D Staff Supervision Policy

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HEALTHY FAMILIES MASSACHUSETTS Staff Supervision PolicySeptember 2011

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HEALTHY FAMILIES MASSACHUSETTSPOLICIES & PROCEDURES

STAFF SUPERVISION

HEALTHY FAMILIES MASSACHUSETTS (HFM) ensures the highest quality of service deliverythrough supervision to all staff members. While supervision content and practice may lookdifferently based on the role of the staff member, the importance of getting feedback, support,and quality review of completed work is integral to the functioning of an HFM program.Supervision is an essential tool in promoting team building, enhancing program management,and increasing service delivery efficacy; indeed, supervision is the backbone of HFM programs

and demands care and attention to its practice.

The HFM policies and procedures on staff supervision are divided into the following sections: Supervision Infrastructure; Supervision Practice; Tasks that Support Supervision; and Documentation.

Attached to this policy are the following appendices: Appendix A: Coordinators Formula Appendix B: Supervisors Formula Appendix C: Guidelines for Building Effective Program Management Teams Appendix D: New Supervisors Development Plan (NSDP) Protocol Appendix E: Tiered Shadow Supervision Appendix F: What is Reflective Supervision? Appendix G: Guidelines to Creating and Maintaining Supervision Logs in HFM Appendix H: Guidelines for Creating and Maintaining Supervision Logs for

Coordinators in HFM

RationaleSupervision for all staff is critical to ensuring high quality services. All staff need and deservesupport in their HFM role. Staff within HFM must receive supervision to give input on their job

tasks, receive feedback and direction on their work, develop professional development goals,create accountability loops, and work as members of the HFM program team. As a relationshipbased program model, HFM utilizes parallel process in its supervisory structure. Because ofthis, HFM has specific requirements for most aspects of supervisory practice and seeks toimplement the best and most promising practices in supervision.

I. SUPERVISION INFRASTRUCTURE


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All programs are required to have supervisory infrastructure that supports programpractice. Additionally, HEALTHY FAMILIES MASSACHUSETTS Implementation Team (HFMIT)has requirements built into the program model to support this infrastructure. Agencies mayhave varying titles for positions within each HFM program; however, HFMIT recognizesone program coordinator per program as the key point of contact between the program and

the Childrens Trust Fund (CTF).

A. Required Supervision/Management Team Roles1. Program Coordinator: The coordinator is a full or part time position that provides

the overall program management, administration, and oversight of an HFMprogram. This is not a direct service role. A coordinator provides supervision tosupervisors. There are no program requirements for supervision caseloads of HFMcoordinators; however, this role should be balanced with other coordinator tasks.

NOTE: Please see Appendix A for a list of responsibilities typically assigned to

program coordinators. Please see RECRUITMENT AND RETENTION OF HFMPROGRAM STAFF POLICY for hiring criteria that each HFM program must followin selecting and hiring coordinators.

2. Supervisor(s): A supervisor is any HFM staff member who provides supervision toat least one HFM home visitor (or provider of direct services to families). As such,some HFM program coordinators may also be considered supervisors if a portion oftheir duties involve provision of supervision to home visitors. Supervisors typicallyperform other tasks in addition to supervision (i.e. group facilitator, member ofcommunity advisory boards, etc.).

NOTE: Please see Appendix B for a list of responsibilities typically assigned tosupervisors. Please see RECRUITMENT AND RETENTION OF HFM PROGRAMSTAFF POLICY for hiring criteria that each HFM program must follow in selectingand hiring supervisors.

o Supervision Caseload: The caseloads of HFM supervisors are also limited toensure quality reflective supervision. The ideal ratio for a supervisors caseloadis five home visitors to each full-time supervisor. The maximum number ofhome visitors a supervisor can have on his/her caseload is six. These ratios arepro-rated based on the supervisors full time equivalency (FTE).

NOTE: Programs must pay attention not only to the number of staff on asupervisors caseload, but to the balanceof a supervisors caseload (e.g. seasonedstaff versus newer staff, other tasks required of the supervisor such as participantgroup facilitation or conducting group)

o Home Visiting Caseload: Some supervisors may also still provide directservices. A supervisors home visiting caseload must be pro-rated according tothe FTE dedicated to home visiting (i.e. only the portion of FTE for home visiting


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may be used in calculating maximum caseload). Please see the HFMCASELOAD MANAGEMENT POLICY for further guidelines regardingcaseloads. While there may be circumstances (e.g. during staff transitions) whensupervisors may provide direct services temporarily, it is strongly recommendedthat supervisors focus on supervision tasks and not regularly carry a home

visiting caseload.

3. Program supervision/management team: In addition to hiring effective individualsfor supervisory positions, HFM programs should cultivate effective managementteams. A program management team consists of the coordinator and all supervisors(at lead and subcontract sites) in the program. The purpose of the programmanagement team is to meet regularly to discuss programwide direct serviceissues, team dynamics across the program, administrative issues, consistency ofpractice across all team members, program planning, and disseminating statewideinformation. Please see Appendix C for guidelines and recommendations.

B. Training & Orientation for Supervision/Management Team StaffWithin HFM, supervision/management team members must receive required trainingdesigned specifically for supervisory roles provided by HFMIT, as well as ongoingformal and informal training and orientation provided by each program.

1. Program Provided Orientation and TrainingWhen a new supervision/management team member is hired, programs must:a. Orient new staff members to their agency, their program, and to the HFM

system. This will be slightly different than a general orientation, as the focusshould be tailored to highlight the role of the supervisor/coordinator.

b. Collaborate with the new supervisor to complete a New SupervisorDevelopment Plan (NSDP). The program coordinator works with the new staffmember to develop the NSDP, as this is an assessment of the skills and strengths,as well as the gaps in knowledge or experience, which each new supervisorbrings to this important position. In addition to assessment, the NSDP states theprograms plan to address gaps and provide support to the newly hiredsupervisor. The NSDP is to be completed and submitted to HFMIT at the end ofthe first month of hire. For further details, please refer to the Appendix D of thispolicy.

c. Provide ongoing training in supervision skills. Each program is stronglyencouraged to seek out training on issues relevant to providing reflectivesupervision or the other tasks associated with supervisory roles.

2. HFMIT Provided Orientation and TrainingEach program is responsible for ensuring that new supervision/management teammembers attend required HFM training in a timely manner. Coordinators mustattend the following trainings provided by HFMIT:

New Supervisors Orientation (NSO) Supervisors Intensive Training (SIT): Day One

Supervisors must attend the following trainings provided by HFMIT:


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New Supervisors Orientation (NSO) Supervisors Intensive Training (SIT)

NOTE: For further information about specific training requirements and detail of trainingcontent for supervisors and coordinators, please see the HFM TRAINING POLICY.

C. Support and Technical Assistance to SupervisorsTo strengthen practice, supervisors have an ongoing need for self-improvement, forcreating feedback loops for praise and constructive criticism, for learning newapproaches and techniques, and for networking with peers and colleagues. HFMITprovides a variety of supports to supervisors to aid them in their development.

1. Shadow SupervisionIn keeping with parallel process, members of the HFMIT provide shadowsupervision sessions just as supervisors shadow home visits. The aim of theseshadow sessions is to build supervisors skills and to act as a tool for quality

assurance of the provision of quality supervision. HFMIT will shadow supervisionteam/management members supervision sessions on a regular basis (i.e. once every12-18 months or 24 months if the supervisor meets the Tiered Shadow Supervisionrequirements as outlined in Appendix E). HFMIT shadow supervision sessionsinclude:

Review of supervision log documentation; Shadow of a supervision session; Immediate verbal feedback in the form of discussing the supervisors

impressions and the shadowers observations; and Written feedback in the form of a Shadow Supervision Report to the

supervisor and their supervisor (and program coordinator, if different), as

well as the HFMIT Program Specialist responsible for that program.

2. Specialized Technical AssistanceSupervision team members may receive specialized technical assistance (TA) fromthe HFMIT in two ways:a. HFMIT Initiated: There are times when the HFMIT Program Specialist, having

identified a challenge a program is experiencing, might require a program toaccept TA. This specialized TA may be focused on an individual supervisor,multiple supervisors, or an entire team of supervisors. In this case, HFMIT willimplement tailored support in the form of consultation, training, observations,and other supports deemed necessary to address the identified challenge and to

promote stronger supervision practice.b. Coordinator/Supervisor Initiated: TA related to supervision practice isavailable to all supervisors and coordinators at any time they wish to initiate it.This TA can take the form of consultation, training, observations and othercreative interventions to help supervisors reach their greatest potential.

In order to initiate specialized TA, please submit a TA Ticket via the TA HelpDesk [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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3. Supervisors Support ForumsThe Supervisors Support Forums (SSF) are regional meetings among supervisorsand coordinators designed to facilitate networking and sharing of innovativepractices, as well as to provide peer support. Attendance is voluntary, and those in

attendance set the agenda. Members determine how often the SSF will convene;HFMIT recommends a meeting frequency of at least quarterly. HFMIT staff areavailable to facilitate and staff these meeting; however, the forum members help todetermine the role HFMIT will have in the SSF.

D. Supervision Think TankAs a means to gather input and feedback from program staff, HFMIT convenes focusgroups, or think tanks, to strengthen program implementation. The Supervision ThinkTank (STT) provides guidance on issues and practice related to supervision.Membership on the STT is voluntary and rotates annually, with representation from allfive regions.

II. SUPERVISION PRACTICEA. Required Supervision

The length of time spent in individual supervision is based on the staff members FTE.All core HFM staff must receive supervision on a regular basis as follows:

HFM full-time home visitors (i.e. any staff person with program participants on ahome visiting caseload) must receive at least an hour and a half of individualreflective supervision on a weekly basis. Programs may split supervisionsessions for full-time staff into no more than two scheduled sessions each week;each session must last a minimum of 45 minutes;

HFM full-time supervisors (i.e. any staff person supervising a HFM home visitoras defined above) must receive at least an hour and a half of individual reflectivesupervision on a weekly basis Programs may split supervision sessions for full-time staff into no more than two scheduled sessions each week; each sessionmust last a minimum of 45 minutes;

HFM part-time home visitors (i.e. any staff person with program participants ona home visiting caseload) or supervisors (i.e. any staff person supervising a HFMhome visitor as defined above) must receive at least one hour of individualreflective supervision each week regardless of their FTE. Programs may not splitsupervision sessions for part-time staff;

HFM program coordinators must receive one hour of individual supervisionevery other week;

All other HFM staff, including program consultants, in direct contact withprogram participants (for instance, group facilitators or outreach workers)should receive regular administrative or reflective supervision to ensurefamiliarity and fidelity with the HFM model and to provide support and reviewof their work. The purpose of this contact is to provide relevant context forgroups, debrief on group dynamics and significant issues within the group, andaddress facilitators issues or concerns with the group process; and


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All volunteers or students working within the HFM program must receive thesame type and amount of supervision as any paid HFM staff person performingthe same role as per the RECRUITMENT AND RETENTION OF HFMPROGRAM STAFF POLICY.

NOTE: For all new HFM program staff members, regardless of their role, eachindividual programs Policies and Procedures Manual must act as a guide to orientingand informing staff. This is an important tool for providing effective supervision.Please see HFM TRAINING POLICY for specifics on how to document this.

B. Components of Supervision1. Individual: Individual is supervision that is delivered in a one-on-one, face-to-face

setting. This is appropriate for all HFM staff and is required for all HFM core staff.2. Group: Group supervision for case review may be provided in addition to the

required individual supervision. However, it cannot replace individual supervision.

Group supervision typically includes all home visiting and supervisory staff andadheres to the same rules of confidentiality as individual supervision.

C. Types of Supervision Within HFM1. Administrative Supervision

Administrative supervision is appropriate for HFM staff who do not work directlywith families on a regular basis. It allows for the review of administrative, programplanning and implementation tasks, holds staff accountable for the quality of theirwork, and provides them with skill development and professional support. Thesetting of administrative supervision should demonstrate respect and awareness of

confidentiality issues. The approach of administrative supervision includes a varietyof mechanisms, including (but not limited to):

Addressing team dynamics /communication; Exploring staff issues/review; Reviewing of tasks/projects; Discussing strategies to promote professional development/growth; and Ensuring quality oversight.

2. Reflective SupervisionReflective supervision combines thorough case review, attention to administrativedetails, and the exploration of dynamic content related to the delivery of services

and HFM staff members experience in providing services and is delivered in a one-on-one, face-to-face setting. This type of supervision is required for all HFM corestaff (i.e. home visitors and supervisors) and is recommended for the programcoordinators as well. For best practices for providing reflective supervision, pleasesee Appendix F.

a. Structuring a Reflective Supervision SessionTraits that contribute to a successful reflective supervision session include:


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A private location that supports confidentiality, in a space with a doorthat closes;

No interruptions from phone calls, beepers, intercoms, or knocks at thedoor;

Consistent scheduling that takes into account the staff membersschedule;

Minimal reliance on on-the-fly supervision prior to the scheduledsupervision;

Beginning the session with strengths while addressing challenges, as wellas using strengths-based tools such as partnered problem-solving;

Focusing on case review, but also attending to the staff membersprofessional and personal needs as they relate to the job; and

Reviewing Participant Data System (PDS) documentation and otherparticipant documentation before the session so the supervisor canreference information during case review.

NOTE: Initial review of the PDS is part of preparation for supervision and as such,must take place ahead of the session. Using the PDS in supervision can create animmediate opportunity for practicing documentation skills; however, supervisorsmust not use individual reflective supervision sessions to conduct an initial reviewof any PDS records.

b. Content of Reflective Supervision SessionReflective supervision consists of attention to many areas and the completion ofmany tasks. The content of a reflective supervision session is driven by the roleof the staff member being supervised. For both those staff providing directservice and those whose roles are supervisory in nature, the purpose of

supervision is to provide staff development opportunities, to provideprofessional support, and to hold staff accountable for the quality of their work.The following is a list of the general components of reflective supervision,regardless of the role of the staff member being supervised. This is not acomplete list, nor must each of these components take place in every reflectivesupervision session. However, over the course of time, in providing reflectivesupervision, each of the following components should emerge:

Personal check-in; Training and orientation; Caseload management; Review of schedule (trainings, visits, time off, etc.);

Administrative tasks (leaves, time sheets, etc.); Agency or program announcements; Processing team meeting or team dynamics; Performance review; Scheduling shadow home visits and discussing feedback; Reviewing PDS or paper documentation; Professional goals and progress;


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Program development, such as planning for groups or communityoutreach;

Planning for coverage during supervisor leave; Scheduling future supervision; and Case review, which refers to a review of all cases/tasks on each

supervisees workload. For a home visitor, this means discussion ofparticipants on their caseload. For supervisors, this means discussion ofstaff members they supervise. For coordinators, this means staffmembers and program development projects they supervise.

NOTE: The primary focus of reflective supervision for HFM home visitors mustbe participant-focused case review. Please see the HFM CASE REVIEW POLICYfor the essential elements that must be included during case review.

For more details about these essential elements of case review anddocumentation of them in supervision logs, please see Appendix G.

Content of supervision for HFM staff providing direct service: Feedback on strength-based approaches and interventions used (e.g.

problem-solving, crisis intervention, etc.); Shadowing; Feedback on documentation; Integration of results of tools used (i.e., developmental screens,

evaluation tools, etc); Integration of quality assurance results; Guidance provided on use of curriculum; Guidance provided on techniques and approaches; Identification of areas for growth; Identification of potential boundary issues; and Sharing of information related to community resources.

Supervision for those in supervisory positions (both supervisors andprogram coordinators) includes (but is not limited to):

Addressing boundary issues; Exploring staff issues; Reviewing of documentation; Developing strategies to promote professional development/growth;

and Ensuring quality oversight.

NOTE: For more information on best practices for providing reflective supervision,see Appendix F.

III. TASKS THAT SUPPORT SUPERVISIONA. Co-visits


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In addition to supporting direct service staff with individual and group supervisionsessions, supervision staff may need to support direct service staff by participating in co-visits. The purpose of a co-visit varies (addressing safety concerns, providing anadditional perspective on family dynamics, role modeling specific kinds ofinterventions, providing a specific expertise the supervisor has, etc.) and as such, the

supervisors interactions during the co-visit will be based on the purpose. Programsmust always plan co-visits in advance with the participants consent. The supervisorspresence at the home visit is noted on the home visit record in PDS and the participant-focused notes section in supervision logs.

B. Shadowing Home Visits

1. RequirementsSupervisors must complete at least one shadow home visit with each home visitor ontheir caseload each year; however, quarterly shadow home visits are recommended.Each shadow home visit must be reviewed both verbally and in writing with the

home visitor. As a shadow home visit provides in-depth feedback, not only aboutthe home visitors skills, but also about what is happening for the participant, it isconsidered in-depth case review and can substitute for a required reflectivesupervision session once per month. Shadow home visits must always be planned inadvance with participants and receive the participants consent.

2. PurposeThe focus of shadowing home visits is to assess the home visitors skills as he/sheengages participants and builds trusting relationships, as well as how well the homevisitor attends to the essential elements of HFM in home visiting. Additionally,shadowing home visits enhances case review as it gives the supervisor direct access

to program participants.

3. StructureEach HFM program must have a written policy that conforms to this policy anddescribes and guides supervisors practice for shadowing home visits. Supervisorsmust shadow home visits for each home visitor on a regular basis, as established inthe program policy. HFMIT recommends shadowing home visits on a quarterlybasis. Shadowing home visits differs from co-visiting, as the focus of a shadow visitis the home visitors performance. During shadow home visits, supervisors shouldbe as inactive as possible, observing interactions rather than becoming part of them.

4. FeedbackIn order to make shadowing home visits an effective tool, immediate verbal feedbackand timely written feedback are essential. HFM supervisors must provide feedbackto the home visitor, as well as maintaining written documentation in the staff-focused section of the supervision log. Promising practice for such feedback is toschedule the shadow home visit with sufficient time immediately after the homevisit to discuss the home visitors impressions and the supervisors observations.Supervisors should discuss written feedback about the shadow with the home visitorin supervision.


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NOTE: A secondary, but important, result of supervisors performing either co-visits orshadow home visits is strengthening participant retention. When participants know

other HFM staff including when they meet supervisors their connection to the largerprogram grows, increasing the potential for participants to remain in the program evenif their home visitor leaves.

NOTE: There is no standardized form for documenting shadow home visits so eachprogram must develop their own. For examples of program forms from within HFM, aswell as other Healthy Families programs across the country, please submit a TA ticket viathe TA Help Desk [email protected]

C. Participant Paper Record ReviewIn addition to reviewing PDS records, supervisors ensure the quality and completenessof participant paper records. These reviews occur regularly and the results arediscussed in supervision. HFMIT recommends these reviews occur at a minimum ofevery year. Please see the HFM SERVICE DELIVERY POLICY for the list of requiredforms for the participant paper record.

D. Participant Data System (PDS) TasksThe supervision/management team members have three primary functions in regardsto the PDS:

Managing participant records; Reviewing participant records; and Running and analyzing data reports.

1. Managing Participant RecordsThere are tasks for which only program supervisors or the program coordinator areresponsible due to the restricted access to the participant records. These tasksinclude:

Submitting Personnel Change Notification (PCN) for new staff (generatesPDS access);

Deciding on specialist status (rights assignment) for staff members; Entering new referrals; Creating a family for new referrals; Assigning or changing service level; Connecting dual participants (a family where there are two primary

participants or where there is a primary participant and a secondaryparticipant) through family assignment;

Assigning a home visitor; and Executing discharges.

2. Reviewing Participant Records
http://mctfcommunity.org/http://mctfcommunity.org/http://mctfcommunity.org/http://mctfcommunity.org/


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Supervisors are responsible for monitoring the home visitor documentation in thePDS. Supervisor responsibility includes assuring that data are complete, accurate,and entered in a timely manner. Supervisors must review each PDS participantrecord at least once every three to four weeks. Additionally, supervisors reviewrecords in order to understand the most recent activities with the participants. Initial

review of the PDS is part of preparation for supervision and as such, must take placeahead of the session. Using PDS in supervision can create an immediate opportunityfor practicing documentation skills; however, supervisors must not use individualreflective supervision to conduct their initial review of any PDS records.

Review of the PDS record includes, at a minimum, the following: Frequency of home visits matches service level; Use of contact log (before date of first contact); Use of secondary activities (after date of first contact); Completion of demographic forms; Written content is comprehensible in home visit records; Focus on parent-child interactions (PCI) and parenting is evident in homevisit records; Monitoring immunization records; Monitoring Ages & Stages completion; Monitoring completion of Individual Family Support Plans (IFSP),

identification of IFSP goals, review of IFSPs, and progress towards goals, andif goals are linked to Family Profile, this is noted;

Completion of all status reports (child, parent); Follow-up on referrals (outcome); Documentation of medical visits; Use of content boxes in home visit records , not just the summary at end of

record; Reference to Family Profile (such as FP covered) in individual content

boxes, not just in the summary; Use of curricula in home visits; and If there is an additional pregnancy reported, the box is checked once per

pregnancy;

NOTE: Each supervisor may have his/her own priorities from the list above he/shewants to reinforce, or supervisors may note that particular home visitors skills inspecific areas need more focused attention.

IV.

DOCUMENTATION

A. Individual Supervision LogsEach supervisor must maintain individual supervision logs with documentation relatedto each HFM core staff member he/she supervises. Additionally supervisors shouldmaintain documentation of the provision (date, general content) of administrativesupervision to non-core HFM staff (i.e. program consultants, administrative staff). Eachsupervision log must conform to the guidelines in Appendix G & H of this policy. All


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supervision logs within one program (including subcontracted sites) must be consistentin format, structure, and general style.

B. Group Supervision

When an individual case is discussed in group supervision, the supervisor mustdocument the discussion in the participant-focused notes of the appropriate homevisitors supervision log. Additionally, the supervisor must note specificrecommendations so that the supervisor and home visitor can follow-up in individualsupervision. Programs may generate additional forms for documenting groupsupervision. If so, programs must file a copy of this documentation in that participantssection of the supervision log.

Please contact the HFMIT for TA regarding this policy via the TA Help Desk [email protected]
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HEALTHY FAMILIES MASSACHUSETTSAppendix A: Staff Supervision Policy

Coordinators FormulaSeptember 2010

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Annual Tasks HoursAssessment of Acceptance/Refusal Rates 4.0 to 6.0 hours/yearAnnual Satisfaction Surveys 10.0 hours/yearBudget Amendments 6.0 to 10.0 hours/yearPlanning and developing the PDP with team 6.0 to 10.0 hours/yearPerformance Reviews 5.0 hours/staff member

Other

Other Duties

Non-regular Tasks that Take TimeLiaison between CTF and agencyStrategic PlanningProgram DevelopmentReviewing HFM policyReviewing and Revising Program PolicyEvents Planning and Implementation

Individual Professional Development PlanNew Supervisor Development Plan (NSDP) ProcessAddressing Discipline issuesTraining (1st 6 months: intense with Core and Topic training, but also ongoing)Implementation of agency policies and procedures (HIPAA, OSHA, Emergency Preparedness, andmanagement meetings)

There are may be other obligations as a Coordinator, depending on how the position isstructured:Weekly PayrollFacilitating or overseeing group supervisionManaging the Waitlist (see HFM Waitlist Policy for options for managing Waitlists)Team buildingOrienting new staffConflict ResolutionDevelop and update program Calendar (groups, events, staff vacation etc.)Non-CTF Sponsored Staff Training

If there are Sub-contracted sites involved, add:Planning and facilitation of the Collaborative MeetingsSite SupervisionMonthly site documentation for the MSDRBilling

Record ReviewOngoing communication

Please remember every HFM program is unique in its structure. Some of the tasks identifiedfor coordinators in this document may be job responsibilities for administrative assistants,fiscal staff, supervisors or managers in your agency.

Additional Opportunities for CoordinatorsSupervisor Support ForumsShadow Supervision Sessions provided byHFMIT


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HEALTHY FAMILIES MASSACHUSETTSAppendix B: Staff Supervision Policy

Supervision FormulaSeptember 2009

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Supervision Formula

Weekly (per staff member) HoursPrep time 0.25Actual face-to-face, 1:1 time 1.5 2.0On the fly time 0.25Review of PDS encounters 0.5Review of paper records 0.25 - 0.5

Maintaining supervision log Caseload management Other

2.75

3.5 weekly

Monthly (per staff member) HoursAgency paperwork 0.25- .75

Time sheets Productivity measures Mileage & expense reimbursement Other

Shadowing Home Visits 2.5 4.5Crisis Intervention 0.5 - 2.0Intakes of new participants 2.0- 4.0

5.75 10.75 monthly = approx. 1.5-2.75 weekly

2.75 3.5 + 1.5 2.75 =Weekly duties Monthly duties averaged to weekly

It actually takes 4.25 5.75 hours per week to supervise each staff member

DONT FORGET YOUR OWN SUPERVISION!A MINIMUM OF 1.5 HOURS EACH WEEK!

ARE YOU GETTING IT? THE HEALTHY FAMILIES MODEL REQUIRES IT!


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HEALTHY FAMILIES MASSACHUSETTSAppendix B: Staff Supervision Policy

Supervision FormulaSeptember 2009

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HFMIT guidance on supervision ratios for FULL-TIME staff:IDEAL -- 1:5MAX -- 1:6

(these must be adjusted for part-time staff according to how many hours the staff member worksin HFM)

Supervising 5 = 18.75- 28.75 hoursSupervising 6 = 22.5 34.5 hours

Add 1.5 hours for ones own supervision

Reduced caseload is a critical element.It does not only apply to home visiting caseload.

These guidelines support the provision of quality reflective supervision.

There are other obligations as a supervisor, depending on how the position is structured:Attending or Facilitating Team/Staff MeetingFacilitating Group SupervisionTeam BuildingOffice HoursConflict Resolution

Non-regular Tasks that Take TimeWriting Job Performance (semi-annual, annual)Individual Professional Development PlanNew Supervisor Development Plan (NSDP) Process and Monitoring

Addressing Discipline issues

Supervisor Opportunities & ObligationsStatewide Coordinator/Supervisor Meetings (one full day, quarterly)Training (1st 6 months: intense with Core and Topic training, but also ongoing)Supervisor Support Forums (voluntary)Required agency meetingsYour own weekly supervision with your supervisor


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HEALTHY FAMILIES MASSACHUSETTSAppendix D: Staff Supervision Policy

New Supervisor Development PlanSeptember 2011

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NEW SUPERVISORS DEVELOPMENT PLAN

HEALTHY FAMILIES MASSACHUSETTS (HFM) is committed to honoring the multiple paths, bothtraditional and nontraditional, that lead to the knowledge, skills and abilities necessary toeffectively provide strength-based, family centered, community conscious, culturally sensitivecompetent services.

HFM is committed to professional development as both beneficial to the staff person and as anexample to participant families that learning and growing is a lifelong activity. HFM supportsthose programs seeking to promote into leadership positions home visiting staff whodemonstrate the appropriate skills, talents, and abilities. Particularly for those staff with home

visiting experience who meet all the requirements for this role except the educationalpreferences cited in the Supervisor Selection Criteria (see RECRUITMENT AND RETENTIONOF HFM PROGRAM POLICY, Appendix B). Programs should use the New SupervisorsDevelopment Plan (NSDP) to identify sources of support and skill building. The HFMImplementation Team (HFMIT) strongly encourages staff to pursue continuing their formaleducation leading to a certificate or degree, if they have not already done so.

A. Who Must Complete an NSDP?HFMhas the goal of supporting a consistent structure for the provision of reflectivesupervision. In support of this, any staff hired into supervisory positions (full or part-time),regardless of educational background, must complete the NSDP. A supervisor is any HFM staff

member who provides supervision to at least one HFM home visitor (or provider of directservices to families). Given the size of this statewide program and its existence over time,HFMIT recognizes that there are several potential categories of new supervisors who mayhave previous HFM supervisory experience.

1. A current HFM supervisor who has completed an NSDP for their prior position andwho transfers to a new supervisory position in the same or a different program (evenwithin the same agency): The hiring program is responsible for ensuring completion of an NSDP that includes

items 1, 2, and 3 from the NSDP Process Guidelines below. If the NSDP wascompleted within 18 months of the new hire date, items 4-12 do not need to be re-submitted. HFM recommends, however, that the hiring program review thesupervisors existing NSDP to assess its strengths and gaps, as well as to identifytraining resources to meet any identified needs.

2. A current HFM supervisor who transfers to a new supervisory position in a differentprogram (even within the same agency) who has never completed an NSDP: AnNSDP must be completed following the Process Guidelines below.


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3. Someone with past HFM supervisory experience but who has not worked in an HFMprogram for 18 or more months. If no previous NSDP exists, one must be completed following the Process Guidelines

(see below). If an NSDP was completed in the past, an updated version must bedeveloped following the Process Guidelines (see below), containing at minimum,items 1, 2, and 3.

Please contact the HFMITwith questions by submitting a Technical Assistance (TA) Ticketvia the TA Help Desk [email protected]

B. NSDP Process GuidelinesProgram Coordinators must include new supervisors in this process as much as possible tofacilitate investment in the learning and support provided by the NSDP, as well as itscompletion. Ultimately, it is the responsibility of the program coordinator to ensure thetimely completion and submission of the NSDP. Programs should complete the following

steps in order to successfully develop and submit an NSDP.

1. Program Coordinators submit Personnel Change Notification (PCN) within oneweek of acceptance by a new supervisor of a job offer (with notation of expectedstart date).

2. During orientation for the new supervisor, review the NSDP elements to assess thenew supervisors skills, strengths, and areas of need.

3. Contact the HFMIT Resource Specialist with any questions or comments regardingthe NSDP development process.

4. Programs must submit the NSDP electronically one month from the date of hire ofthe supervisor for whom the NSDP was developed (i.e. if hired on January 1, theNSDP is due by February 1).

Within a month after the submission of the NSDP, a member of the HFMIT will providerecommendations on any unresolved areas of training, support, or skill building to beadded to the final NSDP. Once approved, program Coordinators are responsible forsubmitting a final version of the NSDP to the HFMIT. Coordinators must also ensure thatthe supervisor receives a copy as well (containing all dates for relevant completed trainingor activities). This final copy must be submitted as a hard copy with signatures as indicatedin the guidelines for submission (below). HFMIT will provide ongoing monitoring andtechnical assistance until all unresolved areas of the NSDP are addressed sufficiently.

Guidelines for submission:

The NSDP must include a cover page and a response to all the elements and tasksoutlined in the plan.

The cover page for the NSDP includes the following elements: Name of the new supervisor; Name of the HFM program; Name of the agency employing the new supervisor and its location;
http://mctfcommunity.org/http://mctfcommunity.org/http://mctfcommunity.org/http://mctfcommunity.org/


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Name of the HFM program coordinator; Name of the immediate supervisor of the new supervisor (if different from the

program coordinator); Name of any person who will oversee the completion of the training activities (if

applicable);

Date of hire/promotion; and FTE assignment for supervisory responsibilities. Prior HFM program where employed, if applicable Dates of prior HFM employment, if applicable Date of prior NSDP completion, if applicable Approval as shown by the signature of the supervisor, supervisors direct

supervisor and if different, the program coordinator. If the supervisor works inan agency that sub-contracts with a lead agency, a supervisor from the sub-contracted agency must also sign the document.

C. NSDP SpecificationsAll following tasks MUST be addressed in the plan and contain a completion or expectedcompletion date.

1. A description of ALL the current and proposed roles the staff person will play withinthe HFM program. These could include any of the following roles: Supervisor, HomeVisitor, Group Leader, Intake Specialist, Community Outreach Specialist, DataManagement Specialist, Administration Specialist, Fathers Outreach Specialist, or otherroles.

2. A breakdown of time in the program including:a) Staff persons current and/or proposed FTE within the program and in relation to

agency/program work week (e.g., at one FTE, within a 35-hour work week). If

working part-time within the HFM program but full-time within the larger agency,please state how many hours are spent in the HFM program;

b) Other concurrent positions held in your agency, and how these complement theHFM role, if working part time in HFM and elsewhere in the agency;

c) Current and/or proposed supervisor(s) for each role, and time dedicated and/orproposed to be dedicated to supervision for each of the new supervisors roles.

d) Approximate percentage of primary roles within the HFM program, e.g. 50%providing direct individual supervision, 10% community outreach, 20% datamanagement, 10% group duties, 10% direct home visiting; and

e) Anticipated number of staff to supervise in the first six months in this new role andany planned changes (for example, increases) in this number in the first year after

hire/promotion.

NOTE: The HFM STAFF SUPERVISION POLICY allows for an ideal staff-to-supervisorratio of 5:1 (and maximum of 6:1) for supervision caseload for supervisors working full-time within the HFM program. If a supervisor is working part-time in the program, thisratio must be pro-rated accordingly.


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3. A timeline and work plan for the transition to proposed supervision role, including:a) If currently working within the HFM program in another capacity or in another

program within the agency, plans for the reduction in current duties e.g. homevisiting caseload- as related to assuming proposed supervision role;

b) Plans for termination and/or transition, as appropriate, with participant families(if currently working within the HFM program), community agencies, etc.; andc) Plans for gradual assignment of staff to be supervised, including plans for jointsupervision sessions for the purpose of transitioning staff.

4. A description of the staff persons relevant experience:a) A copy of a current rsum;b) A detailed description of any current experience with HFM if not already

included in rsum; andc) A statement describing the staff persons demonstrated leadership within the

HFM team if this supervisor has been promoted from within the program.

5. The dates of completion or anticipated completion of HFM CORE and Topic Training.

6. The dates of completion or anticipated completion of any other relevant Childrens TrustFund (CTF) sponsored training (e.g. conferences or workshops sponsored by CTF).

7. The date of completion or anticipated completion of HFM New Supervisor Orientation(NSO).

8. The date of completion or anticipated completion of HFM Supervisors IntensiveTraining (SIT).

NOTE: In order to attend a NSO, items #1-4 on the Pre-CORE training form MUST becompleted. This requirement has been established in order to assure that all NSOparticipants have had access to a basic introduction to the Healthy Families programand can apply this knowledge at the NSO. Please find PRE-CORE form in the HFMTRAINING POLICY, Appendix A. In order to attend SIT; CORE training must havebeen completed.

9. A description of any additional training and/or coursework on supervision, programadministration, or team leadership.

10. For candidates who have not yet completed a Masters Degree or higher, a description ofany coursework leading to baccalaureate degree or higher and/or plan for any

continuing formal education.

11. The dates of completion, description of agenda, and the name of the trainer for each ofthe following sub-topics. If no training has been completed in the specified topic, pleasebe sure to note plans to provide training or learning in this sub-topic:


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a) Role of supervision including parallel process of supervision, roles of thesupervisor in team development, adult learning styles, crisis management,mentoring, and modeling. If this is a promotion of a home visitor or other staffto the role of supervisor, this should also include coverage of dynamics related tosupervising former peers, establishing healthy boundaries with former peers,

and working toward developing a professional identity as a supervisor;

b) Program administration including documentation, Participant Data System(PDS), quality assurance, Critical Elements, community outreach anddevelopment, and program administration;

c) Teaching and supporting staff regarding family dynamics topics such asdomestic violence, child abuse/neglect and reporting law, substance abuse,suicide prevention, family dynamics, working with extended family members,supporting HFM work in engaging fathers, and engaging hard to reach familiesthrough the use of creative outreach strategies;

d) Teaching and supporting staff regarding clinical topics such as maintainingprofessional boundaries, addressing transitions/loss, demonstrating andpromoting cultural competence, effects of trauma and hearing about traumaticevents, etc.;

e) Teaching and supporting staff regarding early childhood topics such asidentification of developmental concerns, language development, developmentalmilestones, support in completing Ages & Stages Questionnaires; and

f) Teaching and supporting staff regarding health topics e.g. infant care,childhood illnesses, immunization, child safety, infant nutrition, labor/delivery,

postpartum issues, breastfeeding.

12. The dates of completion or anticipated completion for any shadowed supervisionsessions as a part of orientation. HFMIT recommends two (or more) sessions duringwhich the new supervisor has the opportunity to observe actual supervision sessions.Possible opportunities for shadowing supervision sessions include:

Observing one supervisor with two different staff; Observing two different supervisors; Observing a supervision session within the HFM program and then contrasting

it with a supervision session in a different program within the same agency; or Observing a supervision session in a different HFM program.

13. Any additional technical assistance/resources/training needed to meet the training andskill-building needs identified in the NSDP. Please note the source (e.g. CTF, agency, orother specific sources) from which the technical assistance will come.


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HEALTHY FAMILIES MASSACHUSETTSAppendix E: Staff Supervision Policy

Tiered Shadow SupervisionSeptember 2010

Page 1

Tiered Shadow Supervision:

When a supervisor receives three consecutive shadow supervision reports that meet thethreshold criteria described below with no change in his/her supervisory role, the timeline forthe supervisors next shadow supervision will be extended from 18 months to 24 months.

Criteria for meeting shadow report threshold:

Supervision practice, as evidenced by shadow observation and supervision logs, must:

Meet weekly supervision completion rate (WCR: 85%); Meet Case Review Frequency Rate (CRF: 1x/4 weeks); Cover essential elements of case review (see HFM Case Review Policy, section I)

as evidenced by the observation and review of five consecutive months ofParticipant Case Notes.

Cover components of reflective supervision (see HFM Staff Supervision Policy,section II.C.2.b) as evidenced by the shadow observation and review of fiveconsecutive months of staff focused notes in the supervision log.

Incorporate recommendations or requirements from previous CTF shadowsupervision reports;

Demonstrate mastery of the 5-Layer Case Review process and ReflectiveSupervision techniques in supervision sessions;

Follow the HFM Policies and Procedures manual, specifically, the HFM StaffSupervision Policy, and HFM Case Review Policy.

In addition, the HFM program for which the supervisor works must be in good standing (i.e. isnot on Provisional Status).


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HEALTHY FAMILIES MASSACHUSETTSAppendix F: Staff Supervision Policy

What is Reflective Supervision?September 2010

Page 1

WHAT IS REFLECTIVE SUPERVISION?

Reflective supervision combines thorough case review, attention to administrative detailsrelated either to program implementation or the staff members employment, and theexploration of dynamic content related to the delivery of services and the experience of the staffmember in providing services.

Reflective supervision is strength-based. Role modeling this approach in the supervisoryrelationship is necessary so that it is then replicated in the home visitors relationship with theprogram participant. Utilizing guided conversational skills (for instance, those employed while

administering the Family Profile or developing an Individualized Family Support Plan (IFSP)),reflective supervision balances the home visitors ownership of their own supervision with theprograms focus, while the supervisor enriches the process with his/her own experience,observations, and perspective.

Reflective supervision serves many purposes: Ensuring the quality of services provided; Monitoring the status and progress of families as they engage in services (case review); Providing support and feedback to the home visitor; Continuing growing knowledge and skills learned in HFM and other training; Exploring the dynamic aspects of engaging in family support work, including the

impact of the work on the home visitor; and Assisting the home visitor in developing professional goals and a professional identity. There are three descriptors often associated with reflective supervisionRegularity,

Relationship, and Reflection.

Reflective supervision is provided on an ongoing, regular basis. This promotes thecapacity to build a trusting relationship, establishes consistency, and demonstrates thestrengths-based approach. Supervision allows for supervisors to acknowledgesuccesses, not just when staff experience challenges or when they have made mistakes.

Like HFM home visiting services, reflective supervision is relationship-based; time andattention is spent attending to the supervisory relationship, in addition to the content ofsupervisory sessions. There is a give and take between supervisor and staff member,with share problem solving and collaboration being the hallmark of the supervisorywork together.


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HEALTHY FAMILIES MASSACHUSETTSAppendix F: Staff Supervision Policy

What is Reflective Supervision?September 2010

Page 2

Finally, supervision within HFM must be reflective, ensuring that dynamic aspects ofthe provision of home visits are explored, considered, and taken into account whendeveloping interventions in support of the family. This aspect of supervision ensuresthat not just the what of home visiting is discussed, but also the how.

When establishing the supervisory relationship, it is important to attend to the following inorder to promote the most effective supervisory relationship possible. These include: Adult learning styles: Just as each program participant has his or her individual

learning style, so does each HFM core staff member. It is the responsibility of the HFMsupervisor to adjust supervision to meet the staff member where s/he is at, whileensuring that quality reflective supervision is taking place. Supervisors must befamiliar with different adult learning styles and techniques to maximize learningpotential;

Professional boundaries: HFM supervisors must maintain professional boundaries,particularly as they relate to their work with HFM staff whom they supervise. Theseprofessional boundaries help to ensure the supervisors effectiveness when respondingto topics and issues that arise in the course of his or her duties;

Self disclosure: the use of self-disclosure can be a powerful tool in normalizingsituations, increasing knowledge base, strengthening the relationship with the staffmember, and role modeling acknowledgement of mistakes. However, self-disclosure inthe course of supervision, just like in the course of home visiting, must be done inservice of the staff member receiving supervision just like it must be done in service ofthe program participant during home visits;

Role modeling:Role modeling is an extremely important tool in the HFM supervisorstool kit. Role modeling harnesses the power of parallel process, which is the dynamicof one pattern of behavior at a level or relationship in a system affecting an adjacentlevel or relationship. Role modeling joint problem-solving in the supervisoryrelationship encourages this same approach when home visitors are problem solving

with rather than directing program participants, and Cultural competence: Supervisors must be aware that providing culturally competent

services to families requires self-awareness, knowledge about and respect for othercultures. Addressing cultural competence in relationships begins in the supervisoryrelationship and should flow to the relationship between home visitor and programparticipant.


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HEALTHY FAMILIES MASSACHUSETTSAppendix G: Staff Supervision Policy

Guidelines for Creating and Maintaining Supervision LogsSeptember 2011

Page 1

Guidelines for Creating and Maintaining Supervision Logs

In HEALTHY FAMILIES MASSACHUSETTS

Supervision logs serve many purposes. Thorough completion of thesedocuments helps to ensure quality services to families, consistent

improvement of staff skills, and ready responses in emergency situations.Well-kept supervision logs decrease the workload when it comes time for

documentation reviews or quality assurance monitoring, such as credentialing.Most importantly, when a program participant is experiencing an emergencyor a program child is at risk of abuse or neglect, well-maintained supervisionlogs enhance your programs ability to respond to the family, as well as to the

systems that are involved during times of crisis.

The following are guidelines for maintaining supervision logs for staff working directly withprogram participants in HEALTHY FAMILIES MASSACHUSETTS (HFM) programs. Adherence tothese guidelines:

Creates effective documentation for quality assurance, credentialing, documentation sitevisit reviews, and other purposes;

Ensures ability to follow-up on intervention strategies and promotes consistency ofservice delivery;

Promotes timeliness of review for Caseload Management, Service Level, IFSP and Agesand Stages;

Supports focus on HFM essential elements and goals; Develops information for tracking progress toward meeting professional goals and

generating data for the basis of job performance evaluations; and

Constitutes best practice.These guidelines are to be implemented in conjunction with individual agency guidelinesregarding participant records and employee-related documentation. If there is an apparentconflict between these and agency-specific guidelines, please consult with your ProgramSpecialist.

Format

All supervision notes should be dated, including the year, and be signed or initialed by thesupervisor providing supervision. Time spent in the supervision session should beincluded. Any later corrections (additions, deletions) should be initialed and dated by theperson who made the correction.


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A consistent -- i.e. used across all logs within the HFM program -- method for orderingnotes within the logs should be established. Notes must be in chronological order. Theprogram can choose, however, to order them such that the most recent notes are in front orback, so long as this is consistent within each supervision log and across all supervision logswithin a program/collaborative.

All supervision logs should be kept in a secure and confidential location. Access to the logsshould be limited.

It is recommended that staff-focused supervision notes and participant-focused notes bekept separately to ensure both participant and employee confidentiality.

Supervision logs and notes should be organized so that it is easy to identify each family andeach staff member. Possible tools to help include use of three-ring binders with dividers foreach participant or staff member.

Both participant- and staff-focused logs should appear professional. Use of last names anduse of formal names is recommended. Using last names of participants helps locate recordsin an emergency. Additionally, hand-written notes should be legible.

It is recommended that a copy of the regularly updated caseload weighting form be keptwith participant-focused supervision. This will help the supervisor check on the accuracy oftheir caseload records and plan for changes while preparing for supervision or during theactual supervision session. Any discussion of changes in service level or overall case weightshould be documented in the participant-focused supervision notes.

Practice

There are best practice and policy standards for the provision of supervision and itsdocumentation within HFM.

All direct service staff are required to receive weekly supervision. The minimumrequirement for staff working full-time is a minimum of an hour and a half of direct, one-on-one supervision. Part-time staff must receive at least an hour of direct, one-on-onesupervision. Generally, supervision sessions will cover both participant- and staff-focusedelements.

If a scheduled, required supervision session does not take place, this and the reason whyshould be noted in the staff-focused notes.

At a minimum, each primary participant case must be reviewed every four weeks accordingto HFM CASE REVIEW POLICY. This includes PDS review of encounters, as well as reviewin individual supervision as documented in the supervision notes. This frequency appliesregardless of the service level assignment or whether all scheduled home visits occurred. Ifcase review does not occur at this frequency, participant-focused notes should document


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why and strategies to ensure timely case review. Case review may occur more frequentlythan once every four weeks.

Consistent -- i.e., used across all logs within the HFM program -- abbreviations should beused in the supervision logs to minimize confusion. Programs are encouraged to agreeinternally on which abbreviations to use (e.g., first and last initials for home visitor, MOB

and FOB for parents, etc.) This ensures that all supervisors in the program can understandthe notes, should one need to provide coverage for another. Please include a key in eachsupervision log to identify the abbreviations, especially if any discipline-specificabbreviations are used.

All members of a participant family and any others who are discussed in a supervisionsession should be identified and noted. This allows the supervisor to track the presence ofkey family members, helping to strategize for the best possible delivery of service and focuson HFM goals.

Notes should reflect where contact with families takes place: Group? Center-based, one-on-one visit? At home? With baby or without? This should mirror what is documented in thePDS notes. This allows the supervisor to track where contact is taking place, helping tostrategize for the best possible delivery of service and focus on HFM goals.

Content

A. Participant-focused SupervisionSupervision sessions should include, and as such should have documented in participant-focused notes, coverage of the essential elements of case review (see HFM CASE REVIEWPOLICY, section I). Not every supervision session, and, therefore, not every note, needs tocontain all these elements. However, over the course of case review for each participant,there should be documentation of regular attention to these elements. The parallel with

home visits is clear: all the important topics are covered, but not every topic, every visit.

B. Staff-focused SupervisionStaff-focused supervision notes should be written from a strength-based perspective, notingaccomplishments as well as challenges the staff member is facing.

Supervision sessions should include and, as such, should have documented in staff-focusednotes, coverage of administrative and professional development tasks of the supervisee. Itis appropriate to include the following elements:

orientation checklist; training log, including yearly training after CTF requirements are met; professional goals and progress toward them; completed trainings, as well as training needs; policy review, agency announcements; leave request, time sheets, expense records; copy of job performance evaluation;


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objective impressions about day-to-day job performance; team dynamics issues as related to this specific supervisee ; demonstration of leadership; relevant discussions with other managers in the agency related to the supervisee; verbally articulated expectations or deadlines; progressive disciplinary action and any resolution plans;

notation of missed supervision (date, reason); personal issues, if and how they affecting the job performance, and any next steps to

be taken by the supervisor or supervisee; and plans or next steps by the supervisor or the supervisee regarding the supervisees

employment or professional development.

NOTE: Not every supervision session, and therefore, not every note, needs to contain allof these elements, but over the life of supervision of each supervisee, there should bedocumentation of regular attention to these elements.


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HEALTHY FAMILIES MASSACHUSETTSAppendix H: Staff Supervision Policy

Guidelines for Creating and Maintaining Supervision Logs for Supervisors and CoordinatorsSeptember 2010

Page 1

Guidelines for Creating and Maintaining Supervision Logs

For Supervisors and Coordinators in HEALTHY FAMILIES MASSACHUSETTS

The following are guidelines for maintaining supervision logs for HFM supervisors and forprogram coordinators. Adherence to these guidelines:

Creates effective documentation for quality assurance, credentialing, documentation sitevisit reviews, and other purposes;

Ensures ability to follow-up on intervention strategies and promotes consistency ofservice delivery;

Supports focus on HFM essential elements and goals; Develops information for tracking progress towards meeting professional goals and

generating data for the basis of job performance evaluations; and

Constitutes best practice.These guidelines are to be implemented in conjunction with individual agency guidelinesregarding program records and employee-related documentation. If there is an apparentconflict between these and agency-specific guidelines, please consult with your HFM ProgramSpecialist.

A. Documentation Format and Structure

All supervision notes should be dated, including the year, and be signed by thesupervisor providing supervision. Time spent in the supervision session should beincluded. Any later corrections (additions, deletions) should be initialed and dated bythe person who made the correction.

A consistent -- i. e. used across all logs within the HFM program -- method for orderingnotes within the logs should be established. Notes must be in chronological order. Theprogram can choose, however, to order them such that the most recent notes are in frontor back, so long as this is consistent within each supervision log and across allsupervision logs within a program/ collaborative.

All supervision logs should be kept in a secure and confidential location. Access to thelogs should be limited. There should be written program policy on who has access tothese records.

It is recommended that staff-focused supervision notes and program-focused notes bekept separately to ensure employee confidentiality.

Supervision logs and notes should be organized and should appear professional. Use oflast names and use of formal names is recommended. Hand-written notes should belegible.

If a scheduled, required supervision session does not take place, this and the reason whyshould be noted in the documentation.

Consistent -- i. e., used across all logs within the HFM program -- abbreviations for staffand participants should be used to minimize confusion. Programs are encouraged to


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agree internally on which abbreviations to use (for example, first and last initials forhome visitor, MOB and FOB for parents, etc.)

B. Staff-focused Supervision NotesStaff-focused supervision notes should be written from a strength-based perspective, notingaccomplishments as well as challenges the staff member is facing. Documentation of

supervision sessions must include coverage of administrative and professional developmenttasks of the staff person. The following is a useful (though not definitive) list of elements toinclude:

Orientation checklist; Training log, including yearly training after CTF requirements are met; Professional goals and progress towards them; Completed trainings, as well as training needs; Policy review, agency announcements; Leave request, time sheets, expense records; Copy of job performance evaluation; Objective impressions about day-to-day job performance; Team dynamics issues as related to this specific supervisee; Demonstration of leadership; Relevant discussions with other managers in the agency related to the supervisee; Verbally articulated expectations or deadlines; Progressive disciplinary action and any resolution plans; Notation of missed supervision (date, reason); Personal issues, if and how they affecting the job performance, and any next steps to

be taken by the supervisor or supervisee; and Plans or next steps by the supervisor or the supervisee regarding the supervisees

employment or professional development.

NOTE: Not every supervision session, and therefore, every note, needs to contain all of these

elements, but over the life of supervision of each supervisee, there should be documentation ofregular attention to these elements.

C. Program-related Content for Supervisor SupervisionProgram focused notes should be used to discuss HF program strengthens and challenges asrelated to the following:

Individual families of interest at the time and those in crisis; Overall caseloads and caseload weights; New referrals and discharges; Individual employee accomplishments and challenges; Team dynamics and team building strategies; Meeting staff needs around hiring and training; Program development activities, such as groups, community outreach, advisory

council meetings, conducting quality assurance efforts, etc.; Agency-related activities; and Time-sensitive issues as they arise.


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D. Program-related Content for Coordinator SupervisionProgram focused notes should be used to discuss HF program strengthens and challenges asrelated to the following:

Budget plans (including subcontract concerns/challenges); Staffing issues;

Marketing/media approaches and strategies; Healthy Families internal relations/integration and communication within the lead

agency;

Community outreach; and Adherence to HFM program polices and standards.


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Coordinator Supervision Session(A Coordinator Log Template-program may modify to meet individual needs.)

Date: Time/Length:

Supervisee:

Supervisor:_______________________________________________________

Supervision Topics

Areas from last supervision to follow-up:

Administrative:

Employee Concerns/Challenges:

Program Information/Issues:

Follow-up for next supervision:

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