that I am still in contact with, and if we had a lot more people, it would have been harder to get the same feel." They felt that the interactions with fellow participants and the program facilitators fostered a sense of camaraderie and connection within and outside of the class setting. Portia shared, "I felt like we were like a little small family." Similarly, a participant noted in their course evaluation, "It really felt like we were a big family from the day we met each other... It really made me look at supervision differently and hope to use the skills I learned to work with my supervisee."</p> <p>Moreover, the participants felt that the sense of community supported their daily professional work and continued learning as well as the opportunity to benefit from the diverse range of backgrounds and experiences represented among the cohort. Harriet said:</p> <p>There was a lot of camaraderie because we were all in a similar boat... I liked that at the beginning of our sessions, there was always time for checking in, like for self‐care and wellness and we were all embracing the unknown and the complications of the COVID pandemic together.</p> <p>The participants were initially brought together for a new learning experience, and they walked away with a new network and community to support their professional roles as school counselors. In their course evaluation, a participant described their overall program experience as, "relational, engaging, respectful, a good balance between teaching and allowing for the shared expertise of others (too heavy on either side becomes less valuable)."</p> <p>Another participant, Dustin, appreciated how the program brought together school counselors across various districts was helpful with broadening their network of support: "I'd say one of the most helpful parts is just because of using Zoom and the fact that you're drawing from some people that I probably wouldn't have come in contact with before... so that's a big benefit." The feeling of community in the classroom was emulated in the virtual format, allowing participant interaction during sessions to enhance their own and each other's understanding of content topics and connect between and beyond sessions for continued support. Furthermore, with a sense of community gradually developed over the course, the participants felt less nervous and more confident when it was time to share their summative assessment (i.e., personalized model of supervision): "As far as presenting, it ... took any, I guess, public speaking anxiety out of the question... It was very comfortable to be able to participate fully" (Stephanie). Ultimately, the participants indicated that the synchronous feature of the online learning experience enhanced the overall learning experience and feelings of connection and social support by emulating the face‐to‐face nature of an in‐person learning environment.</p> <hd id="AN0177650270-14">Accessibility and Accountability</hd> <p>The participants appreciated the overall accessibility of the program from participation to closure, such as the convenience of online learning from their homes to meet and balance their personal needs. Harriet shared:</p> <p>I almost didn't agree to be a participant of the cohort because I couldn't wrap my mind around how I was going to do the cohort and continue to work and be at home with my children... So, I ultimately decided to do it because I felt that having the training would make me a more effective supervisor.</p> <p>The course evaluations echoed this sentiment with one participant stating, "It provided the flexibility that I needed and being able to access this material from home meant that I could participate." The online format provided the flexibility for participants to balance their personal and professional priorities and goals. Another element of accessibility was attributed to the shared Google Drive with all course materials, which provided a sense of organization for the course and an ongoing resource to access beyond the course. Stephanie said:</p> <p>I liked that the Google Drive was really helpful, having everything in one place and knowing that it's there and accessible for me in the future as well. It's not like you gave me a couple sheets of paper that I have now lost because it's been six months.</p> <p>Holly also felt that the synchronous experience provided an opportunity for accessible connections with the course facilitators: "By seeing you [the facilitators], I think I could have called and talked to you. I would say that having the Zoom where you can see people, I think is very helpful. Both were there every second."</p> <p>Next, the synchronous online format was helpful because participants felt that there was a sense of accountability to the program, whereas an asynchronous format may have required more independent learning with minimal interactions and social support. For example, during the focus group, Brandy noted:</p> <p>I prefer it over asynchronous online because it would be less motivating and more self‐disciplined for me to do it by myself. And I prefer it over in person because we don't have to incorporate drive time... I think it makes it more accessible for school counselors... it's accommodating to their schedules. I always feel like school counselors giving any time to do anything else is hard to achieve.</p> <p>Similarly, in their individual interview, Harriet shared:</p> <p>This was my dedicated time to focus on supervision and I may not have spent that level of time engaged in the material had I not been with everyone else at the same time. Maybe I wouldn't have gotten enough from some of the readings if I had just been doing it at my own pace asynchronously.</p> <p>Altogether, the elements of accessibility and accountability facilitated via the synchronous online learning experience stood out to the participants as beneficial to their learning experience as more informed school counseling site supervisors.</p> <hd id="AN0177650270-15">Opportunities for Reflection and Application</hd> <p>The second theme, Opportunities for Reflection and Application, reflected the process and outcomes that participants noted as impactful to their experience in the site supervision training program. The participants reported that the online synchronous training program offered ample and consistent opportunities for individual and group reflection to support their learning and development as site supervisors. Specifically, these opportunities for reflection and application emerged through the first subtheme, Impactful Learning Activities, in which the participants identified various formative and summative assessments that were pivotal to their overall development as site supervisors. Moreover, such learning experiences promoted personal and professional outcomes, such as developing competence and confidence, related to their roles as site supervisors. This growth was conveyed by the second subtheme, New Realizations.</p> <hd id="AN0177650270-16">Impactful Learning Activities</hd> <p>The participants felt that the learning activities, including partnered presentations, self‐assessment exercises, individual reflection activities, the creation of a professional disclosure statement, and the culminating personal model of supervision, enhanced their engagement in the program and application of their learning to prepare for supervision practice beyond the course. The participants shared feedback about the learning activities in that they appreciated the creative freedom to develop their own supervision models, felt there was sufficient time to process the readings for each session, and the course activities were impactful since they had not received any recent professional development or learning related to counseling, which "helped me feel like I was more current in the field" (Holly).</p> <p>The participants noted several formative learning activities that contributed to their growth as school counseling site supervisors. In the course evaluation, six out of seven participants strongly agreed, while one agreed that the assigned articles were useful. Further, in‐class reflection activities prompted discussions about responding to issues of counselor development. For example, in responding to a reflection prompt about participants' best, worst, or first supervision experience, Harriet shared:</p> <p>And I remember during the first meeting we had, we reflected on our experiences in supervision, and I honestly had not thought back to being an intern or practicum student in a while. But that activity allowed me to put myself in their shoes... traveling back in time helped me to empathize with my intern that I had at the time and to consider the experience through her lens or her potential lens of looking at things.</p> <p>The participants also reported that the formative activities shed light on new information and goals for their continued learning about supervision practice. For example, Harriet reported that utilizing the <emph>Supervisor Competency Self‐Assessment</emph> (Falender et al., [<reflink idref="bib18" id="ref98">18</reflink>]) to assess their own perceptions of supervisor competency was particularly useful as a goal‐setting tool:</p> <p>I looked at the self‐assessment as like a benchmark to strive towards. And I feel like this tool helped me to recognize my areas of strengths because I had a few as well as those that I still needed to learn and grow into. And I do always appreciate self‐assessments in a way, because they're like a cheat sheet or like a blueprint for what to do to be successful. And it gives you something to aspire to.</p> <p>In addition to the formative learning activities, the participants reported that the most impactful learning activity was developing their own personalized model of school counseling supervision, which served as the summative assessment for the course. In the course evaluation, all participants strongly agreed that creating a personal supervision model was useful to their practice as developing site supervisors. For example, Rachel shared:</p> <p>I think that with a training like this, we take the job more seriously of what we are about to commit to. With having these [supervision] models too, it helps us take out the guesswork and mystery because I know for me, I was definitely, before I got a practicum student, I was really nervous and I was really scared.</p> <p>Holly also described the personalized model of supervision summative assessment as "refreshing" and pivotal to their confidence in approaching a new supervisee, and likewise, Stephanie felt that their model was "a really great base model to follow. And it's not a stretch to follow it because it already matches with who I am." Further, during the focus group, participants agreed with Holly that learning about supervision models provided a clear direction to better facilitate supervision with supervisees:</p> <p>Primarily, I think what really helped me was finding out, number one, that there are models, and learning about the models and how to implement them, because I had supervised students prior to this program and I didn't get any directions. I just had to go on my own experience... When I get a student, I'll have some direction as to how to supervise and the fact that there are theories that I will use to supervise students... That's why the program helped because I was able to refresh my memory and also actually realize that I was using theory.</p> <p>Therefore, it was important for the participants to not only learn about the foundational content related to successful supervision practice, but also take time to reflect on their own experiences as supervisees and apply the newly learned content to inform their approach to supervising future supervisees. Intentional planning of course activities to be interactive and reflective provided meaningful opportunities for the participants to strengthen their development as site supervisors.</p> <hd id="AN0177650270-17">New Realizations</hd> <p>The content presented as well as the process of engaging with new concepts during the training program enhanced participants' confidence and competence to support school counselors‐in‐training. They reported being able to apply their newfound knowledge from the various formative and summative activities to their supervision practice, including utilizing a developmental lens, broaching cultural issues during the supervision relationship, and engaging in accurate and effective evaluation. In the course evaluation, all participants reported that participating in the program increased their knowledge about supervising school counseling students and six out of seven strongly agreed that their participation in the program improved their skills to provide such supervision. In addition, all participants strongly believed that participating in the program would make them better supervisors. Likewise, a participant shared in their course evaluation:</p> <p>Now I can walk into my first experience with a practicum student or intern feeling like I actually have an understanding of key stages, approaches, logistical considerations, and interventions to utilize rather than winging it. I truly feel like this program addresses the critical gap in supervisor preparation!</p> <p>Program outcomes emerged as new realizations for participants regarding their intentional approach to conceptualizing and supporting the needs and experiences of school counseling supervisees. For instance, Brandy recognized how the language they use to conceptualize a supervisee's developmental needs has significantly changed:</p> <p>You have a little lens to look at them now... I can even see myself in the future doing that where I might think, Oh [the supervisee] might be doing this because they're uncomfortable and I'm not providing them enough structure, or they want structure, but I'm not giving it because we're mismatching.</p> <p>Further, for most participants, the concepts of power and broaching issues of race and culture in the supervision relationship were new to them. Although these topics are essential to understanding supervision dynamics, they felt that they would not have considered these concepts as supervisors had they not participated in the training program. Holly noted: "Broaching was a term that I learned in the class. I didn't know that term." Brandy also shared:</p> <p>The use of power was something that I haven't consciously thought about when I envision supervising, and I think it's really, really important... When I think about my students, what am I communicating? Because if I represent something, I'm telling them it's right.</p> <p>Another reported new realization for participants was the importance of providing authentic feedback during the evaluation process in supervision. The participants shared a common feeling of hesitation about how supervisees might perceive the supervisor during the evaluation process, and they realized the importance of evaluation in their role as gatekeepers to the school counseling profession. Holly noted:</p> <p>...we learned to rate [supervisees] fairly. I'd say we in the past probably just rated everybody one way. Then I realized that's not really the right way to do it. That you need to be more objective and look at specific areas. If there is room for improvement or areas of challenge, you can go ahead and say that. We realize that you can still be nice, but you do need to be objective because you don't want to send somebody out there and you haven't given them what they need.</p> <p>With these new lenses of counselor development, power and broaching, and evaluation as essential aspects of supervision and gatekeeping, the participants felt a greater sense of confidence and empowerment in appropriately confronting supervisees, as needed, with specific feedback to support their growth and competence as future professionals in the field.</p> <p>Experiencing a community of learning and engaging in opportunities for reflection and application of new supervision knowledge and skills contributed to a sense of connection and fulfillment as school counselors and supervisors. A participant noted in the course evaluation: "I think all of the skills and information that I learned will prepare me to become a better person as well as a better supervisor. I enjoyed being able to discuss and learn from others in the field." Moreover, another participant shared in their course evaluation:</p> <p>Participating in the School Counseling Clinical Faculty Program gave me a renewed sense that I can provide support to new counselors as well as increased my knowledge of supervision of counselors. I was feeling apprehensive because I have been a counselor for a long time but now, I am feeling a renewed sense of purpose.</p> <p>Overall, participants described experiences of satisfaction, engagement, and community by participating in the synchronous online school counseling site supervision training program.</p> <hd id="AN0177650270-18">DISCUSSION</hd> <p>The two themes that emerged from this study, Community of Learning and Opportunities for Reflection and Application, are consistent with aspects of previous research and literature related to supervision training for school counselors and online learning environments, as well as contribute valuable novel findings that will help to inform approaches to such training moving forward. The findings represented within the first theme aligned with previous studies about the efficacy of online education programs. For example, one of the significant factors in promoting positive learning outcomes in online contexts is participants' ability to engage with one another (Means et al., [<reflink idref="bib33" id="ref99">33</reflink>]). Along these lines, the participants noted that a sense of camaraderie and connection, as well as a shared feeling of community that expanded their professional network, facilitated their engagement in the program and increased their enthusiasm and self‐efficacy about participating and sharing their learning (Brown et al., [<reflink idref="bib9" id="ref100">9</reflink>]). The subtheme, "Like a Family," reflects Merlin‐Knoblich et al.'s ([<reflink idref="bib31" id="ref101">31</reflink>]) findings related to program enjoyment and feelings of support.</p> <p>The first theme also highlighted factors related to accessibility that have been cited as barriers for school counselors in engaging in supervision training in previous literature yet have been highlighted empirically in a limited capacity (Howell et al., [<reflink idref="bib24" id="ref102">24</reflink>]; Sutton & Page, [<reflink idref="bib43" id="ref103">43</reflink>]). More specifically, no previous studies have examined the outcomes associated with online synchronous school counseling site supervision training programs. In this study, participants described the online format of the program as accessible because it supported their ability to balance personal and professional responsibilities by eliminating the time and logistics typically associated with traveling for professional development opportunities and justifying leave time from their work environments (Tillery & Ness, [<reflink idref="bib45" id="ref104">45</reflink>]). Further, participants described a sense of accountability and connection in the synchronous online environment, which can be directly associated with engagement. This aligns with Means et al.'s ([<reflink idref="bib33" id="ref105">33</reflink>]) findings and consequent recommendations for effective andragogical practices in online learning environments in that facilitator‐to‐learner and learner‐to‐learner interactions in online formats are essential for engagement, reflection, and understanding. On the other hand, the subtheme of Accessibility and Accountability is a novel finding due to the program's virtual synchronous nature compared to Merlin‐Knoblich et al.'s ([<reflink idref="bib31" id="ref106">31</reflink>]) study based on a similar program delivered in a face‐to‐face context. Moreover, counselor education scholars have shown that students are less likely to seek immediate feedback in asynchronous learning environments, yet they express a preference for such interactions, noting the lack of immediacy in asynchronous contexts as a limitation (Moran & Milsom, [<reflink idref="bib34" id="ref107">34</reflink>]). Together, an environment that fosters the experience of connection, accessibility, and accountability supports learners' personal growth and professional development, as shown by prior research and reflected in this study.</p> <p>As conveyed in the second theme, the opportunity to reflect upon and apply new knowledge and skills through formative and summative assessments designed as intentional learning activities helps learners integrate and enact concepts and dispositions. This finding aligns with previous studies in counselor education that highlight the value of aligning content with reflective activities and opportunities to connect learning to practice (McAuliffe, [<reflink idref="bib26" id="ref108">26</reflink>]; McCoy & Neale‐McFall, [<reflink idref="bib27" id="ref109">27</reflink>]; Merlin‐Knoblich et al., [<reflink idref="bib31" id="ref110">31</reflink>]; Schmidt & Adkins, [<reflink idref="bib39" id="ref111">39</reflink>]). Specifically, participants reported that activities, including partnered presentations, self‐assessment exercises, individual reflection activities, and development of a professional disclosure statement and personal model of supervision, generally impacted their confidence and competence as developing site supervisors. In general, participants conveyed their motivation to facilitate supervision with increased intentionality, which aligns with several of Merlin‐Knoblich et al.'s ([<reflink idref="bib31" id="ref112">31</reflink>]) themes related to participants' learning and application of new knowledge and skills in supervision practice. Additionally, the second theme, Opportunities for Reflection and Application, described participants' positive responses to impactful learning activities, including opportunities for reflection, which is also connected to Merlin‐Knoblich et al.'s ([<reflink idref="bib31" id="ref113">31</reflink>]) findings related to organizational support and change.</p> <p>The second theme also underscored the reality that while school counselors are often called upon to serve as site supervisors for school counseling graduate students, they rarely receive training opportunities focused on the provision of effective supervision (Brott et al., [<reflink idref="bib8" id="ref114">8</reflink>]; Dizon & Chavez, [<reflink idref="bib16" id="ref115">16</reflink>]). Participants disclosed that course content about supervision practice, including models, supervisee development, evaluation, and cultural considerations, represented new and valuable learning for them to be incorporated into their supervision practices (Gallo, [<reflink idref="bib19" id="ref116">19</reflink>]; McCoy & Neale‐McFall, [<reflink idref="bib27" id="ref117">27</reflink>]; Ockerman et al., [<reflink idref="bib36" id="ref118">36</reflink>]; West‐Olatunji et al., [<reflink idref="bib48" id="ref119">48</reflink>]). Moreover, this newfound knowledge contributed to feelings of preparedness for their roles as site supervisors and rejuvenation for their daily practice as school counselors. Specific to cultural considerations, it is especially noteworthy that there was a pervasive lack of prior knowledge and experience regarding concepts of power and broaching issues of race and culture in the supervision relationship, consistent with Bledsoe et al. ([<reflink idref="bib5" id="ref120">5</reflink>]). Additionally, participants' new insights from reflective self‐assessment activities contributed to goal setting and defined pathways for additional and ongoing professional development. Ultimately, the participants indicated that the piloted synchronous online format and assessments included within the site supervision training program enhanced their learning, contributing to a sense of empowerment, confidence, and competence to supervise school counseling trainees.</p> <hd id="AN0177650270-19">IMPLICATIONS</hd> <p>This study revealed several implications for organizations and associations that may be interested in or required to develop and facilitate supervision training opportunities for school counselors via an online format. Counselor education programs may seek to implement or improve an existing supervision training program, particularly those seeking to acquire or maintain CACREP accreditation. Such programs for cooperating school counseling site supervisors could host opportunities via a virtual learning environment that intentionally cultivates a community of learning by providing opportunities for participants to interact with one another and to expand their professional support networks. By designing programs that utilize a cohort model and provide opportunities for small group interactions, universities can provide added support for local school counseling practitioners who may not otherwise have the opportunity to connect with other school counselors within and beyond their own districts. These types of connections via a synchronous online format facilitate learning that has the potential to support school counselors' work as site supervisors for developing professionals, mentors for novice school counseling colleagues, and relevant practitioners who are life‐long learners (Asempapa, [<reflink idref="bib2" id="ref121">2</reflink>]; Brott et al., [<reflink idref="bib7" id="ref122">7</reflink>]).</p> <p>Likewise, district leaders who seek to implement peer supervision models, collaborate with counselor education programs to support school counselor trainees, or provide professional development opportunities for school counselors can design supervision training programs with the value of interconnectedness and networking in mind (Brott et al., [<reflink idref="bib8" id="ref123">8</reflink>]; Wilkerson, [<reflink idref="bib49" id="ref124">49</reflink>]). National and state‐level associations—especially those whose members are predominately school counselors—can also develop and facilitate professional learning focused on the principles and benefits of effective supervision practices that incorporate opportunities for networking and collegial interaction (Chae, [<reflink idref="bib10" id="ref125">10</reflink>]).</p> <p>This study underscores findings and recommendations from previous research regarding barriers associated with the accessibility of professional development for school counselors. Counselor education programs, district leaders, and professional associations can increase access to supervision training for school counselors by developing and implementing synchronous online programs aligned with recommendations for learner engagement (Swank & Tyson, [<reflink idref="bib42" id="ref126">42</reflink>]; Tang, [<reflink idref="bib44" id="ref127">44</reflink>]; Wambu & Myers, [<reflink idref="bib47" id="ref128">47</reflink>]). Online learning provides opportunities for professional development that mitigate barriers related to travel and scheduling (Swank & Tyson, [<reflink idref="bib42" id="ref129">42</reflink>]; Wambu & Myers, [<reflink idref="bib47" id="ref130">47</reflink>]). While not emphasized by participants, an additional factor that supports accessibility and aligns with previous research regarding barriers to accessing training was the cost and benefits of the program described in this study (Brott et al., [<reflink idref="bib7" id="ref131">7</reflink>]). Participants accessed the training at no cost to them or their districts, and they earned a graduate credit for their participation. An additional benefit in designing training programs with this format may include an economic benefit for institutions for online delivery versus in‐person implementation, which often incurs expenses for space, staffing, and supplies.</p> <p>Finally, institutions and organizations seeking to develop and implement supervision training programs for school counselors should consider incorporating opportunities for reflection and application, as well as an intentional focus on specific content topics (McCoy & Neale‐McFall, [<reflink idref="bib27" id="ref132">27</reflink>]; Mean et al., [<reflink idref="bib33" id="ref133">33</reflink>]). This study suggested that allowing creativity and flexibility with these opportunities may help to sustain engagement and enhance learning. Further, it will be beneficial to include didactic and experiential approaches for teaching specific content related to supervision practice, including supervision models, developmental considerations, aspects of effective feedback and evaluation, and issues that affect the supervisory relationship, such as power and broaching racial and cultural elements as they emerge in supervision.</p> <hd id="AN0177650270-20">LIMITATIONS</hd> <p>Although this study provides an important contribution to the empirical literature related to supervision training in counseling, there are several limitations that are important to acknowledge. Readers are advised to consider the degree of applicability of the study's findings, considering that it represents one unique experience of a small cohort of school counselors who participated in one online synchronous site supervision training program (Hays & Singh, [<reflink idref="bib21" id="ref134">21</reflink>]). In addition, the timing of this study coincided with the onset of the COVID‐19 pandemic, which prompted a sudden change in the training format from in‐person to virtual delivery. Notably, the findings of this study reflect a particular context and emergent themes may have been affected by the circumstances of the participants' professional and personal lives in the early stages of the COVID‐19 pandemic. For example, the participants reported feeling a sense of community through their participation in this program, especially during a time when in‐person interactions were significantly limited.</p> <p>Another limitation is the potential for bias due to social desirability as the researchers facilitated the training program and conducted the individual and focus group interview with the same participants. Although the researchers implemented several appropriate measures to ensure trustworthiness, it is possible that there may have been a level of responder bias in the participants. Therefore, thematic variations may have emerged if individuals, other than the program facilitators, collected and analyzed the data, or if different facilitators were utilized for delivering this program.</p> <hd id="AN0177650270-21">FUTURE RESEARCH</hd> <p>Because of the limited number of studies assessing the outcomes of supervision training in counseling, this case study provides valuable insight into the design and implementation of such programs. Scholars could investigate outcomes of synchronous online supervision training for school counselors using other methods (e.g., investigating a larger sample, utilizing different measures, employing alternative analyses) to comprehensively understand the impact of various aspects of program delivery and accessibility. It might also be helpful to conduct studies that compare the outcomes of synchronous online supervision training to those of programs delivered via alternative formats, including asynchronous online and face‐to‐face in‐person designs. Finally, another means of assessing learning outcomes in supervision training is through the examination of the individual activities and assignments of the program. For example, it would be useful for institutions and associations who seek to develop supervision training programs to understand which specific reflection prompts, assessments, or culminating projects contribute the most significantly to participants' supervision knowledge, skills, and self‐efficacy.</p> <hd id="AN0177650270-22">CONCLUSION</hd> <p>This study addresses a gap in the literature, as there is currently no published empirical study about the outcomes of a synchronous online site supervision training program for school counseling practitioners. The study reflects the outcomes of an emerging and innovative intervention that not only impacted the school counseling practitioners who participated in the study but also showed promise for other practitioners, school leaders, and universities to employ similar programs. Moreover, the findings highlight important aspects of program design and facilitation, including opportunities for connection, reflection, and application, that impact school counselors' competence and confidence as developing site supervisors. The virtual synchronous site supervision training program is a systemic intervention that is accessible for and intentionally targets the professional training and development of school counseling practitioners, which in turn impacts the training quality and experiences of future school counseling trainees who will one day serve the growing diversity of needs of students and collaborators in school settings.</p> <ref id="AN0177650270-23"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref18" type="bt">2</bibl> <bibtext> Asempapa, B. (2019). Mentoring and supervising international students in school counselors programs. 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  Data: This qualitative case study examined a piloted online synchronous school counseling site supervision training program. The findings of the study included two key themes, Community of Learning and Opportunities for Reflection and Application, which revealed aspects of participant engagement and content delivery that enhanced school counseling site supervisors' learning experiences.
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