Become A Clinical Supervisor

2026–2027 Cohort Registration Deadline: September 18, 2026

The Clinical Supervision Academy has traditionally been a year-long curriculum delivered live online. Participants attend monthly trainings and earn continuing education credits for attending. One problem was that if you missed a session, you wouldn’t get those credits. We are seeking NBCC approval to offer both live and home-study options. Once approved, participants will have greater flexibility to complete the curriculum and earn CE credits.

Classes are held online on Fridays from 9 AM to 12 PM MST, with optional consultations from 9 to 10:30 AM MST.

Option 1: Full Academy + Consultations for ACS Credential

49.5 CE credits. $1400 + Tax (Can be paid monthly or in full)
Participants have access to the full curriculum and receive consultation and support for applying for the Approved Clinical Supervisor (ACS) credential.

Option 2: Full Academy (No Consultations)

45 CE credits, $1200 + Tax (Can be paid monthly or in full)
Participants have access to the full curriculum without consultation and support for applying for the Approved Clinical Supervisor (ACS) credential.

Option 3: Individual Trainings

$150 + tax & 3 CE credits per training
Register for individual trainings without enrolling in the full Academy.

Full Curriculum Schedule

Academy Orientation – 0 CE
September 18

Introductions followed by an overview of the curriculum, schedule, technology, and expectations for the year.

Legal & Ethical Issues and Responsibilities in Clinical Supervision – 7 CE
October 9 & October 23

Ethics are the cornerstone of the counseling profession. They help us respond to similar situations in a similar, pre-approved manner and help solidify our collective and personal professional identities. Understanding the multiple legal and ethical concerns allows the counseling supervisor to best assist supervisees and their clients.

Roles & Functions of Clinical Supervision – 3 CE
November 13

Counseling supervisors must be prepared to wear multiple hats for their supervisees and stakeholders. These hats include supporter, educator, administrator, and all subsets within those roles. There can be a lot of overlap between these roles, and it is important to be aware of which role is needed in any given situation, and to be aware of which role you are “slipping into” with your supervisee.

Theoretical Frameworks & Models of Clinical Supervision – 3 CE
December 4

Supervision has a purpose. Three types of models emerged to help guide supervisors and provide structure for supervisees: developmental, integrated, and orientation-specific. Determining what models get used is at the supervisor’s discretion and, hopefully, based on the supervisee’s needs.

Consultation #1 – 1.5 CE
December 18

A 90-minute session with the instructor(s) where participants can ask questions, discuss supervision challenges, reference actual case work, and receive consultation and support related to applying for the Approved Clinical Supervisor (ACS) credential.

Utilization of Technology in Clinical Supervision – 3 CE
January 8

There are many ways technology can support and even enhance clinical supervision. While the pandemic may have pushed behavioral health into the use of telesupervision less planfully than we all would have wanted, it is not a new phenomenon, and good literature supports its usage as part of supervisory practice. HIPAA and HITECH laws apply to telesupervision, and counseling codes of ethics provide guidelines to ensure ethical best practice delivery. Developing a solid relationship is still a key factor in effective utilization.

Methods & Techniques in Clinical Supervision – 3 CE
January 22

Supervisors are responsible for fostering their supervisees’ development as they build their professional identity. They do this using various methods and techniques in supervisory sessions. These approaches serve different purposes and have advantages and disadvantages. Supervisors learn about these various methods and techniques, and when and how to use them.

Trauma-Informed & Competent Clinical Supervision – 3 CE
February 12

Trauma-informed care is a commonly used term of art in behavioral health. Supervisors are responsible for providing a trauma-competent approach in their supervision to support supervisees’ development and to model self-awareness and care. Now more than ever, novice and experienced counselors are at risk for burnout or vicarious trauma, making the supervisor’s role even more critical to educate, recognize, and model trauma-informed care.

Consultation #2 – 1.5 CE
February 26

Supervisory Relationship Issues – 7 CE
March 12 & March 19

As with any relationship, the supervisory relationship can have issues related to boundaries, unethical behavior, resistant supervisees, competence issues, and many others. In this curriculum, supervisors learn how to manage these issues and avoid them.

Culturally Responsive Clinical Supervision – 7 CE
April 2 & April 16

Counseling is a multifaceted phenomenon that involves many variables. One complex variable is the cultural background and contexts of the supervisee, client, and supervisor and how those contexts manifest in these relationships.

Consultation #3 – 1.5 CE
April 23

Supervising Group Supervision – 3 CE
May 7

Group supervision can help supervisees offer peer support with cases, discuss issues they may be having, and provide a space to feel supported by both the supervisor and their peers. Although beneficial, it can also be challenging for a new supervisor to manage. This training provides the supervisor with the skills needed to manage group supervision effectively.

Administrative Procedures & Responsibilities Related to Clinical Supervision – 3 CE
May 21

Clinical supervision includes significant administrative oversight and knowledge. While strong clinical skills are necessary parts of the supervisory process, the administrative and organizational aspects cannot be overlooked. Supervisors must understand the administrative and management responsibilities that come with the role.

Evaluation, Remediation, and Gatekeeping in Clinical Supervision – 3 CE
June 4

When a supervisee begins to see clients, the supervisory relationship is fully engaged. Supervisors support development and provide guidance, but they must also accept responsibility for evaluating supervisee performance. Development should be measured to identify both strengths and areas of concern.

Wrap-Up – 0 CE
June 11

A final session to review key concepts from the year, discuss next steps for clinical supervision practice, and answer remaining questions.