New Social Services Supervisor Training and Certification Manual

Transcription

1 New Social Services Supervisor Training and Certification Manual Division of Family and Children Services Education and Training Section Field Leadership and Development Unit October 2009 Revised October 2, 2009 Page 1 of 44

2 TABLE OF CONTENTS Page Overview of New Social Services Supervisor Training And Certification Sequence 3 Tools of the Trade Training and Certification Sequence 3 Certification Decision 4 Entering Certification Decisions into Transcript System 5 Mandatory Training and Certification Requirements for All Social Service Supervisors 7 Program Certification Requirements for Social Service Supervisors Not Previously Certified in the Program Area of Responsibility (Or Changing Program Areas) 7 Required Follow-Up Program Area Training for New Supervisors (Unless Successfully Completed as a Case Manager) 9 Description of Training and Certification Component s 11 New Social Services Supervisor Certification Program Frequently Asked Questions (FAQs) 15 Ongoing Professional Development for Case Managers and Supervisors 16 Training Waivers 20 Certification Field Observation and Record Review 22 Guidelines and Forms Revised October 2, 2009 Page 2 of 44

3 Overview of Social Services New Supervisor Training and Certification Sequence Training and certification for new Social Services Supervisors is a sequenced combination of online training, classroom instruction, and field practice activities. Supervisors who are not already certified in the program they will be supervising should refer to the section on Mandatory Training and Certification Requirements for all Social Services Supervisors for information on the process. It is understood that all required training may not be available to the new supervisor during the exact week recommended. The following is the recommended sequence for completing new supervisor training and certification. For new supervisors who are already certified in their area of program responsibility, the recommended chronological training sequence is as follows: Tools of the Trade Training and Certification Sequence Week 1 Week 2 Week 3 New Supervisor Online Training Tools of the Trade Classroom Training (3 Days) Tools of the Trade Classroom Training (3 Days) Tools of the Trade knowledge Test *Note: New supervisors in Fulton and Dekalb Counties must complete 40 hours of classroom training and pass the Tools of the Trade classroom test with a 90% or higher score prior to assuming any supervisory duties. Week 4 Work in Office (May Begin Field Practice) Weeks 5, 6, 7, 8 Tools of the Trade Field Practice- E-mentoring, Certification Field Based Observations, Certification Second Level Record Review Week 9 Week 10 Week 11 PMP Training OHRMD Skills for Successful Supervision Interim Performance Review Revised October 2, 2009 Page 3 of 44

4 Certification Decision County Directors make the final decisions regarding certification of Social Services Supervisors after trainees successfully complete the required Tools of the Trade, Social Services Supervisor Certification training series. This includes online training, classroom training, field practice, PMP training, Skills for Successful Supervision training, and successful completion of the mandatory observations and second level record review(s). In making the certification decision, a County Director must review the new supervisor s performance over the entire training process. The Director or designee should complete an interim review form, taking into consideration the trainee s on-the-job performance, classroom test results, feedback from the classroom trainer/e-mentor and the Field Program Specialist. The County Director or designee will complete an online New Supervisor Certification Process Checklist according to the instructions outlined below. A copy of the New Supervisor Certification Process Checklist should be maintained in the new supervisor s county personnel file along with any other verification that supports completion of the required certification components. Revised October 2, 2009 Page 4 of 44

5 Entering Certification Decisions into the Transcript System The following procedure should be followed when entering certification decisions into the Transcript System. If you encounter problems, contact the Athens Tech Helpdesk at (706) or 1. Log on to 2. Click on the Certification button to View/Edit/Add Employee's certification Information 3. Click on the Supervisor button to View/Edit/Add new supervisor certification Information Viewing Checklist 1. Click on the View Checklist button to view a new supervisor s checklist a. Enter the employee s ID number b. Click View Certification Info button 2. Click on the Edit Checklist button (at the bottom of the page) to edit or add a new supervisor checklist Adding a new Supervisor Checklist 1. Click on the Edit Checklist button to add a Supervisor s checklist 2. Enter the employee s ID number 3. Click Edit Cert Info button 4. Check the Program Area(s) of Responsibility 5. Check the Program Area(s) in which the Supervisor is certified 6. Enter the date(s) the Supervisor was certified in the area(s) checked 7. Complete the Certification Requirements section: a. Check Completed if area was completed or waived b. Enter the date the area(s) was completed or waived 8. Check if certification was granted 9. Enter the name of the County Director making the decision and county 10. Enter the date the decision was made 11. Enter comments, if any a. The comments area is also the appropriate place to put more information concerning waivers if an area was waived 12. Review the checklist to make sure that you entered the information correctly 13. Click the Save Checklist button on the bottom of the form 14. Click the View Checklist button on the bottom of the form 15. Click the Print Friendly button on the top of the View Checklist screen 16. Print the checklist 17. The County Director must sign the form and place it in the supervisor s county personnel file. Revised October 2, 2009 Page 5 of 44

6 Note: The Division recommends that any certification documents with signatures also be included in the employee's personnel file. Editing a new Supervisor Checklist 1. Click on the Edit Checklist button to edit a Supervisor s checklist 2. Enter the Supervisor s employee ID number 3. Click Edit Cert Info button 4. Enter new information or change existing information 5. Click the Save Checklist button on the bottom of the form to save your changes Revised October 2, 2009 Page 6 of 44

7 Mandatory Training and Certification Requirements for all Social Social Services Supervisors Program certification in the area(s) of responsibility (CPS, FC and Adoption) is required before supervisory certification may be granted. There is currently no certification process for the RD supervisor, but they must be certified in PLC supervision. The Division recommends that supervisors secure program area certification prior to attending Tools of the Trade classroom training. Program certification may take place after Tools of the Trade classroom training; however, our experience is that new supervisors who are already certified in their respective program area(s) are better prepared for success in all phases of Tools of the Trade. The following are program certification requirements for supervisors who have not yet been certified in the program area(s) for which they will be responsible. Program Certification Requirements for Social Services Supervisors When Changing Program Area or Not Previously Certified in the Program Area(s) of Responsibility Certification in CPS (Strengthening Families to Mitigate Safety and Risk Factors Course) Online Training: CPS Intake/Diversion, Investigations and Family Preservation 10 days Child Protective Services: Process, Practice and Policy (classroom training), CPS Knowledge Assessment (in class) (A score of 70% or higher is required.) Second Level CPS Supervisory Record Review Certification in Foster Care (Promoting Permanency through Foster Care Services Course) Online training: Foster Care Policy (Books 1-19) 10 days Foster Care Services: Process, Practice and Policy (classroom training), Foster Care Knowledge Assessment (in class), (A score of 70% or higher is required.) Second Level FC Supervisory Record Review Revised October 2, 2009 Page 7 of 44

8 Certification in Adoption (Adoption Training for Case Managers Course) * Supervisor must complete Foster Care certification as a pre-requisite to the following. 5 days Child Assessment & Preparation (CAP) Classroom training, Adoption Knowledge Assessment (in class), (A score of 70% or higher is required.) Second Level FC and Adoption Supervisory Record Review Resource Development *Must be certified in Foster care before taking the following training: 4 days IMPACT Classroom Training, followed by: 8-12 hours IMPACT Application Online course Second Level RD Supervisory Record Review Note: Resource Development case managers and supervisors must successfully complete IMPACT classroom training and IMPACT Application Online training before assuming Resource Development responsibilities. There is no Resource Development certification process at present. Development supervisor must be certified in Foster Care. The Resource Revised October 2, 2009 Page 8 of 44

9 Required Follow-up Program Area Training for New Supervisors within 6 months of Certification (Unless successfully completed as a Case Manager) Child welfare research indicates that it takes at least two years to acquire the knowledge and skills for proficiency in providing case management supervisory services. Follow-up courses build upon the foundation laid in new worker and new supervisor certification training to develop the case manager s and supervisor s proficiency in both policy and practice. Note that these courses apply toward the 20 hours annual professional development required for continued certification. Supervisors are responsible for registering case managers for these courses and for tracking annual professional development hours. Administrators are responsible for registering supervisors for these courses and for tracking annual professional development hours (20 per fiscal year). CPS Supervisors Foster Care Supervisors Adoption Supervisors Resource Development Supervisors Additional Requirements for FTM Facilitators Documentation: 13 hours Documentation: 13 hours Documentation: 13 hours Adoption Training for CM: 32.5 hours FTM Overview: 13 hours Legal Issues 1: 13 hours Legal Issues 1: 13 hours FTM Overview: 13 hours Documentation: 13 hours FTM Skills Building: 13 hours FTM Overview: 13 hours FTM Overview: 13 hours IV-E classroom: 13 hours Interviewing Skills Development: 13 hours Follow up Practice Activities required to be an Approved FTM Facilitator IV-E Overview Online: 4 hours Family Violence: 13 hours Adoption Assistance: 6.5 hours Family Violence: 13 hours IV-E Overview Online: 4 hours Family Violence: 13 hours Total: 56 hours Total: 56 hours Total: 58.5 hours Total: 58.5 hours Total: 26+ hours Revised October 2, 2009 Page 9 of 44

10 Ongoing Requirements for Certification in Supervision After a supervisor is certified, the following activities must be completed over the next six months and on an ongoing basis as required. The new supervisor s immediate supervisor and/or the Field Program Specialist must conduct regular second level reviews. (two records per month minimum) The new supervisor s immediate supervisor and/or the Field Program Specialist must provide ongoing supervisory coaching and mentoring. The immediate supervisor must complete an Interim PMF for the new supervisor within six months of certification. The new supervisor must obtain 20 hours of ongoing professional development training each fiscal year. Revised October 2, 2009 Page 10 of 44

11 Description of Training and Certification Components New Supervisor Online Training consists of six modules with six corresponding quizzes that may be accessed at the following website address: Online training must be completed successfully prior to certification approval. The Division recommends that, if at all possible, online training be completed before classroom training begins. Each module ends with a related quiz. Trainees need to print the online certificate at the end of each of the six modules after successful completion of the related quiz. The certificate must be retained in the trainees local personnel file along with all other information verifying completion of certification. On-line training module one provides the trainee with the context and purpose of child welfare practice including ASFA, components of child welfare practice and CFSR. Module two assists the trainee in understanding the supervisor/worker relationship. Goals for this module include the parallel process in supervision, readiness for change, motivators for change and qualities of good supervision. The purpose of module three is to discuss the supervisor s role as coach and mentor. This module includes discussion of supervisory competencies, assessing worker performance, feedback and coaching. Supervisors play a vital role in helping workers evaluate client progress and to develop strategies to meet client goals. Thus, module four focuses on case consultation. This module addresses the different types of consultations and evaluating client progress. Module five is a discussion regarding the different types of stress, implications to health and strategies to manage stress. Module six focuses on time management. This module guides new supervisors to enhance their time management skills as they plan the use and prioritization of their work days Registration for Tools of the Trade Online Training A password may be obtained at the following web address: Registration is accomplished by accessing the following web address: and entering the supervisor s employee identification number and the password assigned to the employee. Tools of the Trade classroom training is a mandatory course that equips new Social Services (SS) and Office of Family Independence (OFI) supervisors with the basic managerial knowledge, leadership skills, and attitudes necessary to supervise case managers in the delivery of family services. This training was developed to enhance managerial abilities and to help new supervisors create a work environment of trust credibility and integrity. The focus is a combination of managerial theory and skill-building activities. Classroom training lasts for seven days and is scheduled for three days the first week and four days the second week during two consecutive weeks. There may be homework reading assignments during classroom training. Revised October 2, 2009 Page 11 of 44

12 Tools of the Trade classroom modules: Module 1- Making the Transition to Supervisor Module 2- Communicating Module 3- Coaching Module 4- Planning and Managing Unit Work Module 5- Building Better Relationships Module 6- Using Data Module 7- Teambuilding Module 8- Maximizing Individual Performance Module 9- Supervising with Georgia SHINES Tools of the Trade Classroom curriculum trainer and participant guides can be accessed at Tools of the Trade Classroom Training includes a written knowledge test. The test is given on the last day of class and covers material addressed in class and in the additional reading assignments. If ADA accommodations are required for instruction or testing, the trainee and or county must advise the trainer at least one week in advance of the class to allow preparation. Trainees are encouraged to study during the two weeks, as successful completion of the class requires a test score of at least 90 %. If the trainee does not pass the test on the first attempt, the County Director may permit the trainee to retake the test. If the trainee does not pass on the second attempt, the County Director must then consider the individual circumstances and make a decision regarding the trainee s continued employment at the supervisory level. At all times, the County Director maintains authority regarding employment decisions. Test results/scores will be made available to the trainee and immediate supervisor through the trainee s transcript at Arrangements for retaking the written test may be made by ing Adell Moore, Project Administrator, at asmoore@dhr.state.ga.us in Field Leadership and Learning Development Unit. Registration for Tools of the Trade Classroom Training may be accessed through the following web address: Any SS supervisor who has not previously been certified through the incumbent or new supervisor process and any OFI supervisor with less than six months experience must complete this training. When the trainee is registered, all requested information must be provided. A confirmation and letter will be sent to the trainee and the immediate supervisor or training coordinator at the address on record with the registrar. If a confirmation is not received immediately upon registration, the information on file is not accurate and must be updated. The trainee must also receive the confirmation letter as Revised October 2, 2009 Page 12 of 44

13 it includes information regarding the location of training, directions to the training site, dates of field practice, and any items that the trainee must take to class. Further clarification regarding registration and updating employee information may be obtained through the following website: Tools of the Trade Field Practice consists of 20 consecutive workdays and begins one week after classroom training is completed. The trainee will need approximately forty hours of protected time over the 20-day period to complete all activities. No other training or leave should be scheduled for the trainee during the identified field practice period. If trainees acknowledge during Tools classroom training that they have approved leave or training commitments that interfere with their field practice, they will be requested to reschedule the conflicting commitments or to return to their county and reschedule Tools of the Trade. During field practice the new supervisor will complete activities outlined in the field practice guide, Tools of the Trade: Preparation for Supervision. The E-mentor (who communicates primarily through electronic means with the new supervisor) will provide support, coaching, encouragement, and the guidance necessary for successful completion of the required activities. At the end of each week, the E-mentor will forward a brief status report to the new supervisor/trainee and will copy the immediate supervisor and County Director. Once an activity is deemed complete, the trainee and the immediate supervisor, Field Program Specialist or other county designated individual, in addition to the E-mentor, will sign approval on the signature page. Activities focus on the following modules. Supervisory Field Practice Modules: Module 1 - Knowledge of local DFCS Office and Community Module 2 - Miscellaneous Administrative Responsibilities Module 3 - Performance Management: Process and Forms Module 4 - Roles of Supervision Module 5 Meetings Module 6 - Unit Expectations Module 7 - Program Policy Module 8 - Legal Module 9 - Fiscal Responsibilities Module 10 - Data Management and Reporting Module 11 Conferences & Staffings Module 12 - Supervisory Case Reviews Module 13 - Quality Assurance Review/ Quality Improvement Plan Module 14 Cultural Awareness Module 15 Supervisor s Specific Needs Revised October 2, 2009 Page 13 of 44

14 At the end of the 20-day period, the E-mentor will the County Director regarding the new supervisor s status related to successful or unsuccessful completion of the field practice modules/activities. The County Director may determine an in-house plan of action to assist the supervisor in completing any unfinished field practice activities. This may require the assistance of the Field Program Specialist. Certification may not be granted until the trainee/new supervisor has successfully completed all field practice activities and has met all other certification requirements outlined in this manual. Trainees will be directed to bring a copy of the field practice guide to their classroom training. It may be accessed through: Field Observations are conducted by the Regional Field Program Specialist, or County Director designee who is not the trainee s immediate supervisor. Observations and corresponding checklists are completed in three areas of supervisory responsibility. The trainee/new supervisor will be observed leading a unit meeting, an individual conference, and during an interaction with a DFCS peer or a peer in a partnering community agency. Observation checklists and instructions are located in this manual. Second Level Record Reviews are required for all program areas that the trainee supervises. The trainee/new supervisor must complete at least one case record review in each program area of responsibility using the Case Record Review Guide currently approved for use in that Region/County. The Regional Field Program Specialist, County Director or County Director designee, who is not the immediate supervisor of the trainee, will assess the trainee s case review(s) by completing a second level review. The second level reviewer may make recommendations regarding successful completion of the activity or the need for additional work in this area. Instructions for the process are in this manual. Skills for Successful Supervision/Georgia Fundamentals of the Performance Management Process (PMP) Training is a course provided by OHRMD. This three-day class includes PMP training. Registration for this course can be made through the following web address: Revised October 2, 2009 Page 14 of 44

15 New Social Services Supervisor Certification Program FAQs What is the Social Services Supervisor Certification Program (SSSCP)? The Social Services Supervisor Certification Program (SSSCP) consists of training, professional development activities, and assessments. The entire program is designed to establish a professional, stable, and competent Social Services Supervisory workforce within the Division of Family and Children Services. What are the objectives of SSSCP? The SSSCCP objectives are to hire and develop qualified staff for Social Services supervisory positions. It strives to promote a basic standard of practice, and to equip supervisory staff with the skills needed to manage and lead case managers as we strengthen families. The program is also designed to provide staff with ongoing professional development that will lead to enhanced career opportunities. What does being certified mean? It means that the supervisor has completed training and related professional development activities, and has been assessed to demonstrate a basic level of competency. Certification is neither a license, nor a substitute for a professional social work or public administration degree. Certification represents only the beginning of continuous professional development, which supervisors will engage in throughout their careers. What if the trainee fails the Tools of the Trade Knowledge Test (score below 90%)? The Tools of the Trade knowledge test must be passed successfully as part of the certification process. If the trainee does not pass the knowledge test on the first attempt, the County Director may allow the trainee to retake the test one time within two weeks of the last day of class. If the trainee fails to pass on the second attempt, the County Director may consider the trainee s individual circumstances and make a decision regarding the need for continued employment at the supervisory level. County Directors always maintain authority regarding employment decisions. If a trainee requires special accommodations for taking or retaking the test based on ADA standards, the classroom trainer must receive authorization from the respective county. Once supervisors attain certification status, why must they continue to obtain 20 professional development hours each fiscal year? Child welfare practice studies support that it takes at least two years to become fully proficient as a case manager. Possessing excellent case management skills does not automatically equate to proficiency in supervision of case managers. The required 20 hours of ongoing professional development training assists supervisors in staying abreast of changes in policy and practice, and supports supervisors in building management skills. Is there a waiver request process for exempting portions of certification training for new social services supervisors with prior experience in DFCS or other social services agencies? In these circumstances the County Director may request a Waiver Application from Adell Moore, Project Administrator, at asmoore@dhr.state.ga.us. Questions Please address any questions to the Adell Moore, Project Administrator, at (706) or by at asmoore@dhr.state.ga.us Field Leadership and Learning Development Unit. Revised October 2, 2009 Page 15 of 44

16 Ongoing Professional Development (Professional Excellence Courses) The Education and Training Services Section has approved specific training for ongoing professional development hours. The following Professional Development courses are recommended and will apply toward the 20 hours of annual professional development as mandated by the Division. PE Professional Excellence: Impact of Maternal Substance Abuse 5 hours/5 CEU s This training will focus on the scope of the problem of maternal substance abuse, gender differences in substance abuse, family characteristics that indicate greater risk for children, as well as the social-emotional challenges that result from poor care giving quality. Prenatal exposure to substances, including nicotine will be discussed. This course is recommended for Social Services and OFI staff. PE 506 Emotional Survival: Stress Management for the DFCS Professional 5 hours This course illustrates how workplace stress affects people in all segments of their lives. Participants will learn how to react differently to things they can and cannot control. Participants will also develop the ability to be empathetic to others who are experiencing stress and to identify tools for relieving stress. This course is recommended for all DFCS staff. PE 507- Interviewing Skill Development and Practice (2 days) 13 Hours This course provides case managers with an opportunity to further develop interviewing skills and to increase their confidence in conducting interviews. This intermediate course builds upon the content delivered in the Keys to Child Welfare Practice new case manager curriculum, and also provides instruction on additional interviewing techniques and the application of these techniques to casework practice. Using relevant case scenarios, participants will be videotaped conducting a casework interview and receive feedback from their peers and trainers. This course is recommended for Social Services staff. PE Legal Issues 2: In-Court Training (2 days) 13 Hours Legal Issues 2 builds on the legal foundation information presented in Legal Issues 1. This class provides an opportunity for participants to apply what they learned in Legal Issues 1 to a mock-trial setting. Each participant will have an opportunity to role play the case manager and prepare his/her case for witnessing in court in order to further develop court skills. This course is recommended for Social Services staff. Prerequisite: Must complete Legal Issues 1. Revised October 2, 2009 Page 16 of 44

17 OCP Human Trafficking Internet Training Online (2007) 2 Hours Human Trafficking is a growing problem both nationally and in Georgia. Because DFCS employees come into contact with a wide variety of people, they can play an extremely important role since they may be one of the first people to observe that someone needs help. A Human Trafficking Internet course has been developed that provides important information on this topic, and will assist DFCS staff in identifying and assisting people who may be possible victims. The Division has mandated that all State Office, Regional Staff, County Directors, Program Administrators, Supervisors and Case Managers complete this internet training course. Support staff is not mandated to complete this training. OCP Culturally Competent Practice with Latino Families 6 Hours/6 CEU s This course will provide participants with the skills and knowledge necessary for understanding and working with Latino families. Participants will learn about Latino cultural norms and values as well the emotional impact of the immigration experience. Skills and strategies for connecting, interviewing and engaging Latino families in the change process will be addressed. After completing this training, participants will be able to translate awareness and knowledge into culturally sensitive and relevant interventions. This course will benefit both OFI and Social Services Staff. This class is recommended prior to completing Family Centered Practice with Latino Families training. This course is recommended for OFI and Social Services staff. OCP 512 Interviewing Children/Adolescents 5 Hours This course is designed for front line social services staff who observe, interview, assess risk, place, and treat child and adolescent victims of maltreatment. Information on current research and best practice regarding interviewing and eliciting information from children and youth will be presented. Participants will collect a variety of interviewing tools in their bag of tricks for use when talking with children. Specific tools that require instruction will be fully demonstrated. Participants will leave the training with a host of new tools and interview aids to assist them in their daily practice and work with children/adolescents. This course is recommended for Social Services staff. OCP 513 Observing and Assessing Families 6 Hours/6 CEU s Do you desire practical tools that you can use when assessing caregivers and children? Then this class is for you. It will teach you observation skills that will help you assess a family s strengths and challenges as well as observe the connections and the "dance" between caregivers and their children. You will learn tools that researchers and practitioners have developed to help you sharpen your skills in observing families with children from infancy to youth. You will learn the skills to observe, document and create effective recommendations for family systems. This course is recommended for CPS, FC, RD, and any staff responsible for assessing and working with families. OCP 514 Skills and Strategies for Working with Fathers (2 days) 11 Hours This course focuses on the importance of fathers in children s lives, the current research related to father involvement, and how this information can be applied throughout the child welfare continuum of services. The course includes strategies for identifying, locating Revised October 2, 2009 Page 17 of 44

18 and engaging fathers in the casework process, and is designed to equip case managers and supervisors to work successfully with fathers in a wide range of family situations and structures. This course is recommended for Social Services case managers and supervisors. OCP 515 Engaging and Working with Teens (2 days) 13 Hours This course is designed to help participants answer the question, What is going on with this teen and what can I do to help him/her? This course has two main sections to address the two parts of this question. In the first section, Talking about Teens, participants learn about adolescent development and behaviors, potential feelings of teens involved with DFCS, and specific health and development issues that teens experience such as substance abuse, education, and sexuality. In the second section, Talking with Teens, participants learn how to effectively engage teens in order to help them make positive movement toward a healthy adulthood. Topics include: interviewing and communicating with teens, using a positive youth development approach with teens, permanency, and case management strategies. This course is recommended for Social Services staff and any OFI staff working with the teen population. OCP 517 Working with Military Families 5 Hours This one day course, taught by a military social worker, will give case managers the skills needed to navigate the military social service delivery system. This class will assist case managers in understanding military society, recognizing and connecting with the military social service delivery system, appreciating the stressors on military families as well as the strengths of these families. Resources available for military families and how to access these resources will be included. This course is recommended for Social Services or OFI staff. PE FISH 1.5 hours If your work environment could use a boost, then why not have a FISH Philosophy workshop in your office? This fun and enjoyable workshop will encourage staff to explore their attitudes, challenge them to be there for their internal and external customers while making their day, and promote a positive work environment. Staff will leave motivated and energized! This workshop is recommended for all DFCS staff. PE 519 Secondary Traumatic Stress and Supervision This course is designed to educate Social Services supervisors on the primary and secondary traumatic stress aspects of their work. Participants will assess their own personal and professional care and develop an understanding of how to manage direct and secondary trauma. Participants will also learn how to help their staff members manage the responses related to traumatic stress in their work. The course includes instruction on the nature of traumatic stress as well as individual coping skills and social support strategies that, if implemented, may reduce the negative impact on work performance and individual worker well being. This course is recommended for Social Services Supervisors and Field Program Specialists. Revised October 2, 2009 Page 18 of 44

19 PE 521 Working with Immigrant Families and Children 11 Hours This course will assist participants with identifying strategies for working cross-culturally with immigrant families while addressing safety and permanency for children. Participants will gain knowledge about changes in immigration patterns in the U.S. and Georgia and how these changes have impacted child welfare practices. This course will address federal, state, and local immigrant issues and policies; resources available when working with immigrant families; and Special Immigrant Juvenile Status eligibility and application procedures for immigrant children in foster care. PE 524 Sexual Abuse in Families: Adult Perpetrators and the Non-Offending Caregiver 6.5 Hours This course focuses on working with sexual perpetrators and the non-offending caregiver in child sexual abuse cases. This course describes the different types of perpetrators, looks at the characteristics of each, and examines why people offend. Cultural and personal biases involving female sexual offenders are also explored. Psychosexual assessment and various treatment resources for offenders and family members are discussed as well as for coping and self care. PE 525 ECEM: Promoting Placement Stability and Permanency through Case Manager/Child visits (foster care case manager training) 5.5 Hours This training will help participants understand and value the practice of conducting regular and purposeful case manager visits to ensure safety, permanency and well being of children in care. Foster Care case managers will learn about current DFCS policy on case manager visits and be introduced to a four-step visitation cycle that promotes quality interaction between children and case managers. This is a Program Improvement Plan (PIP) training. OCP 325 Family Team Meeting Facilitator Training 21 Hours This course prepares participants to become approved facilitators for Family Team Meetings. The curriculum covers the basic what, why and when of Family Team Meetings. Participants will gain a basic understanding of the skills required to facilitate a FTM, including the principles of the change process for building a trusting relationship, family dynamics, and forming partnerships for positive change. Participants also practice the skills needed for effective facilitation. This course is a Program Improvement Plan (PIP) training. Note: These courses are offered by DFCS regions and county offices. Revised October 2, 2009 Page 19 of 44

20 Training Waivers PURPOSE The Social Services Training Waiver Process for Supervisors has been in effect since January The purpose of the waiver process is to provide newly hired Social Services Supervisors who have significant child welfare supervision experience and training the opportunity to exempt portions of mandated social services supervisor training and to attain certification in a shorter period of time. TRAINING AND CERTIFICATION REQUIREMENTS FOR SUPERVISORS Please refer to the New Social Services Supervisor Training and Certification Manual dated April 1, 2009, for training and certification requirements for newly hired, promoted or rehired Social Services Supervisors. CERTIFICATION No supervisor is waived from the certification process regardless of experience, training or education. All supervisors must complete all requirements for certification in the program area of responsibility to include Field Base Observations, Second Level Record Review and Knowledge Test in order for the county director to make an initial certification decision. (Refer to the New Social Services Supervisor Training and Certification Manual dated April 1, 2009.) WAIVER APPLICATION One of the following criteria must be met in order to apply for a training waiver: Full time employment in a child welfare administrative position in Georgia DFCS or another state s public child welfare agency within the past 3 years and was responsible for the administration of CPS, Foster Care, and/or Adoptions. OR Full time employment in a child welfare supervisory position in Georgia DFCS or in another state s public child welfare agency within the past 3 years. During at least 12 months of the 3 years, provided supervision in CPS, Foster Care, and/or Adoptions. Also have successfully completed Georgia s Social Services Supervisory Training Series or supervisor training requirements of another state s public child welfare agency. OR Revised October 2, 2009 Page 20 of 44

21 Certification in Georgia DFCS as a CPS, Foster Care or Adoptions supervisor within five years prior to the current hire date. NEWLY HIRED SUPERVISOR NOT ELIGIBLE TO APPLY FOR A WAIVER Newly hired supervisor who was hired, trained and worked for Georgia DFCS or another state public child welfare agency more than 3 years ago Newly hired supervisor with social work experience in fields other than public child welfare RESPONSIBILITY A Request for Training Waiver Application must be recommended and approved by the county director and immediate supervisor. Prior to submitting the request, the county is responsible for determining that the supervisor previous training and experience has provided them with the knowledge, skills, and abilities to supervise CPS, Foster Care, and/or Adoption without completing all of the required classroom, internet and field training for new supervisors. The Education and Training Services Section is responsible for reviewing the waiver request, determining if the new supervisor meets the guidelines for a waiver request, and if guidelines are met, developing an individualized training plan. Communication, regarding the waiver request, will be sent electronically to the county director, immediate supervisor and supervisor. APPLICATION Attached is the Request for Training Waiver Application. All pertinent information must be included on this waiver request application and the form completed in full. Turnaround time for waiver requests will be 3-5 workdays from the day a fully completed Request for Waiver application is received. Please waiver applications to Adell Moore, Project Administrator, (asmoore@dhr.state.ga.us). Only electronic waiver requests will be accepted. If you have any questions regarding the waiver process outlined in the above memo, please contact Adell Moore, (asmoore@dhr.state.ga.us). Revised October 2, 2009 Page 21 of 44

22 Certification Field Observation and Record Review Guidelines and Forms Revised May 5, 2009 Page 22 of 44

23 New Social Services Supervisor Certification Observations and Second Level Case Record Review Process Who? Any of the following individuals may complete the observations and second level review: Field Program Specialist, Program Director, Deputy Director, County Director or designee including an Administrator who is not the immediate supervisor of the trainee. What? The observation checklists are tools designed to record skill-based behaviors. The checklists are divided into three categories that include: unit meetings, individual conferences, and peer interactions. The record review form to be used is the case review guide approved by the trainee s region/county. When? The observations and second level record review process should begin after the new supervisor has completed 40 hours of classroom training and after or during the 15 days of field practice. Where? Observations may occur in the office or the field. The second level record review should be completed in the office. Why? Observations and second level record reviews provide an opportunity to assess if the new supervisor has the ability to transfer learning into day-to-day practice. Revised May 5, 2009 Page 23 of 44

24 How does the observation process work? 1. The county will determine who will conduct the observations. Most counties request that the Regional Field Program Specialist complete the observations. 2. The new supervisor will prepare for the observation by scheduling a unit meeting, a conference, and an interaction with a peer. (A peer may be anyone who holds an equivalent position in your agency or in a partnering agency.) 3. The observer will review the observation checklist/instructions/glossary before observing. 4. The observer then completes the observation checklist as each event occurs. Answers to some of the checklist questions will need to be secured through interviewing the trainee and should be noted in the comments. 5. Both the observer and new supervisor will discuss and sign off on the observation checklist. 6. The observer will determine successful completion of the activity by evaluating all aspects of the checklist and the observed performance. 7. The observer and/or the new supervisor may determine that an additional observation is needed for successful completion of this activity. 8. The observation checklist, decision regarding successful completion, and sign off page is forwarded to the County Director or designee for consideration in making the final certification approval. 9. The observer will discuss the results of the observations with the County Director or designee. If concerns are noted, the County Director will determine what will be addressed in-house, what observations need to be repeated, and whether more specific training is needed. The County Director will make the decision to continue with the certification process or if this supervisor does not (or cannot) meet supervisory certification standards. Revised May 5, 2009 Page 24 of 44

25 How does the Second Level Case Record Review process work? 1. The new supervisor will prepare for the second level case record review by conducting a record review in each program area supervised, using the case record review guides approved by the region or county. The supervisor may use the Social Services Manual or other available resources to assist with the review(s). 2. The second level reviewer will conduct a review using the same case review guide as the trainee. As noted above, most counties ask for the assistance of the Field Program Specialist in completing the second level review(s). 3. Following the review, the second level reviewer will compare the findings of the two review guides and will score the supervisor s review to determine the level of accuracy. A score of 80% or above is considered passing for this activity as it is a policy open-book assessment. 4. Both the observer and new supervisor discuss and sign off on the review guides. 5. The observer and/or new supervisor may determine that an additional second level review is needed in order to assess this activity as successful. 6. The review guide(s), decision regarding successful completion, and sign off page is then given to the County Director or designee for consideration in making the certification decision. 7. The reviewer will discuss the results of the second level review(s) with the County Director or designee. If concerns are noted, the County Director will determine what will be addressed in-house, whether any reviews need to be repeated and whether additional training is needed. The County Director will make the decision to continue with the certification process or if this supervisor does not (or cannot) meet supervisory certification standards. Revised May 5, 2009 Page 25 of 44

26 GUIDE TO COMPLETION OF UNIT MEETING OBSERVATION AND CHECKLIST It is critical be objective. The focus should be on the supervisory behaviors. Try to observe as many areas of behavior as possible. Prior to the observation, please study the questions, glossary and definitions. While observing the trainee, remain with them at all times and keep distractions to a minimum. Be friendly but limit feedback during the observation unless such interaction is necessary. An example of necessary interaction would be if the observer noted a supervisory behavior/statement that created a concern for child safety. There will be an opportunity to debrief and discuss the observations when signing off on the observation checklist. Ratings YES means that the supervisor met requirements for this item. NO means that the supervisor did not successfully complete the item. N/A means that the item does not apply in this situation. COMMENTS should be brief and specific. Any answer of No or N/A requires a comment. *Question 9 One aspect of being an effective supervisor involves knowing how adults learn best. Some identified characteristics of adult learning include the following: adults are autonomous and self-directed; they have accumulated a foundation of life experiences and knowledge; and they are goal and relevancy-oriented, practical, and must be treated with respect. *Question 10 Revised May 5, 2009 Page 26 of 44

27 Participants were introduced to formal stages of worker development in classroom training. Here, the concern is not whether the supervisor understands those formal stages, but whether the supervisor is aware of and sensitive to the learning needs of workers who are new, those who have been employed for some time, but are lacking in some areas of skill development, and workers who are skilled veterans. Does the supervisor present information in such a way that workers can understand it no matter what stage they are in? *Question 11 Family Practice: The family unit is the focus of attention. Emphasis is placed on strengthening the ability of the members to function as a family. The family is linked to comprehensive community-based services and engaged in the planning of all aspects of delivery. Overall, services are family focused rather than centered on an individual within the family. *Question 42 Attending skills may include such behaviors as maintaining eye contact or leaning slightly forward toward the speaker. *Question 43 Reflection includes the ability to verbalize the understanding of the feelings and/or content of what the speaker is trying to convey. Revised May 5, 2009 Page 27 of 44

28 UNIT MEETING OBSERVATION AND CERTIFICATION CHECKLIST ADMINISTRATIVE No. Issue Yes No N/A Comments 1 Were staff members informed of the meeting at least five workdays in advance? 2 Were minutes taken? 3 Was attendance recorded? 4 Were copies of handouts, etc. ready for distribution? 5 Was there a plan to distribute minutes to participants within five workdays? 6 Does the supervisor have a plan to provide information from the meeting within five workdays to staff members who were absent? 7 Does the supervisor have a file that contains agendas, minutes, and handouts from Unit Meetings? (These can be in a computer file and do not have to be hard copies.) Revised May 5, 2009 Page 28 of 44

29 EDUCATIVE No Issue Yes No N/A Comments 8 Was training a component of the meeting? 9 * Did the supervisor use adult learning principles while training? 10 * 11 * Did the supervisor train at a level that was understandable by all workers, regardless of the stage of worker development? Did the supervisor show the connection between the training curriculum and Family Centered Practice, if applicable? 12 Did the supervisor recognize teachable moments, and use these to coach and mentor employees? SUPPORTIVE No Issue Yes No N/A Comments 13 Were any staff members recognized for recent achievements? 14 Were teamwork efforts acknowledged? Revised May 5, 2009 Page 29 of 44

30 SETTING No Issue Yes No N/A Comments 15 Was the arrangement of the room conducive to the type of meeting held? 16 Did the supervisor position him/herself to be seen and heard by all participants? 17 Were distractions kept to a minimum? AGENDA No. Issue Yes No N/A Comments 18 Did the supervisor use a written agenda? 19 Was the agenda shared with staff at least one workday in advance of the meeting? 20 Did the supervisor encourage staff input for the agenda and/or specific items? 21 Was the agenda followed? 22 Were the agenda items important? 23 Were the agenda items relevant? Revised May 5, 2009 Page 30 of 44