Ithaca College Clinical Educator Quick Guide

Thank you for becoming a Clinical Educator for our Ithaca College M.S. in Speech-Language Pathology program. Clinical Educators have a profound impact on a student’s educational journey and career development. Dedicated professionals like you are critical to the success of this program. Your support empowers our students to build a lasting commitment to contributing to society and personal growth.

This guide provides baseline information about the clinical supervision process and answers to frequently asked questions. For additional information, please contact our Fieldwork Coordinator, Maryjoy Gregory, at mgregory2@ithaca.edu. Thank you for your dedication and support in training our future speech-language pathologists.

Clinical Educator and Student Expectations

Clinical Educator Role

A Clinical Educator for a Speech-Language Pathology (SLP) program is a licensed and experienced speech-language pathologist who supervises, mentors and evaluates students during their clinical practicum and externship experiences. They provide educational guidance, support, and evaluation, helping students apply theoretical knowledge in real-world clinical settings.

As a Clinical Educator, you will be asked to provide constructive feedback to help your student maintain a safe learning environment and determine appropriate tasks and assignments for them. Clinical Educators collaborate and communicate with their students and faculty at Ithaca College to ensure the experience is satisfactory for all parties.

As a Clinical Educator, you will engage in multiple roles, such as:

Teacher
Coach
Leader/Influencer
Facilitator/Socialization Agent
Evaluator
Protector
Role Model
Practice Expert

Clinical Educator Responsibilities

As a Clinical Educator, you will also have several responsibilities:

Provide support and encouragement to the student
Provide a variety of learning experiences within the clinical externship setting
Educate/inform the student about policies, procedures, and guidelines
Expect and communicate with the student to work on days/times according to your schedule throughout the experience together
Notify the student of any changes in the schedule
Support the student in their learning of skills and professional behaviors
Maintain or co-sign the time log to document the student’s clinical practicum/externship hours
Report any issues, concerns, adverse events or unfavorable outcomes to the appropriate contact at Ithaca College in a timely manner
Offer frequent feedback to the student on their performance, highlighting strengths and areas for improvement
Notify the faculty if the student is not meeting objectives
Complete evaluations as requested

Student Responsibilities

Students also have responsibilities to ensure a successful clinical practicum and externship experience.

Arrive on time and take breaks at an appropriate time
Review personal goals for the experience with the clinical educator, and revise if needed
Determine an appropriate clinical practicum and externship schedule and complete times and dates as scheduled
- Dates and hours selected must not conflict with classes
Demonstrate an attitude of cooperation and willingness to learn
Establish rapport with patients and families when appropriate
Work as a team member
Demonstrate effective communication with patients, staff members, and the clinical educator
Follow all clinical practicum and externship regulations and guidelines for practice
Immediately report any adverse events, issues or unfavorable outcomes to the clinical educator and faculty, depending on the issue
Seek new learning experiences and request help when needed
Accept guidance and suggestions with a positive attitude
Improve in skills, knowledge, and understanding of the speech-language pathologist role
Notify the faculty and clinical educator of emergency changes in your schedule

Important Information Before the First Day

It is important to cover the following items with the student prior to the start of the clinical practicum and externship or during your first meeting:

Shift schedule
Required dress code based on student handbook and site policy
Parking policy
ID badge
Computer access/training
Expectations regarding timeliness, professionalism, preparedness, etc.
Absence policy and expectations
Current skill level and position in course progression
Objectives and goals (course and clinical practicum and externship objectives will be provided by the faculty to guide the student’s experience)
Share desired main form of communication (email, text, phone, etc.)

Clinical Educator Preparation

Orientation Process

Each clinical affiliation site may differ regarding the orientation process for students. Please coordinate with the faculty and site to ensure proper student orientation. On the first day of the rotation, students need to be oriented by the clinical educator to the important site areas.

Necessary Documentation

All documentation needed for clinical educators will be handled by either the clinical affiliation site or the administration office at Ithaca College. We recommend clinical educators check their email frequently to ensure further documentation or information is not needed.

Setting Expectations, Goals and Objectives

Course and clinical practicum and externship objectives will be provided by the faculty and should guide the student’s experience.

At the beginning of the clinical practicum and externship experience, the student and clinical educator should sit down and discuss objectives. The clinical educator should also inquire about other goals or objectives the student has for their clinical practicum and externship. This information helps the clinical educator plan the experience and provide learning opportunities and student-specific instruction.

The clinical educator should also be aware of the student’s current skills and knowledge base as it pertains to the clinical site setting. Using the program plan of study and previous objectives, the clinical educator can gain an understanding of the skills and experiences the students are already equipped with.

Formative Evaluation Process

A crucial role of the clinical educator is being an evaluator. On the first day of the clinical practicum and externship experience, explain to the students that feedback will be provided often throughout the supervised experience. Providing feedback to students is necessary for their learning and growth.

Curriculum Example

SLPG 66200 – Clinical Practicum II – 50 hours

This graduate practicum experience involves multiple clinical experiences in speech-language pathology and/or audiology. Graduate clinicians provide diagnostic evaluations and therapeutic intervention for individuals with speech-language disorders. Emphasis is placed in students displaying appropriate professional skills while developing and implementing an intervention plan, creating a dynamic therapeutic environment, collaborating with relevant others, and completing thorough documentation. Site and client assignments are determined by clock-hour needs, scope of practice, and regulatory requirements. Practica may take place on or off campus. Supervision is provided in accordance with ASHA requirements. Mandatory seminars on selected topics are held throughout the semester. Satisfactory/Unsatisfactory only. Prerequisites: SLPG 66100. (S,Y) 
Attributes: TE
2 Credits 

SLPG 66300 – Clinical Practicum III – 50 hours

Engage in multiple supervised clinical practice experiences. Provide diagnostic evaluations and therapeutic intervention for individuals with a variety of speech-language disorders across the lifespan. Demonstrate professional skills. Develop and implement an intervention plan, create a dynamic therapeutic environment, collaborate with relevant others, and complete thorough documentation. Site and client assignments are determined by clock-hour needs, scope of practice, and regulatory requirements. Practica will take place take place in a variety of settings both on or off campus. Supervision is provided in accordance with ASHA requirements. Mandatory seminars on selected topics are held throughout the semester. Satisfactory/Unsatisfactory only. Prerequisite: SLPG 66200. (F,S,U,Y)
Attributes: TE
1 Credit

SLPG 66400 – Clinical Practicum IV – 50 hours

This graduate practicum experience involves multiple clinical experiences in speech-language pathology and/or audiology. Graduate clinicians provide diagnostic evaluations and therapeutic intervention for individuals with speech-language disorders. Emphasis is placed on students displaying appropriate professional skills while developing and implementing an intervention plan, creating a dynamic therapeutic environment, collaborating with relevant others, and completing thorough documentation. Site and client assignments are determined by clock-hour needs, scope of practice, and regulatory requirements. Practica may take place on or off campus. Supervision is provided in accordance with ASHA requirements. Mandatory seminars on selected topics are held throughout the semester. Satisfactory/Unsatisfactory only. Prerequisite: SLPG 66300. Co-requisite: SLPG 66401. (F,Y)
Attributes: TE 
2 Credits

SLPG 66500 – Professional Externship in Speech-Language Pathology – 100 hours

This is a full-time professional externship experience in speech-language pathology. Externship settings and locations are determined in accordance with regulatory requirements, scope of practice needs, and professional interests. Specific requirements, duties, and responsibilities vary with the placement site.
Prerequisite: SLPG 66400 and faculty approval.
Attributes: TE
4 Credits

SLPG 66501 – Professional Externship in Speech-Language Pathology – 100 hours

Frequently Asked Questions (FAQs)

What is a Clinical Educator?

A Clinical Educator in a Speech-Language Pathology (SLP) program is a licensed and experienced speech-language pathologist who supervises, mentors, and evaluates students during their clinical practicum and externship experiences. They guide students in applying theoretical knowledge in real-world clinical settings, ensuring they develop the necessary skills and competencies.

What are the requirements to become a Clinical Educator?

Clinical Educators for Ithaca College’s MS in Speech-Language Pathology program will provide supervision for up to 150 clinical practicum hours or up to 200 Professional Externship hours.

To become a Clinical Educator for Ithaca College’s MS in Speech-Language Pathology program, you must have:

ASHA Certification (American Speech-Language-Hearing Association)
Completed a minimum of 2 hours of continuing education training in clinical supervision*
Completed a minimum of 3 years’ post-graduate experience

*Ithaca College has access to free CEUs in this area

How do Clinical Educators evaluate students?

Clinical Educators evaluate students through a combination of methods, including direct observation, assessing students' clinical skills and interactions during sessions. They provide regular, constructive feedback on performance, areas of improvement, and strengths. Clinical Educators also encourage students to reflect on their own performance and set goals for improvement.

What is the time commitment?

Clinical Educators for Ithaca College’s MS in Speech-Language Pathology program will provide supervision for up to 150 clinical practicum hours or up to 200 Professional Externship hours. Each clinical practicum is 50 hours and each externship is 100 hours of direct care.

What support is provided to me as a Clinical Educator?

As a Clinical Educator for Ithaca College’s MS in Speech-Language Pathology program, you will be provided resources prior to getting started, and you will be supported throughout your experience by our Fieldwork Coordinator.

What if I am interested in becoming a Clinical Educator but lack the education, training, or experience?

You can find e-learning courses specifically designed for this purpose on the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) website.