Peer Coach Consultant Training Manual - Indiana Child Welfare ...

Indiana
Department of
Child Services
________________
Peer Coach
Consultant
Manual
A brief overview of the Peer Coach Consultant (PCC) Role
within the Indiana DCS Practice Model.

Table of Contents
Manual Overview …………………………………………………….. 3
DCS Mission, Vision and Values ……………………………………… 4
History of Indiana DCS Practice Model ……………………………… 5-6
Peer Coach Expectations ……………………………………………… 7-8
Peer Coach Commitment …………………………………………….. 8
Development of a Peer Coach Consultant.………..………………… 9
Peer Coach Trainer Consultant Plan …… …………………………. 10-16
Peer Coach Consultant Observation ……………………………….. 17
Special Projects ……………………………………………………… 18
Practice Definitions and Positions ………………………………….. 19
Appendix …………………………………………………………….. 20
Acknowledgement of Manual Disbursement……………………… 21
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Manual Overview
This manual is a brief overview for the Peer Coach Consultant (PCC) position within the
Indiana Child Welfare Practice Model. The manual thoroughly covers the expectations
and development process for PCCs.
All PCCs will receive a copy of this manual and will sign an acknowledgement of
receipt. PCCs will be required to follow the manual during their development process
and refer to the manual as a resource.
Any questions regarding the expectations or development of a PCC should be forwarded
to one of the following staff:
MB Lippold
Deputy Director of Staff Development
MB.Lippold@dcs.in.gov
Maria Wilson
Indiana Practice Model Director
Maria.Wilson@dcs.in.gov
_____________________________________
MB Lippold
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DCS Mission Statement
The Indiana Department of Child Services protects children from abuse and neglect.
DCS does this by partnering with families and communities to provide safe, nurturing
and stable homes.
Vision
Children thrive in safe, caring and supportive families and communities.
Values
• We believe every child has the right to be free from abuse and neglect.
• We believe every child has the right to appropriate care and a permanent home.
• We believe parents have the primary responsibility for the care and safety of their
children.
• We believe the most desirable place for children to grow up is with their own
families, when these families are able to provide safe, nurturing and stable homes.
• We believe in personal accountability for outcomes, including one’s growth and
development.
• We believe every person has value, worth and dignity.
Core Values
• Respect
• Genuineness
• Empathy
• Professionalism
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History of the Indiana DCS Practice Model
BACKGROUND
Since the Governor created the Department of Child Services in January 2005, DCS has
sought to build a child welfare agency that reflects our mission and beliefs about serving
and protecting the children and families of Indiana. Lasting change and better outcomes
can only be achieved if our work is grounded in strong principles and values. And,
translating those values into our every day actions and decisions requires us to rethink
every aspect of how we work together with families and each other. That was the
Governor’s charge to us when he created DCS.
PRACTICE
As part of a massive statewide transformation, the Indiana Department of Child Services
(DCS) fundamentally changed the way it works with families involved in the child
welfare system.
The Governor’s commitment to DCS resulted in hundreds of new Family Case Managers
(FCMs) hired in Indiana. These new workers allowed all DCS FCMs to return to the kind
of social work that drew many of our workers to the field in the first place. Thus,
“practice” really means a renewed commitment to social work practice that makes the
FCM a critical service and support to the child and family. As caseloads decrease over
time, it is our expectation that DCS workers will use their increased time per child and
family to achieve better results for those in our care.
Our practice was based on our vision, mission and values and built upon case practice
efforts that have significantly improved child safety and family reunification in other
states. To implement the practice, DCS built trust-based relationships with families and
partners by exhibiting empathy, professionalism, genuineness and respect. Importantly,
Indiana identified five essential practice skills necessary to effectively implement our
vision, mission and values. These skills are:
• Engaging. The skill of effectively establishing a relationship with children, parents,
and essential individuals for the purpose of sustaining the work that is to be
accomplished together.
• Teaming. The skill of assembling a group to work with children and families,
becoming a member of an established group, or leading a group may all be necessary
for success in bringing needed resources to the critical issues of children and families.
Child welfare is a community effort and requires a team.
• Assessing. The skill of obtaining information about the salient events that brought the
children and families into our services and the underlying causes bringing about their
situations. This discovery process looks for the issues to be addressed and the
strengths within the children and families to address these issues. Here we are
determining the capability, willingness, and availability of resources for achieving
safety, permanence, and well-being for children.
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• Planning. The skill necessary to tailor the planning process uniquely to each child
and family is crucial. Assessment will overlap into this area. This includes the design
of incremental steps that move children and families from where they are to a better
level of functioning. Service planning requires the planning cycle of assessing
circumstances and resources, making decisions on directions to take, evaluating the
effectiveness of the plan, reworking the plan as needed, celebrating successes, and
facing consequences in response to lack of improvement.
• Intervening. The skills to intercede with actions that will decrease risk, provide for
safety, promote permanence, and establish well-being. These skills continue to be
gathered throughout the life of the professional child welfare worker and may range
from finding housing to changing a parent's pattern of thinking about their child.
As our new practice unfolded, DCS developed a different array of services for families,
new policies to guide our work, and continuous training and quality improvement to
improve our skills.
Peer Coach Consultants within the Practice Model
Peer Coach Consultant positions were created in order to assist with the training and
development of Peer Coaches. Peer Coach Consultants are considered to be “Practice
Experts” in that they have mastered the TEAPI skills, Peer Coaching, and other pertinent
skills needed for sustainability of the Practice Model. Peer Coaches also embody DCS’
desired best practice which is transferred to staff throughout the Indiana Department of
Child Services. Peer Coach Consultants ensure that consistency and fidelity to the DCS
Practice Model is maintained. This manual contains a brief overview of the Peer Coach
Consultant role, training, and expectations.
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Practice Model Expectations – Peer Coach Consultant’s (PCC)
Updated 2011
PCCs will be expected to assist DCS staff with fidelity, sustainability, and refining skills
initially learned through the Practice Model and Facilitation training while continuing to
develop Peer Coaches as needed.
1. Continue to prepare Peer Coaches across the state as needed to coach DCS staff as
CFTM Facilitators (see Peer Coach Guidance document). This process will take
between 6 to 8 weeks to complete.
2. Create a monthly calendar with a timeline of each Peer Coach in training. It will take
approximately 9 days of the PCC’s time to develop one Peer Coach not to exceed 8
weeks.
3. Provide ongoing support and expertise to Peer Coaches within their Region and
address any fidelity, sustainability, and skill enhancement issues identified by
Regional Managers, Local Office Directors, Regional Practice Consultant,
Supervisors and/or Peer Coaches.
4. Support Continuous Quality Improvement (CQI) and Quality Assurance processes
within their designated Super Region and elsewhere as appropriate. Participate in the
QSR process within their assigned Super Regions.
5. Assist Practice Consultant with in-services practice support related to the Child and
Family Team Meeting Process.
6. Apprise Practice Director, Lead Practice Model Trainer, and other relevant staff of
any additional protocols needed to facilitate the Peer Coach Development process.
7. Assist with facilitating scheduled Peer Coach Meetings within their Super Regions on
a quarterly basis.
8. Provide feedback on the Peer Coach’s strengths and needs to Peer Coaches, and their
Supervisor (when applicable, the Local Office Director) to aid in professional
development. This will be done in regions by request through the Local Office
Director, Regional Manager, and Practice Consultant.
9. Work with Peer Coaches on developing strategies to follow approved Child and
Family Team Meeting Facilitator Training Guide and Peer Coach Manual.
10. Attend Supervisor and Regional Directors Meetings when requested to answer
questions and provide information about the Practice Model or Child and Family
Team Meeting process.
11. Provide classroom or other training assigned by the Lead Practice Model Trainer as
related to the Indiana Practice Model.
12. Observe facilitators during Child and Family Team Meetings when requested to do so
by a Supervisor, Peer Coach, Local Office Director, Regional Manager or Practice
Consultant and provide written feedback on the facilitators’ strengths and needs.
13. Assist with QSR Grand Rounds within their Super Region.
14. Complete assigned special projects to help with the development of field staff based
on individual goals identified in PCC’s work profiles.
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15. Work with curriculum writers and other subject matter experts to develop specialized
training involving domestic violence, substance abuse, mental health issues, and any
other identified training needs based on the Training Needs Assessment Tool
associated with the Practice Model.
16. Complete special assignments as requested by the Executive Staff, Field Staff,
Practice Director, Lead Practice Model Trainer or Staff Development.
17. Create technology, visuals, in-services etc., to ensure that field staff has the most
current resources and support available.
18. PCCs should advise regions of potential Peer Coaches based on their observations
during facilitation training and other work opportunities with field staff.
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Development of a Peer Coach Consultant
Once a Peer Coach Consultant (PCC) has been hired and an official start date has been
determined, the Practice Director will assign a mentor for the new PCC. This mentor will
be one of the existing PCCs who are close in geographical location to the new PCC. A
working agreement meeting between the Practice Director and PCC Mentor will be
arranged prior to the start date of the new PCC. At this meeting a development plan for
the new PCC will be discussed.
On the first day of hire, the Practice Director and PCC Mentor will meet with the new
PCC. The development plan already established will be reviewed with the new PCC. A
list of required activities will be discussed with the new PCC and needed equipment and
tools will be distributed (computer, cell phone, directories, intranet links to resources,
PCC manual, etc.).
The development of a new PCC takes between six (6) to eight (8) months to complete.
During the process of development, the new PCC is in a probationary status. At six (6)
months after hire, the Practice Director will complete a Performance Appraisal on the
new PCC based on all work and assessments received from the field. The Lead Practice
Model Trainer will recommend at this time whether the PCC should gain permanent
status, continue with their working development period or return to field work. The
evaluation will be reviewed by the Deputy Director of Staff Development and forwarded
to Human Resources.
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Peer Coach Trainer Consultant
Development Plan
Staff Person:
Start Date:
Office:
Strengths:
Needs:
Areas of Interest which could be developed to expertise:
Mentor Worker:
Developmental Activities:
TOT: Platform Skills
Date Attended:
New PCC observes Mentor PCC conduct the following:
• Development of a working agreement between potential Peer Coach and new facilitator
#1, lead by Mentor PCC.
• Facilitation of a prep meeting lead by Mentor PCC while potential Peer Coach and new
facilitator #1 observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #1, and Mentor PCC.
• Facilitation of a prep meeting lead by new facilitator #1 while Mentor PCC and potential
Peer Coach observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #1, and Mentor PCC.
• Facilitation of a CFTM lead by Mentor PCC while potential Peer Coach and new
facilitator #1 observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #1, and Mentor PCC.
• Facilitation of a CFTM lead by new facilitator #1 while potential Peer Coach and Mentor
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #1, and Mentor PCC.
• Development of a working agreement between potential Peer Coach and new facilitator
#2, lead by potential Peer Coach.
• Facilitation of a prep meeting lead by potential Peer Coach while new facilitator #2 and
Mentor PCC observe.
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• Debrief of prep meeting with potential Peer Coach, new facilitator #2, and Mentor PCC.
• Facilitation of a prep meeting lead by new facilitator #2 while Potential Peer Coach and
Mentor PCC observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #2, and Mentor PCC.
• Facilitation of a CFTM lead by potential Peer Coach while new facilitator #2 and Mentor
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #2, and Mentor PCC.
• Facilitation of a CFTM lead by new facilitator #2 while potential Peer Coach and Mentor
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #2, and Mentor PCC.
Mentor PCC observes New PCC conduct the following:
• Development of a working agreement between potential Peer Coach and new facilitator
#1, lead by New PCC.
• Facilitation of a prep meeting lead by New PCC while potential Peer Coach and new
facilitator #1 observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #1, and New PCC.
• Facilitation of a prep meeting lead by new facilitator #1 while New PCC and potential
Peer Coach observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #1, and New PCC.
• Facilitation of a CFTM lead by New PCC while potential Peer Coach and new facilitator
#1 observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #1, and New PCC.
• Facilitation of a CFTM lead by new facilitator #1 while potential Peer Coach and New
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #1, and New PCC.
• Development of a working agreement between potential Peer Coach and new facilitator
#2, lead by potential Peer Coach.
• Facilitation of a prep meeting lead by potential Peer Coach while new facilitator #2 and
New PCC observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #2, and New PCC.
• Facilitation of a prep meeting lead by new facilitator #2 while Potential Peer Coach and
New PCC observe.
• Debrief of prep meeting with potential Peer Coach, new facilitator #2, and New PCC.
• Facilitation of a CFTM lead by potential Peer Coach while new facilitator #2 and New
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #2, and New PCC.
• Facilitation of a CFTM lead by new facilitator #2 while potential Peer Coach and New
PCC observe.
• Debrief of CFTM with potential Peer Coach, new facilitator #2, and New PCC.
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Regional Practice Team
• If applicable listen to the Regional Practice Team (this may consist of the regional
manager, regional practice consultant, directors, peer coaches. . . ) to provide
support and brainstorming regarding practice concerns within regions; listen to
the Practice team’s suggestions for developing practice resources within the
region
P-FACT
• Participate in a P-FACT Meeting
Transition Meetings for regions & developed new working agreement:
• Region:
• Region:
• Region:
Participation in Regional Meetings:
• Observed:
• Participated while being observed:
QSR Presentation:
• Observed Presentation:
• Presented on own while being observed:
Development as a QSR Reviewer:
• Attend QSR Training
• Attends QSR as a Shadow:
• Attends QSR as a Reviewer:
• Attends QSR as a Lead 1:
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• Attends QSR as a Lead 2:
• Attends QSR Mentor training
• Participates in QSR as a Mentor:
Trainings to observe:
• Engaging and Teaming Training:
• Legal Overview:
• Legal Roles and Responsibilities:
Miscellaneous:
• Received copy of trainer handbook:
• Given Needed Materials such as lap top, chart paper/news print, markers, flash
drive, rolling cart, portable chart stand, Secure ID for Central Office, Access
Point, cell phone, changing Outlook properties
• Reviewed A-4 process, travel claims, adjusting time, time off requests. . .
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Meetings
PCCs meet as a team on a monthly basis. This team is comprised of all of the PCCs,
Practice Director, and Lead Practice Model Trainer Supervisor. During this meeting
ongoing projects, updated policy, practice information, and regional updates are
discussed. Each team member can submit agenda items to be addressed during the team
meeting. When there is extensive work which needs to be completed, the Practice
Director may extend the meeting over a two (2) day period of time.
PCCs are required to attend Quarterly Peer Coach Meetings within their assigned
regions. PCCs should actively participate in Quarterly Peer Coach Meetings and should
provide information regarding agenda items.
PCCs should attend Regional Management Meetings (director and/or supervisors) if
requested by the Regional Manager. If meetings conflict with other regions, the PCC
should alternate their attendance to ensure that all regions have equal coverage.
PCCs may be requested to participate in P-FACT (Practice, Field, and Clinical Team)
meetings. These meetings will address specific concerns and issues which may be
occurring in specific regions or counties. PCCs will be part of the solution process in
correcting situations within their assigned regions.
Other meetings which PCCs may be requested to participate in are the following:
• Regional Service Council Meeting
• Resource Parent Meeting
• Curriculum Workgroup Meeting
• Local Office Staff Meetings
PCCs may attend these meetings as their schedule allows. If any questions arise
regarding attendance at meetings, a discussion should occur with the Practice Director.
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Calendar
Each PCC is responsible for maintaining their calendar. This calendar should be
maintained in Outlook. This calendar must be updated at the beginning of each month
and changes should be made within the calendar as they occur.
Appointments and scheduling of meetings will be the responsibility of the PCC. The
training of Peer Coaches is always the priority of the PCC and should be given first
consideration when scheduling appointments.
PCCs are responsible for ensuring that their time is split equally among the regions which
they are responsible for. How this time is split should be arranged in a working
agreement meeting with the Regional Managers and Regional Practice Consultants.
When special projects arise within regions, the PCC should work with the Regional
Manager and Practice Consultant to develop a plan to assist in completion of the project
while ensuring all other regions have needed coverage as well.
If special project requests come from Central Office, PCCs will work with Practice
Director on developing a plan of action. Often these projects become priority and some
shifting of other work responsibilities may be necessary.
Regional Working Agreement
PCCs will have a working agreement with each of their regions. This working agreement
should be monitored and updated as changes occur within the region.
The working agreement plan should be developed with the Regional Manager and
Practice Consultant. It should outline specific tasks to be completed within the region.
The tasks developed need to be outcome based and have timeframes associated for
completion. The regional working agreement should be visited on a quarterly basis and
reviewed for completion of outcomes. If revisions need to be made, this should be done
within a reasonable time frame. Updates should include information from QSR reviews,
STAR, ICWIS data, Child and Family Team Meeting Reports and Practice Indicators
Reports.
If a region needs Peer Coaches developed, a PCC must complete this within 60 days of
initiation of the training. An initiation of training will be considered the time when a
PCC develops a working agreement with the staff member. If there are significant
challenges with completing a Peer Coach’s training, detailed documentation needs to be
sent to the worker’s Supervisor, Regional Manager, Practice Consultant, and Practice
Director on what efforts have occurred to ensure that the worker’s training was
completed in a timely manner.
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Observations
The Practice Director will observe all PCCs a minimum of once per quarter. This
observation will occur with the PCC while in the field. PCCs will make arrangements in
advance with field staff and/or family members for the observation.
While observing the PCC, the observer will note how the PCC relates to the person they
are working with. The observer will be looking at how the PCC works within the TEAPI
model (Teaming, Engaging, Assessing, Planning and Intervening) and core conditions
(Genuineness, Respect, Empathy and Professionalism). An observation form will be
completed on each observation, which at the end of the quarter will be shared with
Deputy Director of Staff Development, Program Manager of Staff Development and
PCC.
At the completion of each observation, the observer will de-brief with each PCC.
Information which was observed will be discussed as well as PCC’s feedback. The
focus of this de-brief will be areas of strength and growth or next steps.
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PCC Observation
Name of Consultant:
Date of Observation:
Type of Observation:
Summary of Observation:
Core Conditions observed (what are the skills that were displayed, teaming, engaging,
assessing, planning and intervening; How was this displayed and in what context Did
the staff member use Genuineness, respect, empathy and professionalism) :
Follow Up Needed (the skill areas that need additional growth What could be used to
improve in these areas Were there contest areas which the field need which were not
covered Is there anything which needs to be revisited with the staff member):
Observer:
Date:
Approved 4/2010
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Special Projects
During each calendar year, each PCC will be assigned a minimum of one (1) special
project to complete or be a part of a workgroup. This project or workgroup will tap into
any special interests or talents that the PCC may have. This assignment will be written
into the PCCs work profile and will be assessed as part of the PCC’s performance during
the Performance Appraisal process.
The selection of a special project will be assigned from one (1) or more of the following
individuals: Deputy Director of Staff Development, Program Manager of Staff
Development, or Practice Director.
It will be the responsibility of the PCC to work on her/his project and provide regular
updates to the Practice Director. If the PCC has been assigned to a workgroup project,
the PCC should ensure that they attend workgroup meetings either in person or via phone
and complete assigned tasks.
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Practice Definitions and Positions
Child and Family Team Meetings
(CFTM)
Clinical Consultant
DCS Practice Model
Facilitator
Peer Coach
Peer Coach Consultants
Practice Consultants
Practice Model Director
Practice Share Point
Prep Meeting
TEAPI
Meeting established with family and
family’s formal and informal supports to
assist with achieving the family’s goals.
Assists with providing clinical support
within supervision.
Best Practice established by the Indiana
Department of Child Services to better
serve families that enter into the child
welfare system.
Staff trained to facilitate a CFTM.
Trains all new CFTM Facilitators; Assists
the regions with maintaining practice
fidelity; Several Peer Coaches throughout
the state; All regions have Per Coaches.
Trains all Peer Coaches; Assists regions
with the practice model; Six Peer Coach
Consultants for the state.
Serves as liaison between Peer Coaches,
Peer Coach Consultants, Community and
Region; Leads Quarterly Peer Coach
Meetings; Oversees on-going practice
trainings; Each region has a Practice
Consultant.
Oversees and monitors practice fidelity,
opportunities and development.
Intranet site where all practice resources
and information can be found.
Meeting with primary caregivers to prepare
for the CFTM; Goals are set; Team
members are selected; Location, date and
time for the CFTM are established.
Abbreviation for Teaming, Engaging,
Assessing, Planning and Intervening.
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APPENDIX
(TRAINING FORMS - Insert)
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Acknowledgment of Manual Disbursement
This form is to acknowledge that _________________________has received a copy of
Name of Peer Coach Consultant
the Peer Coach Consultant Manual on _____________________.
Date
_________________________________________
Peer Coach Consultant - Signature
__________________________________________
Practice Director - Signature
A copy of this document will be kept in the Peer Coach Consultant’s fact file.
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