Home visitor/family:

Enrollment information

Assessment data

Action Plans and updates

Followup diagnostic (as needed)

Staffings

Observed visit

• The home visitor discusses with the mother/father the importance of involving the absent adult.
• When working on family goals, the home visitor leaves the goal sheet for them to work on together.
• The home visitor reminds the mother/father to share what happened on the home visit and at group activities.
• The home visitor encourages the mother/father to recruit the absent adult in helping with activities that are planned for follow through during the week. The home visitor asks later how it went.
• If the absent adult answers the phone, the home visitor takes the opportunity to talk to her/him. The home visitor is genuinely interested in what the absent adult does and how she/he feels about the family's involvement in the program.
• The home visitor tries to include any talents or abilities of the absent adult's during the home visits and also in parent groups, field trips, etc., if possible.

Place an X in the box that most represents how you perceive yourself regarding each topic:

1. I have little knowledge regarding this topic and do not feel comfortable with it.
2. I have some information in this area, but need additional training before I would feel comfortable about it.
3. I am somewhat familiar with this topic and could adequately apply what I know.
4. 1 have extensive knowledge in this area and can competently apply it with families.
 
 

CHILD DEVELOPMENT IN THE HOME	1	2	3	4
Child development
Helping parents use positive guidance
Serving children with disabling conditions
Child assessment developmental screening
Using the home as a learning environment
Appropriate activities for use in the home
Art, music, and creative movement in the home
Helping parents foster language development
Self-concept development
Helping parents foster problem solving
Transition from home program to school
Observing parent/child interaction
LEARNING TO WORK WITH PARENTS
Adult learning theory
Motivating adults
Learning strategies for adults
COMMUNICATION
Communication skills
Problem solving techniques
Assertiveness training
Conflict management
WORKING WITH FAMILIES
Crisis issues for families
Family dynamics and recognizing points of resiliency and strength
Working with multi-stressed families
Cultural diversity/cultural sensitivity
Helping families to meet their own needs
Child abuse and neglect/family violence
Home-based record keeping
Building a partnership with parents
PROFESSIONAL DEVELOPMENT
Stress management
Time management
Organization/planning
Working with other professionals
Team building
HEAD START COMPONENT AREAS
Knowledge of community resources
Nutrition education for parents and children
Common childhood diseases
First aid/safety
Health education for parents and children
Outreach, recruitment, and enrollment

Date of Assessment ______________

Assessed by______________________________
 
 

AREA 1: ADULT EDUCATION AND TRAINING: The supervisor knows a variety of adult education techniques and has an understanding of how adults develop and learn.

A. Can demonstrate open-ended questioning with adults to promote discussion and learn ing.
1 2 3 4 5

B. Knows how to help staff interview, discuss, and build home visit content from adult interests to promote motivation.
1 2 3 4 5

C. Is able to identify resources and materials appropriate to the developmental level, needs, and interests of the adult.
1 2 3 4 5

D. Can work alone or with others to plan and implement group learning sessions for adults.
1 2 3 4 5

E. Can describe differences between adult and child learning.
1 2 3 4 5

F. Can explain stages of adult development.
1 2 3 4 5

G. Understands the relationship between self-esteem and learning in adults.
1 2 3 4 5

H. Has knowledge of basic research related to adult change.
1 2 3 4 5

I. Understands and can discuss different styles of adult learning.
1 2 3 4 5

J. Is familiar with, and has access to, resource materials on adult education and develop ment.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 1:
12 3 4 5

--------------------------------------------------------------------------------------------------------------------------------

AREA 2: SUPERVISION, TEAM BUILDING, AND TRAINING: The supervisor understands, and is able to demonstrate, basic skills in supervision, team building, and training.

A. Has a predictable schedule of contacts with all staff she/he supervises.
12 3 4 5

B. Provides specific regular feedback to staff about home visit content, records, group sessions, etc.
1 2 3 4 5

C. Uses questioning techniques and problem solving skills to encourage discussion with individuals or groups about their performance.
1 2 3 4 5

D. Solicits ideas and suggestions from staff when planning programmatic changes, revising forms, or doing anything else that would affect the day-to-day work of the staff.
1 2 3 4 5

E. Provides clear direction about deadline requirements and policies.
1 2 3 4 5

F. Recognizes and acknowledges staff excellence and improvement.
1 2 3 4 5

G. Can give examples of useful and less useful ways of talking to staff about their perfor mance.
1 2 3 4 5

TEAM BUILDING

H. Is able to work with a group to develop clear, achievable, and mutually acceptable goals.
 1 2 3 4 5

I. Works with the home visitor group to clarify roles in achievement of goals.
1 2 3 4 5

J. Builds supportive relationships in the home visitor by recognizing ideas, unique at tributes, and skills, and encouraging contribution by all members.
1 2 3 4 5

K. Monitors progress towards goals and provides information and recognition to the group.
1 2 3 4 5

L. Delegates tasks appropriately.
1 2 3 4 5

TRAINING

M. Encourages self-evaluation.
1 2 3 4 5

N. Is able to work with individuals and groups of staff in a supportive way to identify areas of needed growth.
1 2 3 4 5

O. Knows how to break down an area of need into training tasks or sequenced learning
steps.
1 2 3 4 5

P. Is able to recognize and build on existing staff skills.
1 2 3 4 5

Q. Encourages resource and skill sharing among staff.
1 2 3 4 5

R. Is able to motivate staff by building content from their identified interests, concerns, and needs.
1 2 3 4 5

S. Has a collection of resource materials available for use with staff.
1 2 3 4 5

Additional Observations:
 
Overall Competency Rating for Area 2:
1 2 3 4 5
--------------------------------------------------------------------------------------------------------------------------------

AREA 3: OBSERVATION AND ASSESSMENT: The supervisor is a skilled observer of adult and child behavior and knows how to use assessment systems.

A. Understands how to observe without judging or interfering and is able to teach this to staff.
1 2 3 4 5

B. Has a predictable system for observing home visits and socialization groups.
1 2 3 4 5

C. Works with staff to review assessments and observations they have made with families.
1 2 3 4 5

D. Is able to pick out and discuss areas of concern in observations and assessment data to help determine if further assessment or specific intervention is needed.

Additional Observations:

Overall Competency Rating for Area 3:
1 2 3 4 5
-------------------------------------------------------------------------------------------------------------------------------

AREA 4: PLANNING AND IMPLEMENTATION: The supervisor understands how to, and is able to, help staff design individualized home visit content based on family needs.

A. Encourages staff to involve families in planning by asking how they are approaching this, offering suggestions, and giving feedback.
1 2 3 4 5

B. Knows how to assist staff to plan group sessions for children and adults.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 4:
1 2 3 4 5

-------------------------------------------------------------------------------------------------------------------------------

AREA 5: RECORD KEEPING AND REPORTING: The supervisor has organized records of all home-based activities and is able to use this information to compile needed reports.

A. Works with staff to ensure that they maintain records of assessment, observation, family child action plans, home visits, and all family contacts.
1 2 3 4 5

B. Monitors individual family records to check for continuity between needs and home visit content, as well as followup on referrals.
1 2 3 4 5

C. Provides regular reports to component coordinator administration about families and services provided.
1 2 3 4 5

D. Analyzes reports to help identify problem areas (e.g., number of "not home" visits in a certain season).
1 2 3 4 5

E. Reviews record keeping procedures with staff she/he supervises and administrative staff at least once a year in order to streamline and improve procedures.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 5:
1 2 3 4 5

------------------------------------------------------------------------------------------------------------------------------

AREA 6: ADVOCACY AND PUBLIC RELATIONS: The supervisor knows how to advocate for the needs of the home-based families and option and how to promote the option to other staff and the community.

A. Is able to use data to support a need for policy, program, or community change.
1 2 3 4 5

B. Is able to represent the Head Start program and families to other agencies at meetings, community gatherings, and training sessions.
1 2 3 4 5

C. Maintains a file of contacts and information on community agencies, professional organizations, and training providers.
1 2 3 4 5

D. Periodically contacts agencies who work with families and young children to inform them about the home-based Head Start option.
1 2 3 4 5

E. Is aware of community boards and service organizations on which she/he might participate.
1 2 3 4 5

F. Knows how to develop and release information about the home-based Head Start option to local media.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 6:
1 2 3 4 5

-------------------------------------------------------------------------------------------------------------------------------

AREA 7: THE SUPERVISOR HAS A THEORETICAL AND PRACTICAL UNDERSTANDING OF THE HOME-BASED OPTION, INCLUDING CHILD DEVELOPMENT AND FAMILY DYNAMICS:

A. The supervisor has access to, and is familiar with, basic information and resources in family development and family dynamics.
1 2 3 4 5

B. Has a basic understanding of child development and understands the importance of adult interaction in this development.
1 2 3 4 5

C. Is able to select appropriate activities and toys for children of various ages.
1 2 3 4 5

D. Is able to help home visitors see the learning value in various kinds of home activities and materials.
1 2 3 4 5

E. Can explain and demonstrate how to promote problem solving in children of different ages.
1 2 3 4 5

F. Understands how language development occurs in monolingual and bilingual children; can explain and demonstrate basic techniques and activities to encourage language development.
1 2 3 4 5

G. Can explain and demonstrate positive methods of disciplining young children.
1 2 3 4 5

H. Is able to explain and demonstrate ways to enhance children's self esteem and is able to explain to staff and parents how self esteem is related to learning.
1 2 3 4 5

I. Is able to explain the value of active play in children's learning.
1 2 3 4 5

J. Understands the sequence of physical development in young children.
1 2 3 4 5

K. Has an understanding of children's social development.
1 2 3 4 5

L. Understands the importance of creative activities for young children and can make suggestions about different kinds of activities and their importance.
1 2 3 4 5

M. Recognizes the roles that all family members play in a child's development and encour ages their involvement in activities with young children in the family.
1 2 3 4 5

N. Recognizes family values and cultures and helps home visitors plan activities and ap proaches that are respectful and supportive of the family.
1 2 3 4 5

O. Has a basic understanding of the kinds of parent-child interactions which are supportive to positive child development and helps staff support these positive behaviors.
1 2 3 4 5

P. Understands and is able to help staff know more about how family dynamics impact young children.
1 2 3 4 5

Q. Is able to help staff understand how events such as birth, separation, and divorce can affect all family members and is able to help staff with resources and ways to help families cope in these areas.
1 2 3 4 5

R. Is able to help home visitors understand their impact on family dynamics and how their interventions can support and strengthen the family.
1 2 3 4 5
 
 S. Is able to help staff understand how cultural expectations can impact on family dynamics and roles and is able to discuss this in a non-stereotypic manner as well as help staff distin guish between cultural norms and problematic family interactions.
1 2 3 4 5

T. Has an understanding of staff/family interactions and is able to help staff work effec tively with family communication issues.
1 2 3 4 5

U. Understands how working relationships with families can be encouraged and helps staff develop these relationships.
1 2 3 4 5

V. Knows a variety of techniques for working with families, including how to bring up problem areas, encourage problem solving and independence, and provide support.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 7:
1 2 3 4 5

--------------------------------------------------------------------------------------------------------------------------------

AREA 8: PHYSICAL AND MENTAL HEALTH PROMOTION: The supervisor carries out program requirements in these areas and seeks to incorporate discussions and activities that promote health and prevent problems.

A. Is aware of basic first aid procedures and encourages staff to work with parents to do the same.
1 2 3 4 5

B. Encourages staff to work with parents to maintain adequate first aid supplies in the home.
1 2 3 4 5

C. Knows basic safety hazards and incorporates appropriate safety education into home visit content.
1 2 3 4 5

D. Has basic knowledge of child and adult nutrition requirements and has reference materials available for use.
1 2 3 4 5

E. Has basic knowledge and backup material about child health and is familiar with immunization schedules, signs of illness, and common childhood illnesses.
1 2 3 4 5

F. Understands some of the cultural values and practices about health and nutrition for families she/he serves.
1 2 3 4 5

G. Designs home nutrition and health education activities appropriate to individual needs of families and children.
1 2 3 4 5

H. Knows basic signs of stress in adults and children.
1 2 3 4 5

I. Is able to name at least four indicators that might indicate a family needs additional support or counseling.
1 2 3 4 5

J. Is able to observe family and child behaviors that are harmful to health and bring up these concerns with families.
1 2 3 4 5

K. Is able to identify signs of stress in staff members she/he supervises and work with them towards remediation.
1 2 3 4 5

Additional Observations:
 

Overall Competency Rating for Area 8:
1 2 3 4 5

--------------------------------------------------------------------------------------------------------------------------------

AREA 9: SELF DEVELOPMENT, AWARENESS, AND CARE: The supervisor is aware of the skills and knowledge necessary for her/his job and actively seeks to enhance these skills.

A. Is willing to honestly evaluate her/his skills and knowledge.
1 2 3 4 5

B. Understands some of the stresses in the human services and recognizes personal signs of stress.
1 2 3 4 5

C. Knows sources for stress reduction that are effective, such as relaxation, exercise, diverse interests, etc.
1 2 3 4 5

Additional Observations:

Overall Competency Rating for Area 9:
1 2 3 4 5

--------------------------------------------------------------------------------------------------------------------------------

AREA 10: STAFF AND PROGRAM INTERRELATIONSHIPS: The supervisor has an
understanding of the structure and staff relationships within the local Head Start agency.

A. Understands the functioning of the local Head Start program, including administrative structure, lines of authority, and funding sources.
1 2 3 4 5

B. Understands local procedures and policies for inter-component working, such as team meetings, referral processes, planning schedules, and evaluation requirements.
1 2 3 4 5

C. Is familiar with requirements and goals of the National Head Start Program.
1 2 3 4 5

D. Is aware of at least one technique for conflict resolution in working with groups.
1 2 3 4 5

Additional Observations:
 

Overall Competency Rating for Area 10:
1 2 3 4 5

CHECK ( X ) if yes
 

1.    2.  3.  4.    5.  6.  7.  8.    9.  10.    11.  12.  13.  14.  15.  16.  17.

When the home visitor arrives for the weekly home visit, does she/he direct her/his attention and greeting toward the parent?  Does the home visitor follow up last week's activities with the parent?  Does the home visitor plan the home visit with the parent?  Does the home visitor make sure to never sit between the parent and the child? (Does the parent sit by the child or close to the child?)  Does the home visitor review the activity with the parent before she/he presents it?  Does the home visitor hand all materials to the parent?  Does the home visitor identify and reinforce the parent's strengths and teaching abilities?  When the parent has difficulty, does the home visitor intervene with the parent rather than with the child?  Does the home visitor let the parent be the reinforcer of the child?  Does the home visitor help the parent problem solve when problems arise instead of solving the problem herself/himself?  Does the home visitor work on areas the parent feels are important?  Does the home visitor ask the parent to provide as many materials as possible?  Does the home visitor give the parent the lead?  Does the home visitor incorporate parent ideas?  Does the home visitor provide parent education activities for each parent?  Does the home visitor accept the parent's values?  Does the home visitor evaluate the home visit with the parent?

Plan family objectives with parents.

Refer to the family objectives often.

Use both written and visual media to support your discussion.

Become knowledgeable and comfortable discussing typical concerns of parents, such as discipline and sex education.

Teach parents "incidentally" during home visits while they are involved with their child. identify fun learning activities to do with parents and children.

Identify, with parents, activities that are for parents to do, such as making homemade toys, charts, etc.

Additional tips:

Plan what YOU can be learning from each topic.

Always ask parents for their ideas and choices.

Ask parents, "What do you want from this program?" and "How can I help you?"

Be aware of the parent's learning style as well as your own.

Ask parents what they already know about a topic.

Ask parents, 'What can you teach me?" and "What can you add?"

Use adult oriented media.

Maintain eye contact with parents (unless prohibited by culture). Don't let your interest in the child(ren) distract you from your main objective of helping parents learn more about their child's development.

Provide lots of positive reinforcement for parents.

Work with parents in evaluating each home visit.

First the home environment starts earlier and lasts longer than any school system. By the time a child starts to school, the child has already learned more at home with their parent's help - to walk, to talk, to reason-than the child will probably be able to learn the rest of her or his life. A child also spends more time at home with parents than in school.

Second a child feels most at ease at home. She or he can express curiosity, make mistakes, and try new things without too much fear of embarrass ment or danger. The learning that takes place at home is often more natural and less threatening than learning in school.

Third. the home allows the child to get more individual attention than even the best classroom, can offer.

Fourth. parents have a more personal concern for their child and a keener awareness of their child's needs and abilities than anyone else.

Formal schooling does have advantages -more books, records, and other teaching tools, and more opportunities for children to learn how to get along with each other - but parents and the home are more important for the child's learning and development.

1. Work beyond requirements and do not call on subordinates for tasks that you are unwilling to undertake yourself.

2. Report to work on time, regularly, and without obvious effort or complaint.

3. Keep your mind focused on the work to be done instead of watching the clock. You should excuse a subordinate for a dental appointment sooner than you would take the privilege yourself.

4. Supervise by policy and remember that you are also subject to the policy.

5. Express concern through action, not verbalization, as a means of maintaining high morale.

6. Maintain faith in the staff. If you doubt them, they will doubt you.

7. Involve others in decisions. Wait out the slowness of group problem solving, for if you pressure too hard the slower members of the group will lose interest.

8. Improve programs by starting with worker dissatisfaction and help find an answer, as opposed to
belittling their dissatisfactions or giving them ready-made solutions.

9. Keep all members of the staff fully informed and look on internal disagreement as a doorway to further growth.

10. Solve a problem rather than sell a solution.

11. Stress what is right rather than who is right.

12. Allow time for consensus rather than ramming through a majority vote.

13. Delegate authority, responsibility, and function. The leader is effective only as she/ he works with people.

14. Don't show favoritism, but do recognize individual differences in the group and capitalize on them. Where is the fine line between recognizing ability and showing favoritism? The leader must find it and follow it.

-------------------------------------------------------------------------------------------------------------------------------

Home visitors want supervision that is well planned, constructive, and democratically applied. The following applies to supervisory visits.

1. Supervisory visits should focus on family dynamics and needs, and the home envi ronment, as well as on the home visitor's work.

2. The chief purpose of supervisory visits is to improve learning; the visits should be inspirational and instructive rather than inspectional and repressive.

3. Supervisory visits should offer each home visitor a definite and concrete basis for improvement.

4. The supervisor should help the home visitor use self evaluation.

5. Home visitors should feel free to discuss their problems and ask questions.

6. The supervisor must listen to the opinion and point of view of the home visitor.

1. The supervisor will ensure that the home visitor clearly understands the purpose of the supervisor's visit.

2. The supervisor will know as much as possible about the home environment prior to the visit.

3. The supervisor will review all available pertinent materials, including records of previous visits and followup conferences that might pertain to the visit.

4. Before the visit, the supervisor will plan for a followup conference with the home visitor.

5. The supervisor fills out the observation form after the visit.

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.