Team-Based Learning

CDOG Call 9/22/2014

Participants: Soledad Caldera-Gammage, Elizabeth Newby, Irene Becker, Melissa Connelly, Margo Hinson, Jennifer Cannel, Joanne Pritchard, Donna Toulmin, Leslie Zeitler, Michele Brienze

Team-Based Learning: Irene provided a brief overview of this topic based on a recent presentation at the West Coast Trainers Conference and an in-service training held in southern region. Irene will send written materials to the group and CalSWEC will contact the present from the conference to see if he can provide a webinar for the CC3.0 curriculum development team.

Learning Objectives: We completed review and finalization of the learning objectives for the field advisor training starting with review of the values objectives for the Classroom Training: Coaching and Mentoring (1 day).

There was no change to V1 and V2.

We changed V3 to better reflect that coaching enhances the supervisory experience for new social workers and for supervisors through engaging in parallel process and expanding reflection and critical thinking. The new objective reads as:

V3. The trainee will value coaching as an opportunity to enhance the supervisory experience for social workers and supervisors through engaging in parallel process and expanding reflection and critical thinking.

We added a curriculum note to draw content out to link to improved practice for social workers and supervisors and improved outcomes for the families that social workers and supervisors serve.

We reviewed and finalized the learning objectives for the Classroom Training: Supporting the Transfer of Learning (1/2) day.

We clarified K1 and K2 to focus on Common Core 3.0 training evaluation. They now read: K1. The trainee will be able to identify the field activities which have a Common Core 3.0 training evaluation component. K2. The trainee will be able to describe the role of the field advisor in collecting data related to Common Core 3.0 training evaluation.

We added K3 to insure trainees receive information about the role of training evaluation in Common Core 3.0 Field Activities: K3. The trainee will be able to describe the role of training evaluation in the Common Core 3.0 field activities.

There was no change to the original K3, other than renumbering it to K4: K4. The trainee will be able to identify the role of the field advisor in the transfer of learning for new social workers.

K4 was renumbered to K5 and changed to include barriers and solutions in addition to supports to implement the field activities: K5. The trainee will be able to identify barriers, solutions, and supports needed to successfully implement CC3.0 field activities.

As a result of this change we eliminated the previous S3 (see below).

We revised the skill objectives to include the use of a scenario and to shift the activity to demonstration rather than practice: S1. Using the field guide and a case scenario, the trainee will demonstrate using the field guide tools. S2. Using the field guide and a case scenario, the trainee will demonstrate using the evaluation tools for specific field activities.

We did not change the original values established for this module, but we eliminated an objective about technology which had been carried over from another module. We agreed the technology content was not priority content for this module. V1. The trainee will value evaluation as a necessary component of training. V2. The trainee will value the role of the field advisor as one of a change agent within the organization – supporting new workers, identifying barriers, and developing solutions. V1. The trainee will value the use of technology in training, training evaluation, and supporting new social workers.

We next resumed our review of the Transition Block learning objectives.

We reviewed and finalized the LOs for the Field Training: Developing a Transition Plan (2 hours). We agreed that the time for this activity should change from 1 to 2 hours. We agreed that there must be an option for observation rather than demonstration of these activities. For those counties the trainee will observe an assigned primary social worker develop a transition plan or review a transition plan developed with a family or review the concept of a transition plan and discuss with the field advisor. We also agreed that this activity should be clearly linked to the variety of roles SW may play (e.g., how would transition planning tie in to hotline, ER, etc.).

We changed S1 to reflect the options for the activity and eliminated S2. CalSWEC added K2 after the call to reflect the groups plan to have the activity reflect a variety of social worker roles. We changed V1 to add implementation.

K1. The trainee will be able to articulate knowledge of key components to include in a transition plan. K2. The trainee will be able to describe how transition plans may be used by social workers in various roles in the agency (e.g., hotline, ER, etc.).

Skill S1. The trainee will complete one of the following activities: a. Engage family members in developing a transition plan and document the plan b. Observe an assigned primary social worker develop a transition plan c. Review a transition plan developed with a family or the concept of a transition plan and discuss with the field advisor S2. The trainee will document a transition plan developed with a family.

Values V1. The trainee will value a respectful, empathic, and strength-based approach to working with a family to develop and implement a transition plan.

We next reviewed and finalized the Online Module: After 18 (60 minutes). We added K1 to provide an initial basic overview of extended foster care. We revised K2 to better focus on the role of the social worker in facilitating development of the TILP and TILCP. We added the word ongoing to K3(a). We eliminated K4 as there were too many LOs for the 60 minute time frame. We added a curriculum note to emphasize the carry through from early on (age 12-13) when social workers begin developing the concepts with youth that will be included in the TILP and TILCP.

Knowledge K1. The trainee will be able to identify the After 18 program providing extended foster care for young adults age 18-21. K2. The trainee will be able to identify the required content in the role of the social worker in preparing for and developing the TILP/TILCP with youth in foster care and young adults in extended foster care. K2. The trainee will be able to identify placement options for young adults in extended foster care. K3. The trainee will recognize the following goals for working with non-minor dependent youth: a. assisting youth in developing and maintaining ongoing permanent connections b. engaging youth in the development of Transitional Independent Living Plans c. engaging youth in the development of Mutual Agreements d. shifting roles to allow increased autonomy and independence K4. The trainee will recognize the court requirements for social workers and young adults in extended foster care. K5. The trainee will recognize the provisions for exiting extended foster care and re-entering extended foster care.

Values V1. The trainee will value the increasing independence and autonomy of youth in extended foster care. V2. The trainee will value the role of the social worker as a consultant and partner in decision-making with non-minor dependent youth in extended foster care.