| Title (Click for details) |
Abstract |
Type |
| Coaching for excellence |
This training curriculum helps child welfare supervisors and managers develop the requisite knowledge, skills and attitudes to engage in effective and continuous coaching of staff towards positive performance. |
Curriculum/Training Material |
| Direct practice consultation program for child welfare supervisors at Connecticut Department of Children and Families |
This report discusses the Direct Practice Consultation project which was designed to provide consultation to child welfare supervisors in order to strengthen their ability to function in the role of mentor, coach and educator with casework staff. |
Report/Monograph |
| Initiating and sustaining a mentoring program for child welfare staff |
This article describes a two-year evaluation of a formal mentoring program in a state public child welfare agency that targeted supervisors and outstanding workers and was designed to provide opportunities for career and professional development. |
Article/Newsletter |
| Mentoring program manual |
This document guides Connecticut DCF's mentoring program, which offers professional development for employees while providing a way for the organization to develop talent, increase overall productivity, retention and morale. |
Guide/Manual |
| Peer Mentoring/Teaming/Coaching |
Chart of e-resources |
Reference List/Annotated Bibliography |
| Summary: Exploring mentoring program models for child welfare workers |
This introductory document is designed for those who are considering the development of a mentoring program within their own agency or within the agencies they serve, and provides an overview of various forms of mentoring initiatives, including formal, informal, paid and volunteer. |
Overview/Summary |
| Survey of supervisory practices and roles |
This document provides the findings of a survey, administered to a representative sample of line workers and supervisors in 14 counties across California, which posed five basic questions: 1. What skills, attitudes, and knowledge do line workers, supervisors, and managers think are essential for excellent supervisory practice in the field of child welfare? 2. What are the current practices of supervisors? 3. In what type of trainings do supervisors and managers want supervisors to participate? 4. What level of involvement do/should supervisors have in training line workers? 5. What is the ideal role of a supervisor with regard to mentoring line workers? |
Evaluation Material |
A Service of the Children's Bureau, a member of the T/TA Network