Supervision

Students and mentors are strongly encouraged to use the Demand Control Schema, a research-based ethical decision-making model for interpreters, as the framework to guide the weekly Supervision meetings. 

Dean & Pollard (2011) state: “We use the term supervision in the way psychologists and other mental health professionals use it–describing a supportive, confidential, interactive dialogue between two (or more) professionals regarding their work with consumers, the goal of which is to enhance professional practice. Engaging in reflective learning, such as through supervision, are ways that many practice professionals pursue a career-long process of maintaining effective awareness and management of the intrapersonal elements of their professional activities....”

Dean, R. K., & Pollard, R. Q., Jr. (2011). Context-based ethical reasoning in interpreting: A demand control schema perspective. Interpreter and Translator Trainer, 5 (1), 155–182. https://doi.org/10.1080/13556509.2011.10798816

For more information on Demand Control Schema, visit: https://www.robynkdean.com/.   

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Schön (1983) describes reflection-in-action as "reflecting on the incident while it can still benefit that situation rather than reflecting on how you would do things differently in the future. This is the practice of continuous reflection and analysis of real-time decision making and dynamic shifts in the setting to respond responsibly in the moment. Reflection-on-action is also a vital tool as it serves to inform and equip practitioners to more accurately reflect-IN-action in the future."  

SCHÖN, D. (1983) The Reflective Practitioner New York: Harper and Collins.

For more information regarding supervision and formalized training, please visit the Interpreting Institute for Reflection-in-Action & Supervision's (IIRAS) website: https://www.iirasinternational.com/ 

The Practicum Weekly Checklist is a helpful guide to support you throughout the semester as you work with your mentee. Use it to stay organized, track progress, and ensure key mentoring activities are completed.

Purpose

The purpose of the weekly meeting is for the mentor to monitor the student's progress and to provide supervision and guidance.

Expectation of Students 

Your student is expected to come to each Supervision meeting with a prioritized agenda. If you have any concerns regarding the student meeting this expectation, address it with them. If the issue is not quickly resolved, contact the Seminar Instructor. 

Suggested Activities

1. Using the weekly Timesheet as a guide, discuss all of the practicum activities the student accomplished that week.

2. Using the Practicum Goals as a guide, have the student provide an update on their progress toward their practicum goals.

3. Using a video of a lecture that includes the student's English-ASL interpretation or transliteration, provide a critique of the student's performance. 

4. Using video that includes a deaf signer and the student's ASL-English interpretation, provide a critique of the student's performance.

5. Using a video of a deaf signer, have the student watch for a short time and then present a summation of the content.

6. Using notes the student made while observing the mentor or other professional interpreters, discuss the student's reactions.

7. Using the student's Language Log, discuss possible alternatives.

8. Using actual past or invented interpreting scenarios requiring an application of the Code of Professional Conduct, discuss possible alternatives.

9. Find spoken presentations on YouTube and practice English-ASL interpreting.

10. Find signed videos on YouTube and practice ASL-English interpreting.