Health Education Design Group, IIHHS, James Madison University, 2015

Supervisor Competencies

Introduction

Since 2006, the Virginia Home Visiting Consortium, now known as Early Impact Virginia, a collaboration of statewide early childhood home visiting programs, has been advancing the delivery of high quality, efficient services that improve the health, social and educational outcomes for new and expecting parents, young children, and their families within safe homes and connected communities. In 2012, the Consortium revived the Training Subcommittee to guide the professional development system for home visitors and supervisors. The committee soon recognized the need for a set of core competencies to guide home visitors’ professional development and home visiting practice. At the June 2013 Annual Meeting, the committee began the process of identifying broad competency areas and a Training System Structures Workgroup was established to discuss competencies, KSA’s (knowledge, skills, and abilities), and training structure. Competencies were then compared to current training offerings to identify gaps in the curriculum. Following completion of the Home Visitor Competencies, the Training Subcommittee, now known as the Professional Development Action Team, began work on Universal Home Visiting Supervisor competencies. Through the work of the Virginia Cross-Sector Professional Development (VCPD) Team, which promotes planning, implementation and evaluation of coordinated early childhood professional development, the HVC partnered with the Infant & Toddler Connection of Virginia (ITCVA) to develop a set of mutually agreed upon UNIVERSAL COMPETENCIES to guide home visitor and early intervention supervisors. The ITCVA is the statewide Part C, Early Intervention System for children birth to age three with disabilities and their families. Recognizing, however, that the HVC and the ITCVA may have agency-specific requirements, each agency developed additional competencies specific to their own system. A summary of the Universal Competencies is located on page 13. Believing that high quality, reflective supervision is essential, these Supervisor competencies represent the necessary knowledge and skills needed to support home visiting and early intervention staff in their work with families. The following core values are integrated throughout each of the competency areas:

• The home visitor-supervisor relationship provides the foundation for home visiting

practice.

• Home visiting supervision is:

o Built upon family-centered practices, including:

▪ Trauma-informed

▪ Culturally informed

o Collaborative.

o Reflective.

We wish to express our gratitude to The Ounce Training Institute, Zero to Three and to our MIECHV (Maternal, Infant, and Early Childhood Home Visiting) partners, and the Home Visiting Systems of Michigan, Minnesota, Tennessee and Illinois, for generously sharing their competency work with our committee.

Health Education Design Group, IIHHS, James Madison University, 2015

Contents

Introduction

1

Competency Overview 3

The Competencies

1. Parent-Child Relationships 4 2. Early Childhood Development 5 3. Family Well-Being 6 4. Health and Safety 8 5. Parenting Education 11 6. Home Visitor Professional Practice 12

Appendices

A. Glossary 15 B. Virginia HVC Professional Development Model 23 C. Virginia HVC Transfer of Learning Plan 25 D. Course Completion Worksheet 27

Acknowledgements Thank you to those who served on the HVC’s Professional Development Action Team and worked to develop these competencies: Laurel Aparicio (HVC), Carey Bailey (CHIP), Katie Budd (HF), Markella Budesky (HFVA), Jeri Francis (HFVA), Bonnie Grifa (ECMH), Cori Hill (Early Intervention), Shelby Hopkins (VDH HV), Pat Kennedy (JMU), Martha Kurgans (DBHDS), Jessica Lacks (CHIP), Glynda Lowery (HF), Mylinda Moore (CHIP), Sheri Parcell (PAT), Alex Sirney (JMU), Consuelo Staton (RM), Heather Taylor (JMU), and Trinita Wright (VDH HV).

Health Education Design Group, IIHHS, James Madison University, 2015

Competency Overview

VIRGINIA HOME VISITING/EARLY INTERVENTION UNIVERSAL

SUPERVISOR COMPETENCIES - SUMMARY Competency Description Competency 1: Home Visiting Practice 1.1. Continuum of services 1.2. Evidence-based practices, curricula, parent education, and coaching 1.3. Builds capacity in home visitors to address family needs 1.4. Uses an empowerment approach 1.5. Builds capacity in home visitors to provide culturally-informed services 1.6. Builds capacity in home visitors to provide trauma-informed services

Knowledge of effective home visiting is an integral part of the supervisor’s role. Supervisors must be able to direct and support staff in their efforts to engage, support, and serve families enrolled in home visiting programs.

Competency 2: Program Administration 2.1. Program planning, implementation, monitoring, and evaluation 2.2. Legal and ethical practice

Effective and efficient program administration is essential to the mission of the organization. Supervisors must be able to plan and monitor all aspects of the program to achieve the objectives and develop program capacity.

Competency 3: Program Leadership 3.1. Leadership 3.2. Personnel recruitment, retention and performance 3.3 Reflective supervision 3.4. Professional development of self and staff

The supervisory relationship provides the foundation for home visitors to provide high quality home visiting services.

Competency 4: Community Partnerships and Resources 4.1. Collaborates with other agencies 4.2. Uses effective partnerships 4.3. Develops and implements procedures for receiving and making effective referrals 4.4. Promotes public awareness 4.5. Supports staffs’ knowledge of community resources 4.6. Assists staff to anticipate and promote families’ competence in accessing community resources 4.7. Engages in advocacy to promote the importance of home visiting and prevention in early childhood.

Home visiting programs rely on community relationships to meet the complex needs of families. Supervisors must have the ability to identify, build and maintain collaborative partnerships with other community agencies serving families.

Health Education Design Group, IIHHS, James Madison University, 2015

1. Home Visiting Practice

Parent-child relationships form the foundation upon which all other work is built. Home visitors promote and enhance healthy parent-child relationships. Home visitors understand the importance of bonding and attachment and facilitate healthy attachment between caregivers and children. 1.1. Demonstrates knowledge of the continuum of services for families and young children, including:

o Informal supports and community resources

o Home visiting and parent education services

o Early childcare and education

o Early intervention

1.2. Demonstrates and shares current evidence-based practices, curricula in home visiting, parent education, and coaching. 1.3. Builds capacity in home visitors to address the needs of the child, family, and/or the community. 1.4. Uses an empowerment approach with home visitors as they provide services to families. 1.5. Builds capacity in home visitors to provide culturally informed services, recognizing the ways in which cultural values and practices, and religious beliefs of individuals and families may shape their:

o Expectations and interactions with others

o Ability to parent effectively

1.6. Builds capacity in home visitors to provide trauma-informed services, recognizing the ways in which traumatic experiences experienced by individuals and families may shape their:

o Ability to form relationships with home visitors

o Ability to parent effectively

Health Education Design Group, IIHHS, James Madison University, 2015

2. Program Administration

Effective and efficient program administration is essential to the mission of the organization. Supervisors must be able to plan and monitor all aspects of the program to achieve the objectives and develop program capacity.

2.1. Program Planning, Implementation, Monitoring, and Evaluation

2.1.a. Demonstrates knowledge of program theory, use of logic models, and the Theory of Change and uses this information to promote quality within the home visiting program. 2.1.b. Uses evidence-based practices in the field, including frequency and intensity of service delivery, caseload guidelines, and supervision needs of home visitors and parent educators. 2.1.c: Partners with home visiting model(s) to insure fidelity to the model and seeks technical assistance related to model implementation when needed. Participates fully in monitoring and quality assurance systems of national and state models as required. 2.1.d. Uses data-informed decision making in program management, oversight and improvement planning. 2.1.e. Implements a variety of evaluation and quality assurance mechanisms (e.g., needs assessment, qualitative and quantitative measures, record reviews [or review of documentation], data assessment, parent and staff surveys) to support program improvement. 2.1.f. Understands and provides budget and fiscal oversight.

2.2. Legal and Ethical Practices

2.2.a. Practices and promotes confidentiality of each family’s information in all contexts. 2.2.b. Accurately and clearly explains and adheres to agency, federal, state, and local laws and policies affecting documentation, confidentiality, personnel practices and professional boundaries. 2.2.c. Assures prompt and appropriate report of harm or threatened harm to child health and welfare to Child Protective Services. 2.2. d. Develops and implements an internal mental health crisis procedure.

Health Education Design Group, IIHHS, James Madison University, 2015

3. Program Leadership The supervisory relationship provides the foundation for home visitors to provide high quality home visiting services. 3.1. Leadership

3.1.a. Uses “parallel process” in which the quality of relationship between supervisor and home visitor; and the relationship between the parents/caregivers and their home visitors can be seen as directly linked to the quality of the emerging interactions and developing relationship between the child and his or her caregiver(s). 3.1.b. Effectively communicates orally and in writing. 3.1.c. Models and develops positive attitudes and interactions with staff by responding with genuine warmth, interest, positive regard, and sensitivity. 3.1.d. Promotes a healthy team environment for continuous improvement and achievement by demonstrating and encouraging trust, openness and responsiveness. 3.1.e. Identifies and clarifies staff roles and responsibilities. 3.1.f. Uses effective conflict resolution strategies. 3.1.g. Promotes cultural sensitivity and practices in all aspects of the program, including in policies and procedures, curriculum and materials selection, and service to language minority families. 3.1.h. Promotes trauma-informed practices in all aspects of the program, including staff supervision, program planning, and curriculum and materials selection.

3.2. Personnel Recruitment, Retention and Performance

3.2.a. Oversees recruitment and retention of qualified, diverse and culturally competent staff. 3.2.b. Provides and documents formal evaluations and informal feedback on individual staff performance. 3.2.c. Reviews and monitors staff documentation. 3.2.d. Promotes a “culture of self-care.”

Health Education Design Group, IIHHS, James Madison University, 2015

3.3. Reflective Supervision

3.3.a. Demonstrates understanding of theoretical basis and history of reflective supervision.

3.3.b. Demonstrates knowledge of the key elements of reflective supervision. 3.3.c. Actively engages in personal reflective practice through training and mentoring. 3.3.d. Implements ongoing reflective supervision individually, in group consultations, or in team meetings. 3.3.e. Coaches and provides feedback on strength-based approaches and interventions used. 3.3.f. Respects, accepts and appreciates program staff members’ values and unique differences. 3.3.g. Encourages trust and openness by listening and responding to staff concerns and ideas. 3.3.h. Increases self-exploration, disclosure, and self-reflection of staff. 3.3.i. Facilitates staffs’ depth of sharing and insight through individual supervision and group staff meetings.

3.4. Professional Development of Self and Staff

3.4.a. Monitors personal needs for professional growth and seeks learning opportunities. 3.4.b. Assesses and supports each staff member’s ongoing needs for professional development, particularly when new knowledge and skills are required (such as when newly hired; there is a change in job responsibilities, policies or procedures; or there is a need to strengthen performance.) 3.4.c. Ensures that staff members receive periodic retraining in essential functions and provides staff with opportunities for career and professional development. 3.4.d. Ensures that staff members maintain a professional development plan and a record of individual professional development. 3.4.e. Promotes integration of training into practice (transfer of learning).

4. Pr3

Health Education Design Group, IIHHS, James Madison University, 2015

4. Community Partnerships and Resources Home visiting programs rely on community relationships to meet the complex needs of families. Supervisors must have the ability to identify, build and maintain collaborative partnerships with other community agencies serving families. 4.1. Collaborates with other community service agencies to build relationships across agencies serving children and families and supports staff to sustain these relationships. 4.2. Uses partnerships to address unmet needs and to reduce duplication of services. 4.3. Develops and implements procedures for receiving and making effective referrals. 4.4. Promotes public awareness to ensure families, community agencies, and the general public are informed of available services and understand the importance of early childhood interventions. 4.5. Demonstrates and supports a working knowledge of formal and informal community resources, including those that provide social, financial, health, and other services to children and families. 4.6. Assists staff to anticipate and promote families’ competence and confidence in accessing formal and informal resources to meet their needs. 4.7. Engages in national, state and local advocacy to promote the importance of home visiting and prevention in early childhood.

Health Education Design Group, IIHHS, James Madison University, 2015

Appendix A: Glossary

A Advocacy Speaking on behalf of oneself or others to get something done. For example, home visitors ensure that the children and families they serve have a voice and that their needs are met. (Source: adapted from http://pcav.org/advocacy/) C Culture The learned and shared knowledge that specific groups use to generate their behavior and interpret their experience of the world. It includes but is not limited to thoughts, beliefs, languages, values, customs, practices, courtesies, rituals, communication roles, relationships, expected behaviors. (Source: National Center for Cultural Competence) Cultural Competency Congruent behaviors, attitudes and policies that come together in a system, agency or among professionals that enables effective work in cross-cultural situations. (Source: DHHS/OMH) Culturally Informed Having or prepared with information and knowledge about each person’s and family’s culture. D Data Driven Services Analyzing data to verify and measure the effectiveness of services that help organizations make informed policy and practice decisions, with the ultimate goal of improving outcomes for the families they serve. (Source: https://www.childwelfare.gov/management/info_systems/outcomes.cfm) E Empowerment Approach: a multi-dimensional social process that helps people gain control over their own lives. It is a process that fosters power (that is, the capacity to implement) in people for use in their own lives, their communities, and in the society, by acting on issues that they define as important. (Source: http://www.joe.org/joe/1999october/comm1.php) Evidence-Based Practice: the integration of best research evidence with clinical expertise and patient values. (Source: http://www.asha.org/members/ebp/intro/)

Health Education Design Group, IIHHS, James Madison University, 2015

F Family-Centered Practices: a set of interaction characteristics that recognize that all families bring past experiences, (such as trauma, illness, abuse and neglect, and mental health issues), beliefs, and values to the parent-provider relationship. Through unbiased, non-judgmental service provision, providers demonstrate sensitivity and respect for each family's structure, dynamics, culture, and practices. Motivational Interviewing: a collaborative, person centered form of guiding to elicit and strengthen motivation for change. Focuses on exploring and resolving ambivalence and centers on motivational processes within the individual that facilitate change. (Source: http://www.motivationalinterview.org/quick_links/about_mi.html)

P

Parallel Process: “Do unto others as you would have them do unto others”. Parallel process occurs when two or more systems, individuals or groups, who have significant relationships with each other, have similar thoughts, behaviors and cognition due to their relationship. (Source: http://www.sanctuaryweb.com/parallel-process.php)

Program Theory and Logic Models: A program theory explains why a program is expected to work and a logic model illustrates a program theory. http://www.evaluatod.org/resources/evaluation-guides/LogicModel_8-09.pdf

R Reflective Supervision: supervision that exists to provide a respectful, understanding and thoughtful atmosphere where exchanges of information, thoughts, and feelings about the things that arise around one’s work can occur. The focus is on the families involved and on the experience of the supervisee. (Source: http://main.zerotothree.org/site/PageServer?pagename=key_reflective&AddInterest=1149) Research Based: founded on facts and practices that have been based on research. (Source: Merriam Webster)

Retention: the ability of an organization to retain employees. Hiring and keeping high quality staff is essential to program effectiveness. (Source: http://mchb.hrsa.gov/programs/homevisiting/ta/training/recruitmentretention/recruitmentrentention.pdf)

S Self-Care: those activities performed independently by an individual to promote and maintain personal well-being throughout life. (Source: http://www.ahna.org/Membership/Member-Advantage/Self-care). Self-reflection: careful thought about your own behavior and beliefs. (Source: http://www.merriam-webster.com/dictionary/self-reflection)

Health Education Design Group, IIHHS, James Madison University, 2015

Stages of Change: Almost 20 years ago, two well-known alcoholism researchers, Carlo C. DiClemente and J. O. Prochaska, introduced a five-stage model of change to help professionals understand their clients with addiction problems and motivate them to change. Their model is based not on abstract theories but on their personal observations of how people went about modifying problem behaviors such as smoking, overeating and problem drinking. The six stages of the model are: precontemplation, contemplation, determination, action, maintenance and termination. **This model is now used for all people who are contemplating change in their lives and not just for alcoholics. (Source: http://psychcentral.com/lib/stages-of-change/000265) Strength Based Approach: when using this approach you are helping to identify positive resources and strengths within the individual and at the same time using those positive attributes to help resolve their issues and problems. For more information: (Source: http://www.mentalhealth4kids.ca/healthlibrary_docs/PrinciplesOfStrength-BasedPractice.pdf) T Theory of Change: defines all building blocks required to bring about a given long-term goal. (Source: http://www.theoryofchange.org/what-is-theory-of-change/) Transfer of Learning: occurs when learning in one context or with one set of materials impacts on performance in another context or with other related materials. (Source: Perkins and Saloman, 2012) Trauma Informed Approach: refers to how a program, agency, organization or community thinks about or responds to those who have experienced or may be at risk for experiencing trauma. (Source: SAMSHA) Trauma Sensitive: working respectfully and collaboratively with an individual who has experienced trauma to promote personal healing and recovery. (Source: http://www.wafca.org/trauma_sensitive_care.htm)

)

Health Education Design Group, IIHHS, James Madison University, 2015

Appendix B: Early Impact Virginia Professional Development Model

Health Education Design Group, IIHHS, James Madison University, 2015

Health Education Design Group, IIHHS, James Madison University, 2015

Appendix C: Early Impact Virginia Transfer of Learning Plan

Health Education Design Group, IIHHS, James Madison University, 2015

Appendix C: Early Impact Virginia Transfer of Learning Plan

Health Education Design Group, IIHHS, James Madison University, 2015

Appendix D: Early Impact Virginia Course Tracking Worksheet