ncwwi national webinar series session #10 beyond child...
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A Service of the Children’s Bureau, a Member of the T/TA Network
NCWWI National Webinar Series Session #10
Beyond Child Welfare Education & Training: Pennsylvania’s Dynamic
University-Agency Partnership for Transfer of Learning, Quality Improvement &
Organizational Effectiveness
Wednesday, September 11, 2013
Panelists Terry Clark, MPA, Director of Operations, Pennsylvania Department
of Public Welfare, Office of Children, Youth & Families Helen Cahalane, PhD, ACSW, LCSW, Principal Investigator,
Child Welfare Education & Research Programs & Clinical Associate Professor/Chancellor's Distinguished Teacher, University of Pittsburgh School of Social Work
Maryrose McCarthy, MS, Director, Pennsylvania Child Welfare Resource Center
Michael Byers, MSW, Assistant Director, Pennsylvania Child Welfare Resource Center
Wendy Unger, MSW, Organizational Effectiveness/Regional Teams Department Manager, Pennsylvania Child Welfare Resource Center
Sharon England, J.D., MSW, LSW Curriculum & Trainer Development Department Manager, Pennsylvania Child Welfare Resource Center
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 2
Session Agenda
1. Why Focus on Education & Training? 2. Pennsylvania Presentation
– Background – The Public Agency Perspective – Core Activities – Major Impacts & Outcomes – Accelerators & Decelerators – Lessons Learned/Tips for Other Agencies
3. Q & A via web platform 4. Continuing the Conversation & Closing
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 3
Importance of Dynamic Education &Training
Partnerships 1. Workforce Preparation 2. Workforce Retention 3. Training & Transfer of Learning 4. Organizational Effectiveness 5. Organizational Climate/Culture 6. Research & Evaluation 7. Public Perception 8. Community-building 9. Leveraging Funds 10.Child, Youth & Family Outcomes
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 4
Leadership for Education &Training Partnerships
Accountability Capacity-building Service Orientation Decisiveness Entrepreneurship Financial Management Planning & Organizing Problem Solving Technical Credibility
Creativity & Innovation External Awareness Flexibility Strategic Thinking Vision
Conflict Management Developing Others Team Building Cultural
Responsiveness Leveraging Diversity
Partnering Political Savvy Influencing Negotiating
Leading People
Leading for
Results
Leading Change
Leading in
Context
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BACKGROUND & CONTEX
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Background (1) Pennsylvania At a Glance: CW = State-Supervised, County-Administered 67 counties Total population: More than 12 million
– Diversity: Philadelphia (population = 1.5 million; foster care = 4,570) to Forest County (population = 7,000; foster care = 3)
– Approximately 4,500 CW staff statewide – Approximately 14,000 children in placement
(as of March 31, 2013) www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 7
Background (2) Development of a statewide training program (1992)
–Driven by County Children & Youth Administrators and state’s goal to increase consistency and quality of the development and delivery of training
–County collaboration and partnership www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 8
Background (3) University Partnership
– 1992 Intergovernmental Agreement – Focus on core competencies and training delivery
American Humane Association (AHA) Evaluation – Evaluated the extent to which all of the functions of
the training program were operating – Findings:
1. Lack of support and structure by the university which held the contract with regard to resources allocated to the program
2. Need for more expertise to conduct training evaluation 3. Need to strengthen transfer of learning components
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 9
Background (4) Development of a New University Partnership – Multiple Universities approached – Requirements:
• School of Social Work • Willingness to match a % of funds/indirect costs • Connect a continuum of child welfare programs
– University of Pittsburgh selected in 2001 Structural Changes – Transitioned to centralized program with regional training
centers – Center for Excellence concept: Creating & building own
expertise by drawing on resources of faculty research to provide training & professional development/support for CW professionals
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Background (5)
CFSR Round 1 results: Suggested the need for additional efforts to impact practice at the local level
2002: Expanded to include transfer of learning and skills-based training
2004: Launched the Center for Excellence, a technical assistance center designed to support practice improvement and organizational effectiveness, which later became the Organizational Effectiveness/Regional Teams (OE/RT) Department
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The Pennsylvania Child Welfare Resource Center
[PACWRC] (1) Present Day: Our Vision Every child, youth, and family
experiences a life rich with positive opportunities, nurturing relationships, and supportive communities. The CW workforce is supported and
engaged in professional development and system improvement initiatives.
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 12
PACWRC (2) Present Day: Our Mission The Pennsylvania Child Welfare Resource
Center is a national leader in advocating for an enhanced quality of life for Pennsylvania’s children, youth and families. In partnership with families, communities, public, and private agencies, we prepare and support exceptional child welfare professionals and systems through education, research, and a commitment to best practice. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 13
PACWRC (3)
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PACWRC (4) Current Structure 6 Departments
– Administrative – Fiscal/HR – Technology Development – Curriculum and Trainer
Development – Organizational
Effectiveness – Statewide Quality
Improvement
Staffing 80 + staff In-house &
remotely located Regional
training sites
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PACWRC (5) Funding Sources That Support Our Work: Title IV-E Title IV-B Child Abuse Prevention & Treatment Act (CAPTA) Children’s Justice Act Chafee Foster Care Independence Funds Caseworker Visitation Funds State of Pennsylvania Casey Family Programs
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THE PUBLIC AGENCY
PERSPECTIVE
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Public Agency Perspective (1)
County Benefits 1. Efficiency 2. Consistency (in expectations and support) 3. Development of the workforce 4. Individualized support when necessary 5. Practice improvement
State Benefits 1. Efficiency 2. Consistency 3. Helping to ensure alignment with state vision 4. Increased ability to address statewide themes 5. Practice improvement
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 18
Public Agency Perspective (2)
County/State Relationship Opportunities 1. The Pennsylvania Child Welfare Resource
Center Steering Committee 2. Regular meetings with the state 3. Support/Partner with the Pennsylvania
Children & Youth Administrators (PCYA) 4. Network of 16 university partners (Schools
of Social Work) throughout the state
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CORE ACTIVITIES
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Core Activities 1. Organizational Change, including consultation and
technical assistance 2. Training Development & Delivery, including
curriculum development and delivery methods 3. Transfer of Learning (TOL), including guides,
needs assessments, coaching and mentoring 4. Statewide Quality Improvement Projects,
including Continuous Quality Improvement (CQI) through Quality Service Reviews (QSRs)
5. Education, Evaluation & Research, including undergraduate and graduate education and multiple research/evaluation projects
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 21
Organizational Change (1)
Structure to Support Statewide and Agency Vision Collaboration and Partnerships Focus on Continuous Quality
Improvement (CQI), Organizational Change and Positive Outcomes Enhanced Organizational Effectiveness
(OE) Model
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Organizational Change (2)
Implement Implement County Improvement Plan
Plan Develop County Improvement Plan
Define Desired Future State – What should our practice and system look and feel like?
QSR indicators set the mark
CQI / DAPIMTM Overlay
Monitor Monitor County Improvement Plan for completion & impact
Assess Review data, including QSR findings, identify strengths/gaps, uncover root causes
DAPIMTM © 2011 American Public Human Services Association. All rights reserved. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 23
Organizational Change (3)
Projects 1. Statewide 2. Regional 3. County 4. Organizations
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Organizational Change (4) Implementation Process
1. Continuous Quality Improvement (CQI)
2. Organizational Standards (fidelity to the OE model)
3. Building, Maintaining and Growing Partnerships
4. Staff Professional Development www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 25
Training Development & Delivery (1)
Purpose 1. Promote the Long-Term Career Development
Among Child Welfare Professionals 2. Elevate Child Welfare Practice in Pennsylvania 3. Support Implementation of:
– Child & Family Services Review/5 Year Plan – Continuous Quality Improvement (CQI)
• Quality Service Reviews • Practice Improvement Initiatives • Practice Model
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Training Development & Delivery (2)
Identification of Curriculum to be Developed In Partnership with Stakeholders:
– Office of Children, Youth & Families – PA Children & Youth Administrators – Courts
Prioritization Considerations: – Statutory requirements – Availability of existing resources – Extensiveness/widespread nature of stakeholder
need – Impact of not developing or delaying the
development of the curriculum
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Training Development & Delivery (3)
Curriculum Development Competency-Based and aligned with Practice Model Design
1. Assessment Design Development Implementation Evaluation (ADDIE) Model
2. Instructional Design Team 3. Youth and Parent Consumers 4. Quality Assurance Committees 5. Content Experts 6. Diversity Task Force
Transfer of Learning www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 28
Training Development & Delivery (4)
Training Delivery Method Decision Guide (see handout)
1. Classroom 2. Online
– Learning Management System & Design Software
– Knowledge & Skill Building 3. Hybrid (Blended)
– Charting the Course
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Training Development & Delivery (5)
Trainer/Consultant Selection Process – Application & Panel Interview – Experienced Child Welfare Professionals
Trainer/Consultant Development Process
– Development of Trainers and Consultants (DOT/C) – Training on Content (TOC) and/or Mentoring – Observations
• First Time & New Content • Periodic or Biennial
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 30
Training Development & Delivery (6)
Professional Development Ongoing Updates and Training Events Consultant/Trainer Advisory Group (CTAG) Trainer/Consultant Palette Trainer and Consultant Handbook Continuous Quality Improvement (CQI) Level 1 Evaluations Technical Assistance Trainer Feedback Trainer Incident Trainer Utilization Process
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Transfer of Learning [TOL] (1)
Transfer of learning occurs when the knowledge, skills and attitudes we have learned are used on-the-job and benefit performance.
PACWRC definition: TOL is a structured, deliberate set of activities or resources intended to help participants make the connection from theoretical concept and associated skill to integrating that concept into practice. It is comprised of a planned series of steps or activities that continue outside of a learning event.
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Transfer of Learning (2)
The Learning Partnership: – Consists of a triad formed with staff from the
PACWRC, agency representatives (i.e. supervisors, administrators, managers) and trainees
– Creates an effective learning environment – Facilitates effective application or transfer of
learning through shared responsibilities at each phase of the learning cycle
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Transfer of Learning (3) Learning/training events alone have a modest
impact on performance. Learning/training events with transfer activities
can have a meaningful impact on performance. Transfer of learning can be supported by what
is accomplished by the triad members at three key phases: – BEFORE the learning/training event – DURING the learning/training event – AFTER the learning/training event
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Transfer of Learning (4) BEFORE PACWRC includes stakeholders in curriculum
development & provides pre-TOL online activities & recommendations for supervisor pre-TOL activities
Participants identify the purpose of each module, evaluate their knowledge & skill level & participate in pre-TOL activities
Supervisors encourage participants to complete pre-work activities & tasks, identify & discuss purpose of attending the learning/training event prepared & ready to learn
Supervisors provide opportunities for shadowing colleagues, practicing skills, and/or consultation www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 35
Transfer of Learning (5) DURING Trainer/facilitator is familiar with the content & TOL Curriculum presents information repetitively and
gradually to build on previous knowledge Curriculum provides practice opportunities through role
plays and activities Participants attend learning/training events prepared
and ready to learn Supervisors support the participants’ ability to fully
participate in learning/training events by protecting them from interruptions & delegating calls/assignments
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Transfer of Learning (6) AFTER Post-TOL online activities. TOL support sessions, technical assistance, and/or
facilitated discussions. Participants evaluate their knowledge and skill level
and participate in activities. Supervisors, recognizing the impact of universal
experience of results dip, provide coaching and debriefing sessions.
Supervisors also connect the learning/training event content to the agency’s overall objectives.
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 37
Statewide Quality Improvement Projects (1)
History Relatively new to the PACWRC Designed to support the development,
implementation and monitoring of statewide efforts/projects Current focus areas: Citizen Review Panels,
Youth and Family Engagement, Safety, CFSR, Children’s Justice Act, Practice Model, and Continuous Quality Improvement (CQI) www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 38
Statewide Quality Improvement Projects (2)
A Closer look at CQI Origins
– CFSR Round 2 had many findings similar to Round 1
– The CQI framework was created in response to developing a structure to better support and drive sustainable change at the local level.
– Shift from compliance to quality A Working Definition – CQI is the ongoing process by which an agency
makes decisions and evaluates its progress (“A framework for implementation” from Casey Family Programs & NRC-Organizational Improvement)
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 39
Statewide Quality Improvement Projects (3)
Implement Implement County Improvement Plan
Plan Develop County Improvement Plan
Define Desired Future State – What should our practice and system look and feel like?
QSR indicators set the mark
CQI / DAPIMTM Overlay
Monitor Monitor County Improvement Plan for completion & impact
Assess Review data, including QSR findings, identify strengths/gaps, uncover root causes
DAPIMTM © 2011 American Public Human Services Association. All rights reserved. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 40
Statewide Quality Improvement Projects (4)
Quality Service Review (QSR): An in-depth case-specific review using a combination of record reviews and interviews with those involved with the case, including the family. Purpose: 1. To measure child, youth, and family outcomes and system
performance. 2. To assure that the actions of a team of child welfare
professionals are guided by clear and comprehensive policies and are rooted in Pennsylvania’s Practice Model/Standards.
3. To support teaching and learning processes that clarify expectations, provide useful feedback, and affirm good work.
4. To stimulate actions taken to improve practice and results at all levels of the organization.
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 41
Statewide Quality Improvement Projects (5)
CQI Statewide Implementation Phased in rollout – active in 18 counties State-supported QSRs occur every 1-3
years in each county Existing staff at all levels manage the
work: CQI is a cornerstone of our work and therefore can not be “assigned” to a specialized unit. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 42
Statewide Quality Improvement Projects (6)
How are we doing so far? 1. Increased community understanding and support of
child welfare work – “I am certainly more appreciative of the work of the CYS” – QSR
reviewer 2. Positive feedback from caseworkers, supervisors, and
families – “I appreciated that the interviewer seemed genuine and truly invested
in ultimately helping these families -- not simply gathering statistics or information.” - Child Welfare Professional
– “I felt heard with everything that was said and notes were taken.” - Family Member
3. Largest county conducts their own QSRs throughout the year to evaluate progress
4. QSR is seen as a tool that measures what matters most
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Education, Evaluation & Research
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Child Welfare Education & Research Programs
Child Welfare Resource Center (CWRC)
Degree Education Programs
Curriculum Development,
Training, Technical Assistance
Organizational Effectiveness, Quality
Improvement, Research & Evaluation
Child Welfare Education for Baccalaureates
(CWEB)
Child Welfare Education for Leadership (CWEL)
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Temple University - Harrisburg
Marywood University – Center Valley
Widener University - Harrisburg
Millersville University
Marywood University – Reading
Kutztown University
Shippensburg University
University of Pittsburgh
Slippery Rock University
California University
Edinboro University
Mansfield University Marywood
University – Main Campus
University of Pittsburgh - Bradford
Marywood University – Central PA
Bloomsburg University
Lock Haven University
Bryn Mawr University
University of Pennsylvania
West Chester University
Widener University
Temple University – Main Campus
CWEL Only CWEB Only CWEB and CWEL
Participating Universities
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CWEB/CWEL Profile: 2013-14
CWEB
• Established 2001 • 46 active students • 877 individuals have
entered into the county child welfare system since CWEB began
CWEL
• Established 1995 • 141 active students • 1,099 grads to date • In current academic
year, 13% of CWEL students are also CWEB grads
Statewide; 97% of counties participate
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County With IV-E Graduate As Current Administrator or Assistant Administrator
Leadership By IV-E Grads
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Developmental & Social-Emotional Screening in
CW Services Three phase, statewide study examining the
screening of young children receiving child welfare services using standardized instruments (ASQ™ & ASQ:SE™) County policies & procedures analyzed Screening results of 4,669 children from 60
counties analyzed (48.7% showed concerns) In-depth interviews conducted with a random
sample of caregivers (n=337) www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 49
Safety & Risk Assessment
PA is taking a closer look at the psychometric properties of its safety and risk assessment tools. Conducting a study that is examining
reliability and validity of both tools Also looking to our own workforce and to
other states to learn more about what works and how we may be able to streamline the process without losing valuable information.
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Training Evaluation Rigorous evaluation of core training series for
new caseworkers and new supervisors – Consulting with Cynthia Parry, Ph.D.
7 levels of evaluation 1. Tracking attendance at training 2. Course evaluation 3. Satisfaction/Opinion 4. Knowledge 5. Skills 6. Transfer 7. Agency/Client Outcomes
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 51
Transfer of Learning Evaluation (1)
TOL is part of all of our training & learning activities. Conducted study to examine training outcomes
among CW workers in relation to receipt of TOL package (initial training + post-work sessions + booster shot training). Findings included:
– Perceptions of peer & supervisor support significantly improved b/w baseline & 6-mo. follow up for TOL participants
– Caseworkers in control group reported feeling significantly less knowledgeable about training content 6-mo. post-training
– Although not statistically significant, caseworkers in TOL group showed positive trends in items related to content knowledge, ability to use training content, and opportunities to use training content six months post training.
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Transfer of Learning Evaluation (2)
• We are now developing a TOL How-To Guide that can be utilized with any training offered by the PACWRC.
• We are also looking at standard ways of collecting qualitative and quantitative data after workers participate in TOL – Structured After Action Reviews – Brief surveys assessing TOL post-training
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 53
Evaluation of OE Interventions
1. Multi-state evaluation of the APHSA Organizational Effectiveness (OE) model
2. Mixed methods design with 2 components – Survey and key informant interviews with
current and past OE client agencies focusing on the extent to which organizational outcomes are achieved following OE work, the role of organizational readiness for change, use of specific OE practices, and client perceptions
3. PA-specific sample of counties exploring more detailed information on the process and achievement of OE outcomes.
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Evaluation of PA’s Title IV-E Demonstration
Project (1) Three focus areas:
1. Family engagement 2. Comprehensive assessment of child &
family strengths and needs 3. Utilization of evidence-based practices
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Evaluation of PA’s Title IV-E Demonstration
Project (2) Process evaluation – Readiness to implement – Fidelity of implementation
Outcome evaluation – To what extent do counties’ proposed activities relate to improved
placement decisions and improved child & family well-being? – How does level of fidelity to proposed activities relate to improved
placement decisions and improved child & family well-being? – To what extent do placement decisions and child & family well-being
improve as a result of financial flexibility afforded by the Waiver? Cost analysis
– Do expenditure patterns for out-of-home care change over the 5 years of the Project, and if so, were the changes related to unit costs, care days, or both?
– Does the ratio of out-of-home care spending to spending for prevention and family preservation decrease over the 5 years of the Project?
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MAJOR IMPACTS & OUTCOMES
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Impacts & Outcomes (1) PA’s Child Welfare System (as a whole): Safely reduced the # of children in
placement by over 30% in the last 5 years (21,000 to 14,000) Changing culture to collaborative
and quality-focused
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Impact & Outcomes (2)
CQI Impact The QSR data provides a common framework, which allows us to:
– Have a real-time view of practice
– Identify strengths and needs
– Garner commitment for change
– Allocate resources to address areas of need
QSR Data 95 88 84
39 59 59
0102030405060708090
100% Strength
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ACCELERATORS & DECELERATORS
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Accelerators 1. Leadership 2. Active involvement of key
stakeholders 3. Shared vision (practice model) 4. Open and honest communication at
all levels 5. Flexibility 6. Commitment to funding “the vision”
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Decelerators
1. Pace of change
2. Varied abilities to implement change
3. Competing demands
4. Funding challenges
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LESSONS LEARNED/TIPS
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Lessons Learned/Tips (1) 1. Modeling our Practice 2. Commitment to internal CQI 3. Use of CW professionals as trainers 4. Focus on building internal capacity 5. Organizational approach 6. Slow down to speed up – change
takes time
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Lessons Learned/Tips (2)
7. Commitment to structured, comprehensive implementation
8. Build evaluation into projects from the beginning
9. Promote the use of data-driven decision making
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Next Steps
1. Learner-focused instructional design
2. Online development 3. Project management 4. Next level of training evaluation
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 66
QUESTIONS? COMMENTS?
IDEAS?
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Continuing the Conversation
1. Visit http://www.ncwwi.org/events/archive.html for the webinar RECORDING & PRESENTER HANDOUTS
2. Participate in this webinar session’s follow-up LEARNING LAB teleconference on Wednesday, September 18 at 3 pm for more discussion with your peers & the presenters (register here: http://events.constantcontact.com/register/event?llr=pfnuq9dab&oeidk=a07e7uje1toae04d360)
3. Provide feedback to strengthen future offerings by completing a quick EVALUATION SURVEY (via email from Robin Leake, Butler Institute for Families at the University of Denver)
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 68
1. PACWRC Website: http://www.pacwrc.pitt.edu/ 2. NCWWI 1-pager: Specialized Education &
Training #12 3. NCWWI's Child Welfare Traineeships: 12
Program Summaries 4. NCWWI Traineeship Syllabi Collection 5. NCWWI Traineeship Teaching Resources 6. NCWWI Traineeship Program Promising
Approaches & Strategies 7. NCWWI Traineeship Student Profiles 8. Forthcoming (October 2013): NCWWI Traineeship
Legacy Documents www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 69
Additional Resources
Pennsylvania Department of Public Welfare, Office of Children, Youth & Families - contact Terry Clark at
teclark@pa.gov
University of Pittsburgh School of Social Work, PA Child Welfare Resource Center - contact
Helen Cahalane at hcupgh@pitt.edu Maryrose McCarthy at mbm45@pitt.edu
Michael Byers at mib39@pitt.edu Wendy Unger at wau2@pitt.edu
Sharon England at sse8@pitt.edu
Learning Lab – contact Sharon Kollar at skollar@albany.edu
NCWWI National Webinar Series & other products – contact Sara Munson at smunson@albany.edu
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 70
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