Appendix A: Sample Job Description - Home-Based Supervisor
Appendix B: Job Description, Home Visitor
Appendix C: Home Visitor Interview Format
Appendix D: Home Visit Observation Guide
Appendix E: Home-Based Group Socialization Checklist
Appendix F: Sample Family Needs Assessment
Appendix G: Family Action Plan
Appendix H: Home Contact Form
Appendix I: Home Visitor Self-Evaluation/Personnel Evaluation
Appendix J: Common Pitfalls of the Home Visitor - An Assessment
Appendix K: Data Tracking System for Supervisor
Appendix L: Involving the Absent Adult
Appendix M: Personal Learning Plan
Appendix N: Home-Based Option Supervisor Competency Assessment
Appendix O: Are Home Visits Parent Focused?
Appendix P: Forming a Learning Partnership with Parents
Appendix Q: What Does the Home Have to Offer as a Learning Environment?
Appendix R: Supervision Factors which can Improve Leadership Performance

Note: These are basic requirements for the home-based supervisor. Local programs should adapt these requirements to their own needs. 

1. Assist in the development and evaluation of home-based policies and procedures.
2. Coordinate the daily operations of the home-based option with other Head Start activities, while working closely with other component staff.
3. Supervise home visitors through staffings, observations of home visits and parent activities, group socializations for parents and children, review of records, and enroll ment levels.
4. Evaluate home visitors, develop with home visitors improvement/training plans, and make recommendations to home visitor based on evaluation.
5. Help identify training needs for the home-based option and plan with appropriate program staff and other component coordinators the development and delivery of training to meet those needs.
6. Model appropriate communication techniques.
7. Provide program orientation and training for new home visitors.
8. Coordinate the resource library for use by home visitors.
9. Participate in the hiring process of home-based personnel.
10. Coordinate the ordering of home-based supplies, materials, and equipment.
11. Assist the Education Coordinator and other component coordinators in working with center parent groups and members of the Policy Council in relation to home base and parent education.
12. Ensure that Head Start multicultural principles are reflected in local program practices.
13. Follow all general staff responsibilities, in addition to specific job responsibilities.

1. Education: Home Visitor Child Development Associate, Associate of Arts, or Bachelor of Science degree in social services, early childhood education, adult education, home economics, human development, or a related field.
2. Experience in a program that emphasizes the parent's role in the child's development.
3. Experience with low-income families and in working with persons of varied experience and ethnic backgrounds.
4. Experience supervising adults and facilitating groups.
5. Experience in preparing written reports and making oral presentations.
6. Possess valid driver's license.
7. Have strong oral and written language skills.
8. Be knowledgeable of adult learning concepts.

QUALIFICATIONS:

A. Experience/Education:

1. Minimum age of 18.
2. Education: Home Visitor Child Development Associate, Associate of Arts, or Bachelor of Science degree in Adult Education, Early Childhood Education, Home Economics, Human Development, or a related field.
3. Previous experience providing direct services to low-income families.

1. Adaptable/flexible.
2. Non-judgmental
3. Resourceful
4. Energetic
5. Dependable
6. Communication
7. Friendly
8. Confident

A. GENERAL:

1. Assists families in identifying family resources and needs.
2. Works with families and children on a scheduled one-to-one weekly basis in their homes for at least 90 minutes minimum.
3. Maintains confidentiality of family records and information.
4. Encourages and promotes the family's achievement of self-sufficiency.
5. Is accompanied by the home-based supervisor on home visits as well as resource staff when deemed necessary.
6. Participates in all appropriate training and meetings.
7. Encourages parents to attend parent meetings and transports them when necessary.
8. Integrates all Head Start components during home visits.
9. Maintains and periodically up-dates Family Profiles with each family throughout the program year.
10. Works with parents to develop weekly home visit and weekly activity plans based on each child's assessment and identified family needs.

1. Assists parents in developing and fostering healthy self-concepts for themselves and, having begun this effort, will begin assisting parents in becoming the prime family educator(s).
2. Fosters the belief in parents that they are their child's first teacher and reinforces this concept with practical suggestions for its develop ment.
3. Provides guidance and leadership in the planning of and participation in parent meetings scheduled at least once per month.
4. Encourages families to keep an on-going file of weekly home visit plans.

1. Makes referrals and transports families when necessary to community services offices such as family planning, food stamps, employment, health services, vocational rehabilitation, psychological services, etc.
2. Assists parents in utilizing fullyall available community resources.
3. Acts as a liaison and advocate between community resources and Head Start families.

1. Assists parents in developing ways of using household resources in educational activities with their children.
2. Provides parents and children with group socialization experiences.
3. Provides ongoing assessment of parent of enrolled Head Start children with appropriate assessment tools.

1. Assists families when necessary in the arrangement and transportation of medical and dental appointments as required by Head Start, including designated foilowups.
2. Must plan one nutrition activity as least once each month during a home visit.
3. Conducts health checks on each home visit.

1. What personal qualities do you think you would bring to this job?
2. What job related and life experiences do you have that you feel are related to the job of home visitor?
3. What are some advantages of working with families and children in the home?
4. What concerns do you have about working with families and children in the home?
5. How would you involve a parent with their child during a home visit? What approaches would you use?
6. What would you do if a family member told you they were about to get evicted?
7. How would you involve all family members during a home visit; e.g., grand mother, older sibling, and an infant?
8. What are some of the things preschoolers learn from their parents? How would you, as a home visitor, assist them with this?

_____ 1. The home visitor greets the family, checks in on events of the week, and is sensitive and attuned to the emotional tone of the home environment.
_____2. The home visitor uses a plan developed together with the parents. The plan is often referred to and used as a guide. The home visit format and content are flexible and adjusted as needed according to current needs and interests of the parent and child.
_____ 3. The home visitor individualizes approaches and activities with the parent and child in a way suited to their needs, skills, interests, and learning styles.
_____ 4. The home visitor involves the parent in an individualized and progressively more active way through the use of the Home Visit Plan (planning, discussion, activities, and evaluation).
_____ 5. The home visitor's language with the parent and child reflects knowledge and use of a variety of communication techniques (e.g., active listening, paraphrasing, and other empowerment techniques).
_____6. The home visitor intervenes appropriately through use of observation, discussion, and written suggestions.
_____ 7. The home visitor immediately addresses health and safety hazards.
_____8. All learning activities are developmentally appropriate, process-versus-product onented, and encourage the use of home materials. The parent is included in ongoing planning of all activities.
_____ 9. The home visitor facilitates parent and child interaction and does not do direct one-to- one teaching of the child (except for occasional modeling).
_____ 10. The home visitor discusses needs for services with family members, helps with referrals, and provides information and followup as needed.
_____ 11. The home visitor identifies, observes, and discusses social-emotional issues with families. S/he works to understand the parent's point-of-view and to increase the child's motivation. S/he discusses alternative management techniques which recognize the child's age, temperament, and family dynamics.
_____12. The home visitor is able to integrate new techniques, activities, and knowledge from such sources as traiings, resource materials, and supervisor feedback.
_____13. The home visitor understands her/his role as a facilitator of family change and does not become inappropriately involved in decision-making or advising about personal relationships.
_____14. Did the home visitor integrate Head Start component areas when appropriate?
_____15. Did the home visitor summarize and evaluate the visit with the parent?

Adapted from materials developed by Child Parent Centers, Tucson, Arizona.

Staff Development and Adult Learners:

Brown, J. F., Administering Programs for Young Children, National Association for the Education of Young Children. 1990.

Dodge, D. T., Colker, L. J., The Creative Curriculum for Family Child Care, Teaching Strategies, Inc. 1991.

Jorde-Bloom, P., A Great Place to Work: improving Conditions for Staff in Young Children's Programs. National Association for the Education of Young Children.

Orlich, Donald C., Staff Development. Enhancing Human Potential, Allyn and Bacon. 1989.

Schiller, P., and Dyke, P., Managing Ouality Child Care Centers: A Comprehensive Manual for Administrators, Teachers College Press, Vermont. 1990

Communication:

Be a Better Speaker!, Channing L. Bete Company, Massachusetts.

How to Have Successful Meetings, Channing L. Bete Company, Massachusetts.

How to improve Your Listening Skills, Channing L. Bete Company, Massachusetts.

Improving Your Interpersonal Skills, Channing L. Bete Company, Massachusetts.

Beach, D. M., and Reinhartz, J., Supervision. Focus on Instruction, New York: Harper and Row. 1989. Chapter 5.

Bolton, R., People Skills, Simon & Schuster, New York. 1977.

Mandel, S., Effective Presentation Skills, Crisp Publications, Inc. 1987.

Vanderslice, V., Communication for Empowerment: A Facilitators Manual of Empowering

Teaching Techniques. Family Matters Project, Cornell University. 1984.

Fox, W.M., Effective Group Problem Solving, Jossey-Bass Inc., Publishers. 1987.

Leadership:

Leadership, Examining the Elusive. 1987 Yearbook of the Association for Supervision and Curriculum Development. Chapters 6 and 7.

Blanchard, K., and Hersey, P., Management of Organizational Behavior. Utilizing Human Resources, 5th Edition, Prentice-Hall, Inc. 1988. (6th Edition to be printed early 1993.)

Dunst, C., Trivette, C., and Deal, A., Enabling and Empowering Families. Principles and Guidelines for Practice, Brookline Books, Cambridge, Mass. 1988.

Kouzes, J. M., and Posner, B. Z., The Leadership Challenge: How to Get Extraordinary Things Done in Organizations, San Diego University Associates, CA. 1991.

Morrison, E. K., Working with Volunteers: Skills for Leadership, Red Leaf Press, St. Paul, MN 1988.

Neugebaurer, R. (1989). When Friction flares -- Dealing with Staff Conflict. Child Care Information Exchange 65, 3-6.

Quick, T., Inspiring People at Work, Executive Enterprises Publications Co., Inc. Revised 1991.

Stress/Burnout:

Chemiss, C., Staff Burnout. Job Stress in the Human Services, Sage Publications. 1982.

Selye, H., Stress Without Burnout, Harper and Row. 1974.

Time Management:

Anastasi, R. E., Martin, J. B., McKay, A. B., Shipman, N. J., Effective Time Management Techniques for School Administrators, Prentice-Hall, Inc. 1983.

Site: ________________________________________________________ Date: ___________

Check (X) if yes:
___1. Were parents involved in planning the socialization activity?
___2. Were parents involved in a meaningful way; i.e., leading an activity?
___3. Were children given an opportunity to play in large or small groups with other children and/or adults?
___4. Were activities planned which foster cooperation and other social skills; i.e., taking turns, following directions, sharing.
___5. Were activities planned which do not regularly happen on home visits; i.e., block play, water play, easel painting, field trips?
___6. Were safety measures followed?
___7. Were standard nutrition guidelines for group activities followed?
___8. Did parents informally evaluate the activity at its conclusion?
___9. Did parents have the opportunity to interact with other parents?
___10. Did the home visitor work to involve parents who were reluctant to participate?
___11. Did planning include home visitors and parents greeting incoming parents and children?
___12. Were parents provided guidance regarding observation of children before and during the activity?
___13. Were parents helped with child management techniques by discussion before activity, prompting during the activity, and positive modeling by the home visitor?
___14. Did the home visitor discuss the group socialization on the next home visit? (with questions such as: Did you enjoy the activity? How do you think your child benefitted? How could the activity have been im proved?)

Agencies I am using, have used, or need:
 
 

	Using	Used	Needs
Rehab program
WIC
Job Training
Supplemental Foods
AFDC
Community Schools
Legal services
Disability office
SSI
Speech therapy
Employment services
Public health nurse
Family support center
Housing assistance
Social services
Counseling services
Food stamps
Other

Are you having problems getting help at any of these agencies or serivecs? ___yes ___no

Would it be helpful to you if our Social or Health Services Staff could find resources for :
 
 

Locating a new place to live?
Locating food for emergency situations?
Locating clothes for your family?
Finding planned parenthood information?
Additional medical care for other members of your family?
Additional information about physical development?
Information on special clinics, counseling, and health service agaencies?
Other:

Sometimes I need some help or someone to talk to about:
 

Marital problems
Problems with my children
Personal problems
Financial problems
Medical needs
Helping with my children are home
Knowing and understanding my child better
Being aware of services available
Developing patience with my child
Understanding what my child is learning
Getting to know other parents
Other:

Parent education is an important part of the Head Start program. In order to provide class dicussion groups that will benefit you, please check the topics that are of interest to you:
 

Child growth and development
Child/spouse abuse
Nutrition-meal planning
Child behavior and disciplive
First Aid, including CPR
Being a single parent
Cooking
Sewing
Basic repair
Career development skills
Literacy
Self-improvement
Preventive health care
Infant development
Working with a disable child
Poison control and home safety
GED
Family budgeting
Other:

How can you help the program and other families? Things I am able to share with other families include:
 

Child care exchange
Transportation
Special skills (cooking,etc.)
Music and singing
Stories and customes from my culture or family
Other:

Other comments, questions, or suggestions:
 
 

Parent Signature:_____________________________ Date:____________________________
Address:______________________________________ Phone #: ______________________

Staff Development and Adult Learners:

Brown, J. F., Administering Programs for Young Children, National Association for the Education of Young Children. 1990.

Dodge, D. T., Colker, L. J., The Creative Curriculum for Family Child Care, Teaching Strategies, Inc. 1991.

Jorde-Bloom, P., A Great Place to Work: improving Conditions for Staff in Young Children's Programs. National Association for the Education of Young Children.

Orlich, Donald C., Staff Development. Enhancing Human Potential, Allyn and Bacon. 1989.

Schiller, P., and Dyke, P., Managing Ouality Child Care Centers: A Comprehensive Manual for Administrators, Teachers College Press, Vermont. 1990

Communication:

Be a Better Speaker!, Channing L. Bete Company, Massachusetts.

How to Have Successful Meetings, Channing L. Bete Company, Massachusetts.

How to improve Your Listening Skills, Channing L. Bete Company, Massachusetts.

Improving Your Interpersonal Skills, Channing L. Bete Company, Massachusetts.

Beach, D. M., and Reinhartz, J., Supervision. Focus on Instruction, New York: Harper and Row. 1989. Chapter 5.

Bolton, R., People Skills, Simon & Schuster, New York. 1977.

Mandel, S., Effective Presentation Skills, Crisp Publications, Inc. 1987.

Vanderslice, V., Communication for Empowerment: A Facilitators Manual of Empowering

Teaching Techniques. Family Matters Project, Cornell University. 1984.

Fox, W.M., Effective Group Problem Solving, Jossey-Bass Inc., Publishers. 1987.

Leadership:

Leadership, Examining the Elusive. 1987 Yearbook of the Association for Supervision and Curriculum Development. Chapters 6 and 7.

Blanchard, K., and Hersey, P., Management of Organizational Behavior. Utilizing Human Resources, 5th Edition, Prentice-Hall, Inc. 1988. (6th Edition to be printed early 1993.)

Dunst, C., Trivette, C., and Deal, A., Enabling and Empowering Families. Principles and Guidelines for Practice, Brookline Books, Cambridge, Mass. 1988.

Kouzes, J. M., and Posner, B. Z., The Leadership Challenge: How to Get Extraordinary Things Done in Organizations, San Diego University Associates, CA. 1991.

Morrison, E. K., Working with Volunteers: Skills for Leadership, Red Leaf Press, St. Paul, MN 1988.

Neugebaurer, R. (1989). When Friction flares -- Dealing with Staff Conflict. Child Care Information Exchange 65, 3-6.

Quick, T., Inspiring People at Work, Executive Enterprises Publications Co., Inc. Revised 1991.

Stress/Burnout:

Chemiss, C., Staff Burnout. Job Stress in the Human Services, Sage Publications. 1982.

Selye, H., Stress Without Burnout, Harper and Row. 1974.

Time Management:

Anastasi, R. E., Martin, J. B., McKay, A. B., Shipman, N. J., Effective Time Management Techniques for School Administrators, Prentice-Hall, Inc. 1983.

Family Name: ___________________________________ Date: _________________________
Child Name/D.O.B.:____________________________ Home Visitor:______________________
Family members involved in planning:________________________________________________
 

Summary of Assessment Findings	Parents interests and Concerns	Program Requirements/Staff Observations
1. Family Support Needs
2. Child Development Issues
3. Parent Child Interaction
4. Parent Involvement
5. Health and Nutrition

 
 

	Activities	Review of Goals (please date)
Goals for the Child
Goals fo the Family

DATE: ______

FAMILY MEMBERS PRESENT: ________________________________________________
HOME VISITOR:_____________________________________________________________
FAMILY CHECK IN AND EVENTS OF WEEK:_____________________________________

Followup information for family:

Preparation and review of parent-child activity planned on previous visit:

Discussion and evaluation of parent-child activities:

Parent-child activity plans for next visit:
(Special family concerns:)

Activities and followup during week:

Parent Signature: ___________________________ Home Visitor: ________________________

Yes No

1. Home visitor greets parents and children. Home visitor has time at the beginning of the visit for adults. Home visitor's major attention is given to the adults.

2. Home visitor asks parents how the week has gone and, according to the response, either adjusts content of the visit to meet a specific need or encourages and reinforces parents.

3. Home visitor explains to parents the purpose of all activities in which children will be involved.

4. During the visit home, visitor sits by parents rather than next to child. Home visitor talks to parents and coaches them on the activity. As much as possible the home visitor has the parent carry out the activity.

 5. Toward the end of the visit there is a time to plan for the next visit. The home visitor talks to parents about the visit and as necessary refers back to the goals and progress form for direction.

6. The home visitor writes down the plans for the next visit and notes materials that the parent is responsible for collecting. Also, the home visitor relays Head Start news and confirms dates and times for consecu tive home visits.

7. Activities and materials are planned and prepared before home visits are made.

8. Conversations with parents are relevant and address family/child goals.

9. The home visitor clearly demonstrates using techniques that accommodate the learning style of individual parents.

10. Presents activities in ways which encourage parents to be the primary teachers of their children; i.e., observes while parents work with child.

FAMILY ORIENTATION

Yes No

1.Home visitor greets all family members present and inquires about anyone not there.
2. Home visit content is planned to involve all family members that are present. The home visitor includes adults or older siblings that only wish to observe by remarks addressed to them.
3.Activities for children are planned so that younger siblings can be suc cessfully included or planned for in other ways.
4.Home visitor helps parents discuss and find resources for all family members.
5. Followup activities are set up to include older siblings and others, as well as adults who do the activities during the week.
6.Communicates with families in their preferred language.
7.Activities include the individual culture and lifestyle of each family.

ENHANCEMENT OF PARENT CONFIDENCE AND INDEPENDENCE

Yes No

1.Home visitor provides positive feedback to parents on specific things they are doing, such as completing followup activities, willingness to discuss a child-rearing problems, etc.
2.Home visitor assists parents as needed so the parents can learn how to use local resources like the bus system, libraries, and social service agencies.
3.Home visitor is aware of parent strengths, such as ability to sew, do auto repairs, etc. Home visitor notices these and looks for ways that these skills can be used as a base for home visit activities, parent groups, or weekly followup.
4.Home visitor frequently inquires about parents' concerns, interests, and needs, and adjusts home visit content as needed to address these issues.

FAMILY DEVELOPMENT, ADVOCATE FACILITATION, AND PROBLEM SOLVING

Yes No

1.The home visitor shows tolerance of other differing points of view, lifestyle, priorities, etc.
2. The home visitor is able to use a variety of questions which extend thinking and encourage problem solving.
3.Can demonstrate the technique of paraphrasing or repeating another's statement to confirm that it was heard accurately.
4.Home visitor understands how to help adults identify and take ownership of problems and areas of concern.

TECHNIQUES AND STRATEGIES USED

Yes No

1.Home visitor uses open-ended questions frequently.
2. When parents ask for advice, the home visitor ask questions to clarify the issue as well as to help the parents for their own conclusions. Home visitor re-states conclusions reached by the parents to be sure the parents have been properly understood.
3.When it is appropriate to offer information or ideas, the home visitor offers choices rather than answers
4. The home visitor frequently connects activities and remarks back to the parents' stated motivations; e.g., "Last week you said you were eager to learn a new way to get the boys down to nap."
5. The home visitor uses "I" statements rather than "You should" statements.
6. The home visitor points out concerns she/he has about the child's/family's welfare in a clear and caring way.
7. The home visitor uses a variety of techniques to involve parents in the visit.
8. Child activities are interrupted if parent leaves the room for any reason.
9. The home visitor discusses activities before and after they are done with the parent.
10. The home visitior summarizes what has happened on visits and helps parents take credit for what they have done during the visit.

ADULT/FAMILY DEVELOPMENT

Yes No

1.The home visitor understands and is able to discuss specific ways that changes (such as birth and divorce) may affect all family members.
2.The home visitor has an understanding of and is able to discuss family dynamics.
3.The home visitor can explain stages of adult development.
4.The home visitor understands the relationship between self esteem and learning in adults.

CHILD DEVELOPMENT

Yes No

1.The home visitor has a basic understanding of how children grow and develop and understands the importance of adult interaction in this development.
2.The home visitor knows how to select activities and playthings for chil dren of different ages.
3. The home visitor can explain and demonstrate how to promote problem solving and thinking in young children of different ages.
4. The home visitor can demonstrate and explain techniques of how to promote language development in young children, such as open-ended questions, expansion, etc.
5.The home visitor can demonstrate and explain at least four positive methods of guiding and disciplining young children, such as redirecting, explaining consequences, modifying the environment, and providing routines.
6. The home visitor understands and can explain how children's self esteem is related to learning.
7. The home visitor understands and can explain progression of develop ment in children for all goal areas.
8. The home visitor understands and can explain children's needs for active play.
9. The home visitor understands and can explain stages of social development in children.

COVERAGE OF COMPONENT AREAS

Yes No

1.The home visitor integrates Head Start component areas into home visit content; for example, may include health education through handwashing before a cooking activity.
2.Component content is geared to parents' stated interests and needs. Home visit plans are developed from goals and progress plans and new needs and ideas the parents state as the year goes on.
3.Some visits may concentrate on one component area, but over a month's period of time there is a balance of component areas.

MENTAL AND PHYSICAL HEALTH PROMOTION

Yes No

1. The home visitor knows basic safety hazards and incorporates appropriate safety education into home visit content.
2. The home visitor has basic knowledge and back-up material about child health and is familiar with immunization schedules, signs of illness, and common childhood illnesses.
3. Designs home nutrition and health education activities appropriate to individual needs of families and children.
4. The home visitor is able to name at least four indicators that might show that a family needs additional support or counseling.
5. The home visitor is able to observe family and child behaviors harmful to
health and bring up these concerns with family.

PLANS AND CONDUCTS MONTHLY SOCIALIZATIONS(Classroom/field trip)

Yes No

1. Plans with parents and staff for socializations.
2. Activities planned follow established guidelines and are appropriate for the ages and capabilities of the children.
3. Activities reflect the purpose of socialization experiences and are documented on the "socialization plan."
4. Gives parents/volunteers specific instructions for what their role will be during the socialization, and advanced preparation for the parent is evident.
5. Uses acceptable and effective techniques when dealing with inappropriate behaviors that might occur. Prompts parents to do so as well.
6. Gives individual attention to children to maximize learning experiences.
7. Major focuses of socialization are socialization and activities that cannot be done in the home, like networking around parents.

OBSERVATION, ASSESSMENT, AND PLANNING

Yes No

1. The home visitor can observe parent/child(ren) interact and write down what is said and done without judging or interfering.
2. The home visitor can observe family climate and home environment and write down observations without judging or interfering.
3. The home visitor assists parents in learning how to observe their own children.
4. The home visitor is able to explain and use the program's assessment instruments to gather information about the family and children that will be used for co-planning and goal setting.

PLANNING AND IMPLEMENTATION OF SERVICES

Yes No

1. The home visitor is able to explain to another adult the philosophy and goals of the home-based option.
2. The home visitor is able to take assessment data and observations and develop a Family Action Plan.
3. The home visitor is able to follow and complete the Home Contact form.
4. The home visitor plans home visit activities which use as many appropriate home materials as possible.

HOME LEARNING ENVIRONMENT

Yes No

1. The home visitor is able to help parents assess and strengthen the home learning environment for young children by doing such things as helping parents identify special storage space for toys and materials, and pointing out learning potential with everyday routines, such as cooking, household chores, and auto repair.

ENCOURAGEMENT OF SOCIAL NETWORKING

Yes No

1.Home visitor looks for ways to link parents to other parents in such ways as suggesting that parents call another parent to switch babysitting, set up a car pool, etc.
2.Home visitor uses techniques such as icebreakers to help parents get acquainted informally at meetings.
3.Home visitor pairs parents to work on program activities such as setting up potlucks, participating at socializations, etc.
4.Group "cluster" visits are conducted cohesively with goal-related activities.
5. Home visitor helps parents become familiar with local resources and to learn how to use them effectively; i.e., how to apply for jobs, food stamps, unemployment, insurance, etc. Done as appropriate to family's needs.
6. Home visitor encourages networking in the larger community by encouraging families to become involved in activities such as the local school and community groups.
7.Is aware of and shares with parents information about local self-help groups as it is appropriate to family's needs.

RECORD KEEPING

Yes  No

1.Is able to maintain ongoing accurate records of home visits.
2.Understands and is able to explain the policy of confidentiality.
3.Can explain to another adult the purpose of the various forms and filing techniques used by the home visitor.
4.Can explain to another adult the reasons records must be kept.
5.Can identify specific aspects of record keeping that could be improved.

SELF, TEAM, AND STAFF DEVELOPMENT

Yes No

1.The home visitor is willing to honestly evaluate skills and knowledge.
2.The home visitor understands some of the stresses in the human services and recognizes personal signs of stress.
3.The home visitor knows sources for stress reduction that are effective, such as relaxation, exercise, diverse interests, etc.
4.Understands and is able to explain the structure of the local Head Start program and home-based option.
5.Knows how to present assessment and observation materials, as well as concerns about families to supervisors for additional input during monthly staffings.