Child Welfare Policy and the Role of the Supervisor
SUPERVISOR CORE:
CHILD WELFARE POLICY AND PRACTICE FOR SUPERVISORS
- TRAINER’S GUIDE -
SUGGESTED LESSON PLAN
DAY 1
|Topic/Time |Methodology |Learning Objective |Learning Point |
|60 min |Small Group Activity |K1. The trainee is knowledgeable of|Establish the relationship between |
| | |the Adoption and Safe Families Act |federal and state laws and state |
|Review of ASFA, CFSR and |Lecture |of 1997 and the national goals for |regulations the drive child welfare |
|C–CFSR as related to the | |child welfare. |practice. |
|supervisory role |Trainee Guide & Appendix A | | |
| | |K2. The trainee is knowledgeable of|Make the connections on how |
| |Supplemental Handouts: |the outcomes and processes of the |California has specifically |
| |Improving the Lives of |California Child Welfare Outcomes |responded to its review through the |
| |California’s Children & |and Accountability System |PIP with strategies to address areas|
| |Families |(established through AB 636), |needing improvement. Strategies |
| | |including the Peer Quality Case |include fairness and equity, |
| |PowerPoint Slides 1-24 to |Review (PQCR), Self-Assessment, and|developing an outcome driven process|
| |discuss overall changes in |System Improvement Plan (SIP). |that informs practice and utilizes |
| |child welfare in California | |strength-based practices. |
| | | | |
| | | |Continued effort of improvement for |
| | | |child welfare outcomes is everyone’s|
| | | |responsibility |
|Use of the Building Blocks |Group Activity, Laminated |K2. The trainee is knowledgeable |There are systemic efforts being |
|for Child Welfare |paper “blocks” or blocks, |of the outcomes and processes of |made so that resources are brought |
|Improvement in California |flip chart paper – sort which|the California Child Welfare |to bear to assist caseworkers to |
| |blocks are supervisor |Outcomes and Accountability System |work more effectively with families.|
| |controlled or influenced |(established through AB 636), | |
| | |including the Peer Quality Case |The supervisor has a role in |
| |Trainee Guide |Review (PQCR), Self-Assessment, and|improving outcomes for children in |
| | |System Improvement Plan (SIP). |California. |
| |PowerPoint Slide 25 | | |
| | | | |
| |Small Group Discussion – to | | |
| |discuss ways in which | | |
| |supervisors support outcomes | | |
| | | | |
| |Trainee Guide | | |
| | | | |
| |PowerPoint Slides 26-28 | | |
|15 min |Lecture |V1. The trainee will value the need|Reinforce the supervisor’s role in |
| | |to supervise and monitor in ways to|helping his/her unit understand how |
|Making the connections from |Large Group Discussion |achieve ASFA outcomes. |the supervisor and workers fit in |
|the big picture to the | | |the “big picture” and how to |
|actual work of CWS |Trainee Guide | |translate child welfare improvement |
| | | |efforts into everyday practice |
| |PowerPoint Slides 29-33 | | |
|45 min |Lecture |V1. The trainee will value the need|The supervisor is to see “the |
| | |to supervise and monitor in ways to|bigger” picture in improving child |
|The role of the supervisor |PowerPoint, |achieve ASFA outcomes. |welfare outcomes. |
|in achieving better outcomes|Definition and determination | | |
|in child welfare |of outcomes – stating |V2. The trainee will value |The supervisor is to incorporate the|
| |indicators to meet outcomes, |incorporating various practice |use of data as a part of his/her |
| |and differentiating outcomes |issues into supervision |supervisory skill set in the |
| |and processes |outcomes vs. process |organization. |
| | |incorporating data | |
| |Small Group Discussion | | |
| | | | |
| |Pen and Paper Exercise – | | |
| |Trainees will formulate | | |
| |indicators for outcomes. | | |
| | | | |
| |Trainee Guide | | |
| | | | |
| |Supplemental Handout of | | |
| |Action Plan | | |
| | | | |
| |Flip Chart paper or sentence | | |
| |strips | | |
| | | | |
| |PowerPoint Slide 34 | | |
|15 min |BREAK |
|60 min |Lecture |K3.The trainee will understand the |The supervisor understands the |
| | |definitions and criteria of |varying degrees of evidence-based |
|Evidence- Based Practice |Large Group Activity |evidence-based practice and |practice and how to interpret |
| | |promising practices |research and apply to his/her own |
| |Trainee Guide | |practice as well as have his/her |
| | |K4. The trainee will be |workers implement and monitor |
| |PowerPoint Slides 35-36 |knowledgeable of promising |evidence-based practice. |
| | |practices and emerging | |
| |Large Group Activity-Identify|evidence-based practices for | |
| |Benefits and Pitfalls of |achieving: | |
| |Evidence-Based Practice | | |
| | |timely reunification | |
| |Trainee Guide |preventing re-entry into foster | |
| | |care | |
| |Flip Chart Paper |timely adoption | |
| | |minimizing placement moves | |
| |PowerPoint Slide 37 |keeping kids safe in care | |
| | |avoiding reoccurrence of | |
| |Small Group Activity – |maltreatment | |
| |Applying EBP to the Unit |transition to adulthood | |
| | |fairness and equity | |
| |Trainee Guide & Appendix B | | |
| | | | |
| |PowerPoint Slide 37 | | |
| |(repeated) | | |
| | | | |
| | | | |
|10 min |Large Group Discussion |V2.The trainee will value |Introduce or reinforce the |
| | |incorporating various practice |transition of the role from worker |
|Making the Transition from |Trainee Guide |issues into supervision. |to supervisor. |
|Worker to Supervisor | | | |
| |PowerPoint Slide 38 |fairness and equity | |
| | |strength-based family centered | |
| | |practice | |
| | |family engagement | |
|75min |Lecture |V2.The trainee will value |The themes and models of good child |
| | |incorporating various practice |welfare practice will need to be |
|Methods/ |Trainee Guide |issues into supervision |infused into everyday practice. The |
|Models/Themes to improve | | |supervisor will be integral in |
|child welfare outcomes |PowerPoint Slides 39-41 |fairness and equity |helping workers make philosophical |
| | |strength-based family centered |and values shift in working with |
| |Large Group Discussion |practice |families. |
| | |family engagement | |
| |Trainee Guide & Appendices C | |Fairness and Equity remains a |
| |and D | |central theme in working with |
| | | |managers and administration to get |
| |PowerPoint Slides 42-44 | |the needed resources for families. |
| | | | |
| |Pen and Paper Exercise | | |
| | | | |
| |Small Group Discussion | | |
| | | | |
| |Trainee Guide | | |
| | | | |
| |PowerPoint Slide 45 | | |
| | | | |
| |Pen and Paper Exercise | | |
| | | | |
| |Small Group Activity | | |
| | | | |
| |Trainee Guide | | |
| | | | |
| |PowerPoint Slide 46 | | |
| | | | |
| |Pen and Paper Exercise | | |
| | | | |
| |Small Group Activity | | |
| | | | |
| |Trainee Guide | | |
| | | | |
| |PowerPoint Slide 47 | | |
|15 min |Small Group Activity |Review of content of training |Transfer of learning for the day’s |
| | | |training content. |
|Mix and Match: Glossary |Laminated Cards with Terms | | |
| |and Definitions | | |
| | | | |
| |PowerPoint Slide 48 | | |
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