Get Involved With the Professions

Looking to give back to your profession? The College offers a range of opportunities for registrants to contribute their expertise and support regulation in the public interest. These are not employment roles, but meaningful ways to get involved, share your knowledge, and help shape professional standards and practices.

Why get involved?

• Participate in the process of self-regulation and support public protection
• Build professional connections and gain recognition
• Contribute to effective, modern regulation
• Enhance your professional profile
• Receive honoraria or compensation (for some roles)

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Opportunities for working with CASLPO

Non-Board Committee Members

Non-Board Committee Members are registrants appointed by the Board to serve on its committees. Each committee includes at least one non-Board member.

Appointments are made based on factors such as practice experience, geographic representation, and skills or other qualities that complement the committee's work.

Key contributions:

• Bring diverse perspectives to committee discussions and decisions
• Support informed, balanced decision-making
• Declare and manage any conflicts of interest

Application Form (Download & save to your system before completing & sending to [email protected])

Learn more

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Peer Assessors

Peer Assessors are experienced registrants appointed by the Quality Assurance Committee to provide support to registrants via the peer assessment process. Peer assessors must be both in good standing with the College and must have recently gone through the peer assessment process themselves. 

What Peer Assessors do:

• Review the evidence submitted by registrants selected for peer assessment or evidence review
• Assess whether registrants are meeting the College's minimum standards as outlined in the professional practice indicators in the Self-Assessment Tool (SAT)
• Provide constructive, supportive feedback to registrants who need help to meet the standards

Key Details:

• Peer Assessments take place virtually 
• Flexible annual workload  -  Peer Assessors may choose how many assessments they want to complete 
• Requires familiarity with CASLPO documents, including Standards and Position Statements
• Peer assessors receive an honorarium for time spent in peer assessments, evidence reviews, and training

Training:

• Full-day training every year (delivered virtually most years) 
• Two half-day virtual sessions for new Peer Assessors 

To apply, please reach out to the Director of Professional Practice and Quality Assurance at [email protected] and complete an Application Form (Download & save to your system before completing & sending to [email protected])

Learn more

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Focus Groups & Consultations

Focus groups provide registrants with an opportunity to share input on specific initiatives, such as:

• Professional issues
• Standards or policies
• Draft materials

What to expect:

• Short-term commitment (1-3 virtual meetings)
• Advance preparation, including reviewing reading materials 
• Participation may be targeted based on a specific area of practice that would inform a project 
• Diverse perspectives are welcome

Application Form (Download & save to your system before completing & sending to [email protected])

Learn more

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Coach/Monitor

Coaches and Monitors support registrants who have been identified as needing help to meet specific standard(s) through the peer assessments or complaints process.

In this role, you will:

• Provide guidance and ongoing support
• Help registrants improve and meet the specified standard(s)
• Monitor progress based on defined expectations

Key details:

• Coaches and Monitors are generally selected from the group of trained Peer Assessors
• The schedule of assistance depends on what is ordered by the committee involved (i.e., Quality Assurance Committee or Inquiries, Complaints and Reports Committee)
• Clear tools and parameters are provided
• Typically aligned with your area of practice

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Advisory Working Groups (AWGs)

Under the direction of the Practice Matters Committee, members of AWGs contribute to the process of the development or revision of practice standards, by sharing their varied  perspectives. 

Responsibilities include:

• Providing registrant perspective on CASLPO’s practice standards
• Reviewing draft  standards to ensure the standards apply to and are attainable within the current practice context in Ontario
• Providing input on specific questions identified by the Committee

Application Form (Download & save to your system before completing & sending to [email protected])

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Mentors

Mentors are registrants who support new registrants through CASLPO’s Mentorship Program. This structured, six-month process helps mentees build confidence, practise safely and ethically, and meet minimum standards of care. Mentors contribute to the College’s public protection mandate by guiding and assessing new registrants as they begin practising in Ontario.

What Mentors do:

• Support mentees in applying clinical reasoning and professional standards
• Maintain regular communication throughout the mentorship period
• Use the Clinical Reasoning Tool to guide learning and discussion
• Complete midterm and final evaluations using the Mentorship Self-Assessment Tool (MSAT)

Key details:

• Mentorships are typically completed over six months
• Evaluations are submitted after mentees complete required patient care and mentored hours

Eligibility:

• Must be in good standing with the College
• Must meet specific criteria including sufficient and relevant clinical experience
• Ability to provide guidance, feedback, and professional support

Mentors are often approached by new registrants with a request to become their mentor. If you are interested in becoming a mentor or have any questions about mentorship, please contact [email protected].

Learn more

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Practicum Supervisor of International Applicants

Supervisors of International Applicants are registrants who support internationally educated professionals in completing required clinical practicum hours for registration with the College. This role helps applicants meet specific “minor area” requirements (e.g., audiology hours for speech-language pathology applicants, or vice versa) and supports their successful transition into practice in Ontario.

What Supervisors do:

• Provide opportunities for observation
• Oversee the required direct patient contact hours (either solo or shared)
• Offer guidance and feedback throughout the process
• Complete a two-page clinical practicum evaluation checklist

Key details:

• Time commitment is based on the applicant’s required hours (up to 20 “direct contact” hours. There may be additional observation hours included.)
• Applicants are generally responsible for initiating contact with potential supervisors

Eligibility:

• Minimum four years of professional experience
• Experience supervising a master’s-level student in audiology or speech-language pathology
• Must be in good standing with the College

CASLPO is creating a list of registrants who are open to volunteering to supervise internationally educated applicants needing minor hours. If you would like to add your name to the list (with no obligation) or want more information about this initiative, please contact Jennifer Cupit (Research, Data & Policy Analyst) at [email protected]. 

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Other opportunities to give back to the professions

Clinical Educators

Clinical Educators are registrants who support students enrolled in graduate programs in audiology and speech-language pathology by providing clinical placements. This role is coordinated through universities, not CASLPO. Clinical Educators play a key role in preparing the next generation of professionals by helping students develop the skills and competencies required for entry to practice.

What Clinical Educators do:

• Provide supervised clinical placement opportunities for students
• Support the development of clinical skills and professional judgement
• Offer feedback and evaluation using tools such as the Canadian Assessment of Clinical Competence (ACC)
• Help students apply classroom learning in real-world practice settings

Key details:

• Placements are coordinated through university programs within designated regions
• Collaboration across graduate programs helps support access to placements across Ontario

Eligibility:

• Must be in good standing with the College
• Clinical experience in audiology or speech-language pathology
• Ability to supervise and provide constructive feedback to students

How to Get Involved as a Clinical Eduator

If you are interested in becoming a clinical educator, we encourage you to connect with an Academic Coordinator of Clinical Education listed below, nearest you. For more information about the placement regions of each university, please contact the university programs.

Contact Information 

• Laurentian University: SLP: Chantal Mayer-Crittenden ([email protected]) and SLP: Alexandra Fleury-Catterall ([email protected])   
• McMaster University: SLP: Ashley Waito ([email protected])  
• University of Ottawa: AUD: Tanya McDonald ([email protected]) and SLP: Veronic Quann ([email protected])   
• University of Toronto: SLP: Susan Wagner ([email protected])  
• Western University: SLP: Penelope Letsos ([email protected]) and AUD: Chris Allan ([email protected])