Online Model Implementation Training

47 Pages·2012·3.14 MB·English

Online Model
Implementation Training
Module 2 Course Supplement

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Technical Requirements for Online Courses
Operating systems:

PC MAC
> Windows Vista, 2000, XP, or Windows 7 > Macintosh OS X (10.5+)
> Internet Explorer 7.0+, or Firefox 3.0+ > Mozilla Firefox 3.0+, or Safari 4.0+
> Adobe Acrobat Reader 8.0+ > Adobe Acrobat Reader 8.0+
> Flash Player 10 or later > Flash player 10 or later
> A general audio output > A general audio output

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Online Model Implementation Training
Instructions for Using the Discussion Forum
Step 1 – Minimize the class window or click on the screen outside of the class window to return to the portal.
Step 2 – Click on the “Discussion” link to view the forum.
Step 3 – Note that the forum is in a Threaded View.
Step 4 – Locate the appropriate module of the course and click on the + to expand then, choose the sub-heading or
post to respond to by clicking on the link. The directions for the post will appear at the bottom of the page.

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Teacorg Step 5 – Click on the Reply button at the top of the forum to post a response.
11, Parents as ntsAsTeachers. An Open Forum category is available for general thoughts and questions you would like to share with other students.
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Factors to consider regarding caseload size
Factors to consider Examples
All families participating in Parents as Teachers services receive personal visits, screening, group connections, and linkages
to community resources. However, different affiliates may structure staffing for these services in different ways. Most typically,
parent educators deliver all of the above services, along with recruitment and retention strategies. However, sometimes
Total responsibilities of parent affiliates contract out their hearing or screening services or designate staff who have responsibility for certain services such as
educators in an affiliate recruitment or planning and facilitation of group connections.
In addition to their specific responsibilities, all parent educators participate in supervision, staff meetings, and professional
development. Sometimes, parent educators also participate in advisory committee or community collaboration meetings.
Frequency and duration of An affiliate may provide more than the minimum required supervision monthly. (The minimum is two hours monthly for parent
individual, reflective supervision educators working more than .5 FTE and one hour monthly for parent educators working .5 FTE or less.)
Frequency and duration of
Parent educators may participate in more than the minimum of two hours of staff meetings monthly.
staff meetings
Parent educators may be expected to obtain more professional development than the national requirement:
Expectations regarding > First year of certification: 20 clock hours of professional development required
professional development > Second year after certification: 15 clock hours
> Third year after certification and beyond: 10 clock hours
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ent Frequency of visits characteristics or more than 12 visits annually to families with one or fewer high-needs characteristics.
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Parents as Teachers Model Implementation Guide Design and Implementation | 51
Factors to consider regarding caseload size (continued)
Factors to consider Examples
Time allocation for personal visits needs to incorporate:
> Planning and preparation
> Travel to and from the visit
> Delivery of the visit
> Completion of the personal visit record, plus any additional data collection required by an affiliate
Time allocated in total for each The breakout of time for each personal visit with one enrolled child averages approximately:
personal visit > 20 minutes for planning and preparation
> 20 minutes for travel
> 60 minutes for delivery of the visit
> 20 minutes for completion of personal visit record
Average total = two hours per visit
Certain circumstances will decrease the total number of visits the parent educator can complete monthly. These
include visiting a family with more than one enrolled child or travel time that is significantly longer than average.
Visits per month parent educators The number of visits to be completed monthly should take into account the total amount of time allocated to each personal
will be expected to complete visit, time for making up missed visits, and time needed for the other responsibilities of the parent educators.
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Meeting the Mark
Personal Visits
Review the requirements for the personal visit component as described in the Essential Requirements and Quality Assurance Guidelines.
Consider each of the following questions:
1. Which requirements are you and your program already meeting?
2. What steps are needed to address short falls?
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Making the Connection
Write a list of the group connection topics
that your program is offering this year.
Then, determine which area of emphasis
Parent-Child Development- each topic is connected to.
Interaction Centered Parenting
Topic Area of Emphasis
Child Development: Developmental Topics:
Language, Intellectual, Attachment, Sleep,Safety ,
Social- Emotional, and Motor Health, Nutrition,Discipline ,
Transitions/Routines
Parenting Behaviors:
Nurturing, Guiding/Designing, Healthy Births (prenatal)
Responding, Communicating,
Supporting Learning
Family Well-Being
Protective Factors:
Parental resilience
Social connections
Knowledge of parenting and
child development
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Group connection formats (continued)
Format Descriptions and intended outcomes
Family activities are designed primarily to focus on parent-child interaction as parents engage in active learning with their
children. Family activities provide opportunities for parents and other family members to interact with their children to
encourage learning and promote development. In a family activity group connection, children can benefit from opportunities to
interact with other children and adults. In addition, parents build social connections with other parents as they play with their
children.
Family
activity Family activities may focus on messy play, art, gross motor, or language and reading, among other topics. Often, children
create a project that they can bring home.
As a result of these activities, parents gain knowledge about children’s development and ways to promote development.
Generalization to home is maximized when information about parent-child interaction and ways to encourage development
are shared in multiple modalities, and handouts and how-tos are provided to take home.
Presentations can be useful when specific information is needed and a parent educator, supervisor, or member of the
community is able to provide knowledge on a particular issue or developmental topic. Multiple presentation approaches can
(and should) be used to engage participants, including using multimedia, group discussion, or panel presentations. It is also
important to include an interactive element that helps parents learn and apply the information, such as parent-parent activities
that foster social connections or a parent-child activity that fosters parent-child interaction.
nc. Presentation As a particular benefit, presentations can also help parents make personal connections with representatives of community
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hers parent child interaction, as well as increased knowledge about a variety of issues related to family well-being.
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Group connection formats (continued)
Format Descriptions and intended outcomes
Ongoing groups are small groups of parents facing similar issues. Group members build strong social connections and support
networks over time. Opportunities to facilitate the group and determine topics of interest encourage parent empowerment.
Resources and information shared also address family well-being issues, such as stress management and economic self-
sufficiency. Group members learn new knowledge and practice skills.
Ongoing Because they occur over multiple sessions and may have a particular focus such as child behavior problems, ongoing groups
group are able to address all three areas of emphasis. Ongoing groups typically require child care for a portion of the group but
can also include time for parent-child interaction. Not only can ongoing groups increase parents’ knowledge about children’s
development and ways to promote it, but parents can learn and apply positive discipline techniques and stress reduction
strategies, build social connections, get connected to needed resources, learn new information about topics pertaining to
family well-being, and become empowered as leaders.
Community events may take place at various locations either as an event an affiliate hosts or as organized outings which
build greater community awareness. Community events are often open to all families and can be a source for recruitment of
Community
new families. For example, a Safety Fair could involve local resources performing car seat checks and bike helmet fittings,
event
representatives of the Back to Sleep campaign, and others. Community events primarily focus on family well-being while often
incorporating developmental topics.
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Parents as Teachers Model Component: Group Connections
This section details the second of four dynamic components of the Parents as Teachers model.
It is important to recognize that while each component is presented individually, they are closely
interrelated and integrated. Together, the components create the overall impact and contribution
of Parents as Teachers.
Group connections are designed While a family considers Parents as Teachers
Notes:
so that families build social connections services, the family may attend a group
Group Connection Plans
with each other, engage in parent-child connection before the home visit. Not only
Group Connectecion Planner and Record
interaction, and increase their knowledge of recruitment, but retention is also affected
Group Connections Feedback Form
ways to support children’s development. when families discover other friends and
community members at group connections.
The three areas of emphasis introduced
Consequently, this networking can help to
with the personal visit component of Parents
reduce any perceived stigma of social service
as Teachers continue to weave throughout
or parent education.
each of the other components, resulting
in a dynamic and coordinated package of The group connections also provide
services. Thus, across the program year, staff opportunities to share information about
will deliver group connections that focus parenting issues and child development.
on parent-child interaction, development- Parents learn from and support each other,
centered parenting, and family well-being. observe their children with other children
and practice parenting skills, with the
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