| Title (Click for details) |
Abstract |
Type |
| Building a model and framework for child welfare supervision |
This compendium examines the responsibilities and needs of supervisory staff, develops an organizational framework to support effective child welfare supervision, and provides a road map for agency leaders as they think through ways to build and sustain effective child welfare supervision in their agencies. |
Report/Monograph |
| 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 |
| Focus Area III - Strengthening child welfare supervision as a key practice change strategy, Unit 2: Preparing to redesign child welfare supervision |
As part of the CFSR Training Package, this curriculum is designed to explain the importance of supervisors in the practice change process; describe leadership's vision of the supervisory role and responsibilities in achieving agency mission; generate strategies to improve supervisory use and understanding of data, improve supervisors' use of clinical supervision, and help supervisors motivate staff to change practice; and learn how to carry out leadership change to the planning structure and how to implement the steps of the strategic planning process. |
Article/Newsletter |
| Focus Area III - Strengthening child welfare supervision as a key practice change strategy, Unit I: Helping child welfare leaders reconceptualize supervision (Facilitator's guide) |
As part of the CFSR Training Package, this curriculum is designed to assist child welfare leaders understand the importance of supervisors in the practice change process and what supervisors should do in their role as practice change agents; develop a new vision for supervision; identify the supports supervisors need from leadership and what needs to change in the agency for supervisors to assume this new role.
|
Article/Newsletter |
| Maine Child Welfare Supervisory Academy competency model |
This document lists the important qualities and characteristics for child welfare supervisors to develop. |
Standards/Competencies |
| Performance management: Linking individual performance to agency outcomes (Training Curriculum) |
This supervisor curriculum focuses on performance management and the connection between individual performance and agency outcomes, and promotes supervisory use of consistent performance management, evaluation and professional development to achieve agency goals related to safety, permanency and well-being. |
Curriculum/Training Material |
| Processes for evaluating and addressing CPS employee performance and behavior |
This document answers questions related to the Arizona Division of Children, Youth and Families' processes for (1) evaluating job performance and (2) addressing poor job performance and inappropriate behavior of Child Protective Services (CPS) employees, in particular, CPS specialists who are responsible for ensuring child safety, assessing allegations of child abuse and neglect, and providing ongoing case management. |
Overview/Summary |
| Staff retention in child and family services: The first six months (workbook 5) |
This workbook addresses the supervisor's role in supporting new staff, providing the structure, methods, and tools for orienting, supporting and training new staff during their first six months on the job, with particular attention to helping staff cope with and manage the stressors of the job, including: the importance of the first year and emotional phases of change; significant emotional stressors in child and family service; the supervisory process in the first six months; selection and hiring of new staff; initial orientation; formal and informal job training; assuming a workload and working with emotional stressors; increased assignments; and supporting staff when they assume a normal/full workload and setting performance objectives |
Tool/Toolkit |
| Staff retention in child and family services: The practice of retention focused supervision (workbook 2) |
This workbook provides research information and supervisory competencies for retaining effective staff, including self-assessment and planning tools for setting objectives, structuring the supervisory process, and managing stress in the workplace. |
Tool/Toolkit |
| Staff retention in child and family services: The role of leaders (Workbook 1) |
This workbook provides information, tools, and methods for leaders to use to support supervisors in creating and sustaining a positive culture for staff retention, and includes: the role of leaders in staff retention; challenges facing leaders in retaining staff; a leadership model for staff retention; culture for staff retention; mission and direction; relationships and leaders; capacity building through leadership teams; anticipating change and developing resources; developing a professional organization; policies and practices for addressing salaries and benefits, recruiting and selecting the right staff for the team, workloads and caseloads, emotional and physical safety in the workplace, and creating balance in the workplace. |
Tool/Toolkit |
| Staff retention in child and family services: Working with differences (Workbook 3) |
This workbook addresses how supervisors can work with different types of individuals, and provides understanding, methods, and tools for tailoring supervision to the diverse characteristics, learning and behavioral styles, and professional development needs of staff. |
Tool/Toolkit |
| Standards for supervision in child welfare |
This document presents Maine's standards for supervision in child welfare, including expectations for various administrative, educational, and supportive functions such as coordinating the work of the unit with the mission, goals, and values of the agency; ensuring unit cohesion and high performance; increasing staff performance; facilitating communication between staff and upper management; fostering collaborative relationships with others in the agency and with community agencies; orientation for new staff members, staff development, and case supervision and consultation; and establishing a positive work environment, using a teamwork approach, resolving conflicts within and outside the agency, and developing self-awareness. |
Guide/Manual |
| Strengthening child welfare supervision |
This issue provides information and resources to help agencies strengthen and support the critical role child welfare supervisors play in organizational improvement, including the key steps agencies need to take to support supervisors. |
Article/Newsletter |
| Supervision |
Chart of e-resources |
Reference List/Annotated Bibliography |
| Supervision: The key to strengthening practice in child welfare |
This issue focuses on the pivotal role supervisors play in assuring best practices are implementing in child welfare services, and includes articles that address: common supervisory tasks; different supervisory functions; how supervisors can boost the morale of workers; support for supervisors; the SOAP (Subjective, Objective, Assessment, and Plan) documentation style for supervisors; supervision and the beginning social worker; cultural competency and group supervision; reflective supervision and the supervisor as change agent; managing situations when the worker is not a good fit; and ethical considerations in supervision. |
Article/Newsletter |
| Supervisory training: Putting the pieces together |
This curriculum, based on Kadushin's functional model of supervision, is divided into three modules (Administrative, Educational, and Supportive Supervision), and contains full instructions to trainers, the content to be presented, bibliographies, assessment tools, and related PowerPoint slides. |
Curriculum/Training Material |
| 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 |
| Tools of the trade: Preparation for supervision (Trainer's Guide) |
This guide for trainers to use when conducting supervisory training for new supervisors provides instructions for conducting two 3-day sessions that address: making the transition to supervisor; communicating; coaching; planning and managing unit work; building better relationships; using data; team building; and maximizing individual performance. |
Curriculum/Training Material |
| Tools of the trade: Preparation for supervision - Supervisory field practice guide |
This guide is designed to accompany a training course for new supervisors, and includes supervisory activities and exercises for 15 days of field practice that address: transitioning into the role of supervisor; knowledge of local DFCS office and community; miscellaneous administrative responsibilities; performance management: process and forms; roles of supervision; time management; unit meetings/expectations; program policy; legal issues; fiscal responsibilities; data management and reporting; productivity files; individual worker conferences, case conferences, case staffings; supervisory case reviews; quality assurance review/ quality improvement plan; customer service; cultural awareness; and staff training. |
Guide/Manual |
A Service of the Children's Bureau, a member of the T/TA Network