Keys to Successful Supervision

1. INTRODUCTION1.1 IntroWelcome to the Keys to Successful Supervision module. This module is a professional development opportunity for supervisors of home-based service providers. Throughout the module, you will learn about best practices, implementation techniques for quality supervision, tips for efficiency, and tools to improve the supervision you provide.

1.2 Module functionalityLet’s get started by entering your name above the white board. Then click each topic to learn more. (User enters name in slide)

NavigationOn the left side of the player, you have access to the main menu. This is a listing of topics and will serve as a guide to identify where you are in the module. There’s also a Narration tab; click on Narration to see a text version of the audio for the slide. On the bottom right of the player are the “Next” and “Previous buttons. Use these to navigate through the module.The Seekbar at the bottom of the player provides you with controls to pause and play the slide, and a progress bar to see where you are within a given slide. There’s also a button for volume control.Throughout the module, you’ll need to access and use hard copies of handouts and worksheets. They’ll be linked on the associated slides and instructions will be provided.

ObjectivesIn this module, you will:1) Understand what supervision is (reflective supervision relates to the clinical and administrative elements of supervision) and why it is important.2) Be able to incorporate the use of checklists and other tools to monitor staff activities for accountability.3) Be able to observe and provide reflective feedback for staff performance.

4) Know the three elements of reflective supervision (reflection, collaboration, regularity).5) Be able to use techniques that enhance open communication and collaboration. 6) Understand the value of reflective supervision and the impact on quality staff development and services provided to families.7) Know how to incorporate strategies to improve efficiency as a supervisor. 8) Know the skills and abilities of a good reflective supervisor.9) Develop self-awareness as a reflective supervisor.

Meet MacieThis is your colleague, Macie, who is a seasoned supervisor for a home-based program. Throughout the module she will provide support, and learning materials.

1.3 Understanding the keysThis is the main menu. Each time you complete a section, you return to this page. You can access the content by selecting the different boxes. Please begin by selecting the “What” box.

2. WHAT2.1 What is supervision?What is Supervision? The Merriam-Webster Dictionary defines supervision as the action or process of watching and directing what someone does or how something is done. The word supervision can imply a number of things for home-based service providers.

2.2 Requirements in Rule & RegulationWhat is the rule, regulation, or best practice associated with your work? Let’s take a closer look now at requirements around supervision. Select the one that is applicable to you:ECI Texas Administrative Code (TAC)Early Head Start- Home Visiting (EHS-HV)Parents as Teachers (PAT)Nurse Family Partnership (NFP)Guidelines for Reflective Supervision- First Three Years

Head Start- Code of Federal Regulations (CFR)Home Instruction for Parents of Preschool Youngsters (HIPPY)

2.3 What is supervision?Supervision is the process of reviewing performance for the purpose of improving work processes and ensuring the provision of quality services in working with parents/caregivers through: (when clicked)Oversight- monitoring activities of providers to strengthen overall, informed results; Professional development- keeping staff at all levels of experience trained, motivated, and interested through deepening knowledge of child and family development, sharpening critical thinking skills, and teaching and demonstrating new/current intervention strategies; offering information and instruction relevant and individualized to the learner; and Research- focusing on best practice for children and families.

2.4 Types of SupervisionMinimally, supervision is the act of looking over someone’s shoulder to check in on him/her. Effective supervision is provided:

by measuring the adequacy of performance against individual goals and/or system competencies;

within the context of a positive relationship; and through acting on opportunities to provide learning and professional

development. The three categories of supervision in home-based services are administrative, clinical, and reflective.

2.5 AdministrativeVIDEO TRANSCRIPTION:SP: Rachel, do you have a minute?RMT: Oh sure, sure! Come on in and have a seat.SP: I picked up this little girl you just gave me and I don’t have time to see more kids. I’m full. My caseload is full.RMT: OK, well let’s take a look at your productivity report and just see what’s going on. Here we go. Well…it says your direct service hours are at 35%. That’s below what we would expect you to be at. It also says we’re adding three children on

your caseload but four of your children are going to be exiting by the end of the month. SP: I don’t know why it shows my productivity is slow low. I have 30 kids on my caseload. I feel like I’m constantly busy. RMT: OK, well, I wonder if there’s something about your schedule that’s causing you to feel overwhelmed. Let’s look and see what’s going on. OK…looking through the month. I see that you do have a lot on your calendar that’s scheduled but then going back, it seems that a lot of those visits that were scheduled at the beginning of the month were cancelled. And then it looks like you’re trying to make everything up here at the last week of the month. I wonder if that’s what’s causing you to feel overwhelmed.SP: Well, I remember at the beginning of the month there was weather, rain, they had the other days we just couldn’t work because of the weather.RMT: So were you cancelling those visits or trying to reschedule or was the family cancelling?SP: There were a couple of no-shows but most them were cancels in advance and I think the families were just concerned about my safety during the weather.RMT: Well, were you concerned about your safety? Was it something that was causing you to feel uncomfortable to be in the weather?SP: I don’t really think I was at risk, so maybe that’s not why they were cancelling.RMT: Do you have any idea about why they might be cancelling?SP: No.RMT: Anything else that you think might be going on that is causing them to no-show or causing them to cancel?SP: Well, maybe next time what I’ll do for this upcoming month is call the families in advance to remind them of our scheduled appointments and then maybe since I don’t really know why they’re cancelling or no-showing, that could be a conversation that I have with them when I’m there the next time.RMT: Right. I think that might work and so why don’t you try that. Then it does look like you’ll be able to fit all your visits in. Then when do you think you’d be able to contact these new families? SP: Well, it does look like I have some time tomorrow afternoon, so I’ll do that.RMT: OK, that sounds like a good plan so why don’t you do that and then let’s follow up next week to see how that goes.SP: OK. Thank you! RMT: You’re welcome. (VIDEO ENDS)

IMAGES ON SLIDE:

Focuses on oversight Policies Procedures Regulations

Provider compliance

2.6 Examples of Administrative Supervision Hiring and training new staff. Reviewing paperwork to ensure it contains all required elements. Completing regular chart reviews for quality and required elements. Holding staff meetings to discuss rule changes or policy changes. Running reports to review timelines are met. Assessing staff calendar to monitor productivity. Documenting annual evaluation of staff. Assigning responsibilities to staff for tracking, scheduling and completing

visits in a timely manner. Facilitating group discussions to provide information to staff on areas in need

of improvement.

2.7 Clinical(VIDEO TRANSCRIPTION:)RMT: So I thought it would be a good idea if we both watched the video. We both have our observation forms and we’ll take notes as we go. You tell me your thoughts as we’re going through the video. So, did you feel this visit was pretty typical of what happens in a visit with this family?SP: Yes.RMT: OK. Let’s get started. We’ll go ahead and start that.SP: So there I thought that’s where I was doing joint planning. There was also observation going on. And I stated to the mom the things that I was observing.RMT: I didn’t see in the video that she responded to that. Is that typical? Is there no response typically when you’re making the observations?SP: Yeah. She really just doesn’t engage with me. I felt like I was—again, I observed it and then I demonstrated for her and I don’t feel like she understood what I was saying.

RMT: OK, well let’s watch a little bit more. So I really like that activity. That was a good one.SF: And it seemed like they were trying to get into it.RMT: I’m going to stop right there. So what do you feel about that part of the visit?SP: Well, again I see she’s not really participating but I also notice I’m taking control. I really didn’t give her an opportunity to do any kind of return demonstration. Do you think that has anything to do with it? RMT: I mean, it could. She may not feel comfortable. The return demonstration doesn’t necessarily have to occur right in front of you or all the time but in order for her to feel more comfortable with this strategy, she needs to have some feedback from you. So either it can be demonstrated right after you or maybe she wants some time to practice then will demonstrate at the next visit or maybe she wants to do a video. That’s definitely part of the coaching process is that she needs time to practice with those strategies and she needs that feedback from you to say if she’s on the right track or if she needs to tweak things a little bit to make it work best for her and her child.SP: So, on this form my feedback is probably not what it should be.RMT: Right. This is hopefully helpful for you because it points out that the coaching process does work. And sometimes when it’s not quite clicking with the family, maybe we’re not implementing all the steps I think we need to.SP: OK, that makes sense.RMT: Well definitely try when you go back to the next visit. Give her those opportunities to do that return demonstration. You know mom better than I do which type of return demonstrations work best for her. And then definitely offer that feedback for her, both encouraging and if she needs to change something a little bit, offer that to her.SP: So at this point in time of the video, I could have asked Mom, do you feel comfortable showing me how you understood what I was doing?RMT: Right! Right!SP: OK. (Video ends)

IMAGES ON SLIDE: Includes interactivity between supervisor and staff Supervisor provides instruction and guidance for service delivery More support on clinical issues could be provided by a neighboring program,

peer, or Quality Assurance Therapist from the State Office

2.8 Examples of Clinical Supervision Holding regular staff meetings to include teaching new skill-based or

evidence-based practices. Monitoring various services in child records weekly, biweekly, or monthly to

ensure complete and thorough documentation. This could include: o correct eligibility determination; o accurate scoring of standardized evaluations; or o reviewing that all needs are identified with functional,

measureable outcomes embedded within the family’s routines. Training and discussions are developed based on review findings. Organizing a group viewing of webinars followed by discussion and review of

how to implement the information presented during the webinar to improve practices and processes.

Teaching staff intervention strategies related to specific cases.

2.9 Reflective Supervision(VIDEO TRANSCRIPTION)SP: So I need case-specific help on this child. The foster mom has been taking away toys from the little girl every time she misbehaves. I mean to me that’s almost kind of a form of abuse, maybe?RMT: So why do you think it’s a form of abuse?SP: Because you’re she only making the situation worse and every time the child misbehaves she sends her to her room to discipline her. But with it being a foster child, she just puts her in there for a couple of minutes and takes away a toy. So I don’t know how to explain to her that that’s not appropriate for her age. She’s only 15 months old.RMT: Ok, ok. Well I wonder if the foster mom has really looked at the big picture to see what are the immediate consequences of her using that as a form of punishment. Have you discussed anything like that with her but looking at the ABCs of behavior like what happened right before and then what happened right after. Obviously the child is using the behavior to communicate. I wonder if she understands that or maybe you could help point that out to her.SP: Yeah, I tried to tell her that for a 15 month old, it’s not really appropriate to be putting her in time out, shutting the door to her room, multiple reasons because being put on the bed for time out...she’s associating it with bad things so that’s going to cause problems at bed time.RMT: And did you talk to the foster mom about that—the association or correlation?

SP: No, I just told her it’s not a good idea to do that and again with her being 15 months old, time out is not appropriate anyway.RMT: I wonder if the foster mom understands what you’re talking about—the associations. Because maybe if she just hears you shouldn’t do that, then she doesn’t understand why, maybe it’s not really connecting for her. I wonder if maybe if you explained why it’s not the best choice and then offer some other options maybe that would work better. SP: That’s a really good idea. (writing) “offer other options.” I like that! I’ll take these back with me. I see them again tomorrow. RMT: Great! Just let me know and then we can talk about this case some more. If that doesn’t work, you can always try some other more options, even talking to the foster mom about bringing out another team member to see if they have any other suggestions to help with it.SP: Thank you!RMT: You’re welcome. (Video ends)

Reflective supervision integrates clinical, administrative, and leadership functions. It is possible to provide administrative and clinical supervision without the reflective component; however if you are providing reflective supervision, it will contain elements of administrative supervision and always includes clinical supervision. Reflective Supervision consists of a shared exploration of the parallel process. It provides the opportunity for staff members to think about the development and honing of their already existing skills related to their work in helping families develop and hone their already existing skills in caring for their children. Reflective interactions with service providers model the interpersonally supportive, educational interactions service providers should have with parents, and parents should have with their children.

2.10 Examples of Reflective Supervision Discussing administrative and clinical aspects of a specific case one on one

with the provider to problem solve by asking open-ended questions and guiding the provider to come to his/her own resolution.

Observing a provider’s visit, then following up with a discussion about your observations and asking open-ended questions to improve the provider’s self-awareness. Discussions may include staff member’s challenges, strengths, and areas of concern.

Facilitating group discussions of specific child/case needs (case review/staffing).

Providing a safe environment for staff to come and discuss struggles and concerns related to the job and allow for collaborative discussions.

Building a relationship of trust through open communication, expressing empathy, and encouraging self-awareness to help providers explore their reactions to work and stress.

Identifying feelings that come up in work with families by sharing personal examples that are relevant to supervision.

2.11 Regularity interviewReflective supervision is “The process of examining, with someone else, the thoughts, feelings, actions, and reactions evoked in the course of working closely with young children and their families” (Eggbeer, Mann, and Seibel 2008). Three elements commonly exist in successful supervision: reflection, collaboration, and regularity.

2.12 What do you appreciate most about Reflective Supervision?(VIDEO TRANSCRIPTION)“I like the reflective process. It’s a shared experience between me and my supervisor and it allows me to have a time and place to process and learn from my successes and mistakes. I’m able to explore my thoughts and feelings about a visit that I’ve had with a family.” (Video ends)

Both you and the staff member explore the different internal conversations, positive and negative, associated with his or her experience. Allows staff to become aware of strengths and needs, and participate in determining natural improvement plans generated from a real need. Provides the framework for how the service provider and family will explore the different internal conversations.Zero to Three has more information on the importance of reflection. For more information click here.

2.13 Building Competence and ConfidenceService providers come from an array of educational backgrounds with varying skills, abilities, and expertise. This diversity of staff knowledge and experience can provide challenges to providing effective supervision that meets the needs of all staff, especially if the supervisor is also providing direct services. One of the benefits to providing reflective supervision is that it creates an environment of shared learning between the staff and supervisor. The staff person becomes more competent and confident in problem solving and seeking out his/her own answers instead of relying on the supervisor to provide all of the information and every solution.

2.14 Guidance and SupportWhen working with families and children, staff complete paperwork, meet timelines, and follow rules and regulations. They also can have large caseloads and encounter emotionally charged family situations. More often than not, these demands and challenges elicit powerful feelings. As a supervisor, your guidance and support can help the staff person navigate through these challenges and mitigate the emotional impact of providing services.

2.15 Check Your UnderstandingYou ask Allen to write down upcoming due dates for the quarter for his caseload to discuss at your weekly supervision meeting. At the meeting Allen reports on which ones have been scheduled and which ones still need to be scheduled. You review timelines to ensure compliance for meeting timelines. What type of supervision is being provided?

Correct ChoiceX Administrative Clinical ReflectiveFeedback when correct:That's right! The focus of your meeting with Allen is to provide oversight of policies and procedures to ensure compliance.Feedback when incorrect:The focus of your meeting with Allen is to provide oversight of policies and procedures to ensure compliance. This is administrative supervision.

2.16 What type of supervision is this?Lilly approaches you about the lack of progress for a child on her caseload. You go with Lilly to the visit to help provide additional clinical guidance. What type of supervision is being provided?

Correct Choice AdministrativeX Clinical Reflective

Feedback when correct:That's right! Clinical supervision includes an interactivity between the supervisor and staff person, typically through providing instruction and guidance for the service the staff person is providing.Feedback when incorrect:The type of supervision being provided is clinical supervision. This style includes an interaction between the supervisor and staff person, typically through providing instruction and guidance regarding the service the staff person is providing.

2.17 What type of supervision is this?Bryan tells you he is tired of one of his families constantly canceling or not being there for his scheduled sessions, saying “mom just doesn’t care.” You respond by asking “Bryan, what are you feeling right now?” What type of supervision is being provided?

Correct Choice Administrative Clinical X Reflective

Feedback when correct:That's right! You are providing Bryan with reflective supervision by modeling an interpersonally supportive educational interaction.Feedback when incorrect:You are providing Bryan with reflective supervision by modeling an interpersonally supportive, educational interaction.

2.18 Check Your UnderstandingThere has been a change in policy regarding the evaluation tool. You meet with staff to explain the change and introduce the new tool, providing training to staff on how to administer the test items in the new evaluation. Each team is given the opportunity to demonstrate a test item. What type of supervision is being provided?

Correct Choice

X Administrative Clinical Reflective

Feedback when correct:That's right! The focus of your meeting with staff is to provide oversight of policies and procedures to ensure compliance in the protocol administering a new tool.Feedback when incorrect:The focus of your meeting with staff is to provide oversight of policies and procedures to ensure compliance in the protocol administering a new tool. This is an example of administrative supervision.

2.19 Check Your UnderstandingJill meets with you and asks to be removed as a provider for one of her families because she feels she does not seem to be clicking with the family. You ask why she is feeling this way, and Jill begins listing several incidences of miscommunication and misunderstandings. Together, you both discuss alternative solutions. What type of supervision is being provided?

Correct Choice Administrative Clinical X Reflective

Feedback when correct:That's right! You are providing Jill with reflective supervision through exploring reasons why Jill might be feeling a particular way.Feedback when incorrect:You are providing Jill with reflective supervision through exploring reasons why Jill might be feeling a particular way.

2.20 Check your UnderstandingAfter your staff completes peer to peer chart reviews, you note several charts were found to have outcomes that are not measurable. You instruct staff to complete training activities. At the next staff meeting, you review the completed activity with staff and provide additional guidance on writing measurable outcomes. What type of supervision is being provided?

Correct Choice AdministrativeX Clinical ReflectiveFeedback when correct:That’s right! Clinical supervision includes an interactivity between the supervisor and staff person, typically through providing instruction and guidance for the service the staff person is providing.Feedback when incorrect:Clinical supervision includes an interactivity between the supervisor and staff person, typically through providing instruction and guidance for the service the staff person is providing.

2.21 Check Your UnderstandingAndrea comes to you to ask for a day off for personal time as she is feeling overwhelmed by her clients. You sit down with her to work on caseload scheduling. What type of supervision is being provided? Correct ChoiceX Administrative Clinical Reflective

Feedback when correct:That’s right! The focus of your meeting with Andrea is to ensure appropriate coverage to provide compliance to rules and regulations.Feedback when incorrect:The focus of your meeting with Andrea is to ensure appropriate coverage to provide compliance to rules and regulations. This is administrative supervision

2.22 Check Your UnderstandingPablo asked a family to leave the center after the child’s behavior could no longer be managed by your staff. Afterwards, you ask Pablo open-ended questions to discuss his reaction to the situation and that of your staff. What type of supervision is being provided?

Correct Choice Administrative Clinical X Reflective

Feedback when correct:That's right! You are providing Pablo with reflective supervision through exploring reasons why Pablo might be feeling a particular way.Feedback when incorrect:You are providing Pablo with reflective supervision through exploring reasons why Pablo might be feeling a particular way.

2.23 Check Your UnderstandingDrag and drop which type of supervision is provided on the video that best reflects the supervision. Make sure to watch both videos before submitting your answers. What type of supervision is being provided?

Video 1 transcription: SP: You know, with the big Ebola scare, I’m concern to see some of my families. I don’t want to because I don’t want to share that with my family in case somebody does actually have Ebola.RMT: OK, well, I hear that you’re concerned but your responsibility is to see the family. The IFSP is a legal document and we’re required to provide the services on that document and when you were hired, you were required to see the families on your caseload. So you need to see your families. (Video ends)

Video 2 transcription:SP: You know, with the big Ebola scare, I’m concern to see some of my families. I don’t want to because I don’t want to share that with my family in case somebody does actually have Ebola.RMT: OK, well, I hear that you’re concerned but your responsibility is to see the family. The IFSP is a legal document and we’re required to provide the services on that document and when you were hired, you were required to see the families on your caseload. So you need to see your families. (Video ends)

Feedback when correct:

Video 1 represents administrative supervision: the supervisor is providing oversight of rules and regulations. Video 2 represents reflective supervision: they are exploring why the staff person feels a certain way about the situation.Feedback when incorrect:Video 1 represents administrative supervision: the supervisor is providing oversight of rules and regulations. Video 2 represents reflective supervision: they are exploring why the staff person feels a certain way about the situation.

2.24 Review: The “Whats” of Successful SupervisionHere are the objectives of the section you just completed.Supervisors will:

Understand and explain what supervision is and why it is important. Identify and implement the reflective element of reflective supervision.

3. HOW3.1 How to provide reflective supervisionTo effectively supervise, it’s crucial to be aware of a staff person’s activities. Having awareness of what is happening with staff and how staff are performing are essential to reflective conversations; however, knowing what is going on with your staff can be difficult because you are not always with your supervisees. (Video transcription:)“When I’m thinking about developing a tool for monitoring staff, some of the questions I ask myself are: what do I need to know about the people I supervise, what do I need to know about their performance, and then how do I know that they’re doing their job well?” (Video ends)

3.2 Out of timeFor example, “time.” Lack of time is a common issue staff members report to their supervisors. ”I do not have enough time to see more families,” “paperwork takes up too much of my time,” “the child and family are eligible for a short amount of time,” ”I’m feeling overwhelmed because there’s just simply not enough time.”Staff may report to you they are working really hard, but don’t have enough time to get everything done. How do you address these concerns with staff while still addressing the needs of the program and the needs of the children and families to receive timely services? Let’s take a look at how having tools to monitor staff activities helped this supervisor.

Lack of Time Demonstration(Video transcription:)SP: Rachel, do you have a minute?RMT: Oh sure, sure! Come on in and have a seat.SP: I picked up this little girl you just gave me and I don’t have time to see more kids. I’m full. My caseload is full.RMT: OK, well let’s take a look at your productivity report and just see what’s going on. Here we go. Well…it says your direct service hours are at 35%. That’s below what we would expect you to be at. It also says we’re adding three children on your caseload but four of your children are going to be exiting by the end of the month. SP: I don’t know why it shows my productivity is slow low. I have 30 kids on my caseload. I feel like I’m constantly busy. RMT: OK, well, I wonder if there’s something about your schedule that’s causing you to feel overwhelmed. Let’s look and see what’s going on. OK…looking through the month. I see that you do have a lot on your calendar that’s scheduled but then going back, it seems that a lot of those visits that were scheduled at the beginning of the month were cancelled. And then it looks like you’re trying to make everything up here at the last week of the month. I wonder if that’s what’s causing you to feel overwhelmed.SP: Well, I remember at the beginning of the month there was weather, rain, they had the other days we just couldn’t work because of the weather.RMT: So were you cancelling those visits or trying to reschedule or was the family cancelling?SP: There were a couple of no-shows but most them were cancels in advance and I think the families were just concerned about my safety during the weather.RMT: Well, were you concerned about your safety? Was it something that was causing you to feel uncomfortable to be in the weather?SP: I don’t really think I was at risk, so maybe that’s not why they were cancelling.RMT: Do you have any idea about why they might be cancelling?SP: No.RMT: Anything else that you think might be going on that is causing them to no-show or causing them to cancel?SP: Well, maybe next time what I’ll do for this upcoming month is call the families in advance to remind them of our scheduled appointments and then maybe since I don’t really know why they’re cancelling or no-showing, that could be a conversation that I have with them when I’m there the next time.RMT: Right. I think that might work and so why don’t you try that. Then it does

look like you’ll be able to fit all your visits in. Then when do you think you’d be able to contact these new families? SP: Well, it does look like I have some time tomorrow afternoon, so I’ll do that.RMT: OK, that sounds like a good plan so why don’t you do that and then let’s follow up next week to see how that goes.SP: OK. Thank you! RMT: You’re welcome. (Video ends)

3.3 Staff attitudes following effective supervision(Video transcription:)“In order to be an effective supervisor for staff when they came to me saying they were feeling overwhelmed or they were feeling they couldn’t take on any new cases because they were so busy, I needed a tool that could quickly show me what that staff person’s productivity was. I needed a tool that could show me how many cases were assigned to that staff person and how many hours of direct service that staff person was providing.” (Video ends)

Since Rachel had a tool to examine productivity, she was able to provide Stephanie with a visual to analyze why she might be overwhelmed. The exchange between Rachel and Stephanie demonstrates how important it is for the supervisor to be open to staff when they express a sense of being overwhelmed. In this case, once Stephanie was able to talk with Rachel, she was able to work past her frustration and come up with a solution. Overtime, she will be able to do this more often and this will give her confidence in her ability to work with families.

3.4 Activity 1: Develop a toolIt’s your turn to develop a relevant tool for your oversight. In the same way Rachel had a tool to examine productivity, use the worksheet to assist you in developing your own tool. Instructions are listed on the worksheet. If you need a starting point for your own tool, select the clipboard.

3.5 Staff observationObservation of staff is one of the key components of effective supervision. The act of observation alone does not qualify as a meaningful supervisory experience for the supervisee. It does, however, provide the data and context for the supervisory conversation. Through observations, you are able to use your expertise to understand what is working for the individual, what is challenging for him or her,

and how the individual provides services related to your program’s rules and regulations.

3.6 Ensuring staff are providing services according to rulesPart of your role is to ensure staff are providing services according to the requirements outlined in your rules and regulations and to ensure staff are implementing evidence-based intervention techniques with fidelity. One way to gather data about how staff are providing services is through observations. This can also be accomplished through your interactions with staff, and your review of their documentation.

Video 1 transcription:SP: Rachel, I need to talk to you about one of my families.RMT: Sure, come in.SP: He’s not making progress. I don’t think the family is fallowing through with what I tell them to do. I’ve demonstrated to them what they need to be doing and they’re not following through. I don’t think he’s progressing because they’re not following through and it’s really frustrating.RMT: OK. Do you think it would be helpful if I came out and observed and videoed the visit and them we can watch the video together to see what’s going on.SP: Yeah, I’m willing to try anything.RMT: So when do you see them next?SP: I actually see them on this day.RMT: OK that will work. Just make sure they’re okay with me coming out and getting a videotape and they’ll need to sign a consent for the videotaping.SP: OK, perfect. Thank you!RMT: You’re welcome. (Video ends)

Video 2 transcription:RMT: So let’s review the visit.SP: OK.RMT: So what component of coaching were you using in that section?Based off of our check sheet, we were doing joint planning there. Mom was talking about what’s been going on, what’s been working well, what’s not been going well based off of the strategies that we discussed the week before.RMT: OK. Let’s see what’s happening next.

RMT: So what did you notice about that section?SP: It looks like again, looking at our sheet, I went straight into action and practice. I started doing what I thought they needed to be doing and then it also looked like mom was moving to the baby to try and show me something but I moved onto immediately what I though needed to be done. So it looks like I missed observation. Do you think that’s why mom’s not been engaging?RMT: It could be and so that’s why when we’re talking about using an evidence-based practice, we want to make sure that we are using it with fidelity to the original model. So coaching, for example, we need to make sure that we’re using all the steps because all the steps together is what makes that approach effective.SP: OK. (Video ends)

3.7 Implementing With FidelityComplete the following activity: Observe staff during a visit with families. Utilizing a rating scale relevant to your program, determine if the service is being implemented with fidelity. If your program uses coaching practices, use the tool available at this link.

3.8 More about observationObservations also allow you to reference actual events when providing feedback and guidance to the supervisee. The supervision activity after the observation can be focused, not on what the individual did in the visit, but on the individual’s interpretations, internal reactions, and decision-making processes in response to the events that occurred during the observation. In the conversation about the observation, you can discuss the staff person’s thoughts about various aspects of the service event, identifying what aspects were easily navigated and areas where they may have struggled. The discussion includes exploring how the ease and struggles impacted the decision making processes, thereby impacting how the service event unfolded. As a supervisor, you do not have to find faults or mistakes nor do you have to have all the answers or take responsibility for the staff member’s internal process. Reflective supervision is not about fixing the staff person’s internal process; it’s about helping him or her find the time and space to learn from it.

3.9 What would you say?Now it’s your turn. You are Carol’s supervisor. Carol reports a family has started cancelling visits or they are not home for scheduled visits. When you both review her documentation of prior visits, it seems like typical visits. You suggest to Carol to record a visit with the family with consent and the two of you can review the video together. Watch Carol’s visit and make note of your observations.

(Video transcription:)CAROL: OK, mom. So how have things been going since the last time I came last week?MOM: This week has just been really challenging, getting home a little later, and trying to just put him down for bed at night. So he ends up sleeping in the same bed with us just because if we don’t, he’s up all night and with the teething, then he sleeps in the bed with us…CAROL: Wait…you mean he’s sleeping in bed with you?MOM: Yeah, what’s wrong with that?CAROL: Well, you know that kills babies!MOM: But he’s so small! But…CAROL: You can roll over on him and that…MOM: No, that would never happen. Ugh. I would never do that! CAROL: OK. (sighs) So, how’s it going with the rest of the strategies, getting him to stand and walk and the other things that we talked about?MOM: Well, I don’t know if he’s at that age where he just doesn’t want to do what we tell him. We show him how to stand up but then he just doesn’t do it. He just wants to do what he wants to do.CAROL: OK. (Video ends)

3.10 What type of feedback would you provide?What type of feedback would you provide? Select a response to view the likely result of the feedback.

I would tell her, ”Carol you can’t tell a family not to co-sleep! That is your personal opinion.” (Video transcription:)

MOM: (Trying to get Grayson to take a bottle) Grayson. Grayson! Here’s your bottle.CAROL: Wait, mom…mom. Weren’t we talking about transitioning off that bottle? He’s already 13 months old and we went over strategies about getting him off the breast and the bottle.MOM: If he’s hungry…CAROL: Well, I know but…MOM: What are we supposed to do?

CAROL: We have to be consistent with that sippy cup. And especially with the breast, I think it’s time for him to come off the breast completely and we should probably try the sippy cup. Do you have a sippy cup? We talked about this last time.MOM: We tried the sippy cup and it’s just not working. And I’m just not going to let my baby go hungry!CAROL: Well, when he gets hungry, he’ll eat and he’ll take from the sippy cup and the spoon. He’s 13 months old. So what about the sippy cup? Did you go get a sippy cup?MOM: Yes.CAROL: So can we get that out and try working on that?MOM: Umm…I don’t think we have it right here right now. You didn’t tell us to have a sippy cup available.CAROL: Well, I wanted you to use it all week. (Video ends)

I wouldn’t provide feedback because Carol’s visit seemed to be going well. (Video transcription:)

CAROL: So I’m really glad, Melody, that we’re finally able to meet up because I know we’ve had a lot of cancellations, a lot of no-shows. You haven’t been home when you said we were going to be home.MOM: Well, my husband is working overtime. I’m pretty much picking up Grayson, taking him to my mom’s house, picking him up, taking him back home, doing a couple of errands and by the time we’re home, it’s 7 or 8 o’clock. I’m sorry.CAROL: So he’s staying with your mom?MOM: Well, like I said, my husband works overtime, and right now I feel like almost like a single parent. So he’s staying with my mom. It helps us because it’s stressful. He’s there by himself. She can take care of him.CAROL: Well, I know, but at 13 months, I think he really needs to be in daycare for socialization. He really needs to have that socialization and he’s probably not getting it at your mom’s.MOM: (getting increasingly frustrated) But he socializes with the family! He socializes with us. I’m not sure where you’re getting that he needs socialization. Look at him!CAROL: I’ve got a list of daycares that if you want to look at, we just transition him. There’s several right here in the area. And you pick one and I’ll help you with that.MOM: So why haven’t you really asked me how he’s doing as far as social skills? You’re just assuming that he needs to be in a daycare and for us it’s just less stressful when he’s with my mom.

CAROL: Because he needs to socialize with other children.MOM: But he does that! I can’t afford daycare! Do you know how much daycare is for one kid?!CAROL: Well a lot of these programs offer reduced fees based on your income. So there’s really…MOM: But we don’t qualify for any programs based on our income. (Video ends)

I would ask Carol to tell me about what she observed with the mom just now. (Clicking on this takes the user to the next slide)

3.11 Scenario with Carol and her supervisor(This slide looks like a comic book with Carol’s comments in balloons and the supervisor’s comments in a box on top of the panel)SUPERVISOR: Tell me about your observations of mom during this visit.CAROL: She was set on sleeping with her baby and she got mad when I told her not to.SUPERVISOR: Carol, why do you think mom became upset?CAROL: I think it’s because she wants to do things her own way.SUPERVISOR: Interesting. Let’s watch your visit again.

(Video transcription:)CAROL: So how have things been going since the last time I came last week?MOM: This week has just been really challenging, getting home a little later, and trying to just put him down for bed at night. So he ends up sleeping in the same bed with us just because if we don’t, he’s up all night and with the teething, then he sleeps in the bed with us…CAROL: Wait…you mean he’s sleeping in bed with you? (Video ends)

3.12 Are there other reasons?(Comic book theme continues)SUPERVISOR: Why do you think mom became upset?CAROL: She did say they are getting home later so maybe she isn’t getting as much time with Greyson. Plus she mentioned he’s teething and it’s hard to get him to sleep. They might all be losing sleep!

SUPERVISOR: Very good! Now let’s watch another part of your visit. Click here and we’ll continue…

3.13 Review part 2(Video transcription:)CAROL: He’s sleeping in bed with you?MOM: Yeah, what’s wrong with that?CAROL: Well, you know that kills babies!MOM: But he’s so small! But…CAROL: You can roll over on him and that…MOM: No, that would never happen. Ugh. I would never do that! (Video ends)

3.14 Visit scenario continues(Comic book theme continues)SUPERVISOR: There will be times you disagree with a parent’s cultural preference. What might you try if you encounter a similar situation in the future?CAROL: I reacted to what Mom was saying quickly. Next time I could ask more questions to get information about the situation and try to incorporate strategies to meet the family’s needs.(User clicks to see Carol’s next visit, on the next slide)

3.15 Carol’s next visit(Video transcription:)CAROL: OK, mom, how’s it been going this week? I know you started a new job. How’s that working?MOM: It’s been challenging. My hours are changing and my husband’s working a little bit more. But my mom’s been able to keep Grayson for extended period of time to help us transition into the new schedule.CAROL: How’s she doing with that?MOM: He loves being around her. She’s really nurturing and she takes time with him. They have a lot of one-on-one time together.CAROL: Have you been able to show her some strategies and things that we’ve been working on?MOM: Well, you know, I’ve shown her a few things but she’s older so she’s not going to pick up or take on some of the strategies that we’re learning. So I try to

do as much as I can when I’m at home with him. I’d like to spend a little bit more time doing the strategies.CAROL: Do you think it would be a good idea and would it be okay with you if I went over and spent maybe a couple of visits with your mom and worked with her and Grayson?MOM: I think that would be okay with her. Let me check her schedule and I think he’d be OK with it.CAROL: OK, great! (Video ends)

3.16 Congratulations!You have successfully completed an observation and provided reflective feedback for Carol’s performance using a couple of techniques to encourage open and collaborative communication. Let’s keep going to learn more strategies for enhancing open communication and collaboration.

3.17 This may be a new experience.Staff may not have had the opportunity to experience participating in reflective supervision. They may be accustomed to an administrative supervision process, where the supervisor was responsible for the content of the meeting. It is important to clarify how supervision works at your program and your expectations of the staff person’s participation in the process. Periodically, the process may need to be re-negotiated or adjusted to meet emerging needs. The most important concept to portray to staff is the confidential nature of this process by protecting it from outsiders.

3.18 Building a foundation for the relationship…When building a foundation for the supervisory relationship, learn basic characteristics of the individuals you supervise to understand:

their investment in their work; how they deal with stress/challenges; and their strengths.

Collectively, this background information will help you better understand how to effectively communicate with the individual.

3.19 Ask open ended questionsOne technique for eliciting self-reflection and free flowing conversation is to ask staff open ended questions. The following are examples of questions you may want to ask.(below, when clicked)

Curiosity: How’s that working? Why or why not? What is it like . . .? Do you think. . .? I wonder . . .? Tell me what happened…

Questions to set up the discussion: How is it going with your team? Let’s talk about a child/family with whom you have had some difficulty. What about working with this child/family is difficult for you? How do you understand your role in this relationship? Does this child/family remind you of anyone? Have you been in situations such as this previously?

Questions to promote discussion: How have you handled other similar situations? What aspects of your relationship with this child/family do you think would

benefit from change? What barriers are there to facilitating the change? How can you accomplish the change? How does that make you feel? Are there other experiences that elicit similar feelings? How is that working for you? Did that question make you feel like I was putting you on the spot? What did you say? What would you like to say, if he/she were here right now?

What might you try different if you encounter a similar situation in the future?

What could you do differently now, if anything, to change how this relationship is going?

It sounds like you were… What do you think was successful?

Words to Avoid Need Should Must

Put it into practice. Click to access the worksheet.

3.20 What is active listening?The collaborative process is more than just asking open ended questions, but communicating that you are listening to what is being said. This can be completed through re-stating or paraphrasing what you have heard and put in your own words. This will help confirm what you think you have heard and confirm the understanding of both parties. Another term for this is active listening. When providing supervision, it can be helpful to think about the staff person’s communication style, temperament, and emotional intelligence.(Buttons reveal the following when each is moused over:)

The supervisor is facing her supervisee, maintaining direct eye contact with her, and smiling (when appropriate).

The supervisor will re-state or paraphrase what her supervisee has said. She might even reply, “What I heard you say is…”

The supervisor does not interrupt while her supervisee is speaking. She also does not impose her own solutions or opinions unless asked to do so.

The supervisor treats each of her supervisees individually, consider his or her communication styles, temperament, and emotional intelligence. Each interaction is a shared one-to-one experience.

3.21 Body LanguageAdditionally, be aware of your body language. Are you attempting to finish writing an e-mail, responding to text messages, or checking the clock while providing reflective supervision? What might this be communicating to staff? Respect this relationship and their time by giving your undivided attention through making eye contact, turning your body toward the staff member, and momentarily ignoring

your communication devices.

3.22 It's your turn to use techniques to open communication…Click the computer screen to observe Chris’ interactions with a family.(below, when clicked)

Service Delivery(Video transcription:)CHRIS: So we could try some of those strategies with him to get the pacifier out of his mouth because it’s probably keeping him from talking as much as he could be. The pacifier’s kind of a block.MOM: Do your kids use a pacifier?CHRIS: Umm, no I never had any children but I’ve been a speech path for a really long time and I’ve used this strategy with a lot of kids and I know they workMOM: Oh, so you don’t have kids?CHRIS: Umm, no. No. But it’s really not relevant. I’ve been a speech path for a really long time…MOM: But why not?CHRIS: Well, uh, I really don’t want to talk about that right now.MOM: (embarrassed) Hmmm. (Video ends)

3.23 How would you address your observations with Chris?A: Talk to me about what is happening here during your visit. (clicking this leads to the next slide)B: We really need to work on controlling your emotions because I can see here you became upset. (clicking this shows a video of Chris becoming irritated)

3.24 What would you say next to promote discussion?(Video transcription:)“Well I really felt like it went pretty well but I just didn’t like how mom asked me about my personal life. I didn’t really think it was any of her business.” (Video ends)

A: How did that make you feel? (clicking this leads to the next slide)

B: It’s only natural for families to be curious about you. If this happens with another family, you should just highlight your tremendous work experience. (clicking this shows a video of Chris becoming irritated)

3.25 How would you respond to help navigate the challenge?(Video transcription:)“Well, I guess I was a little upset because it seems like mom was inferring that since I never had kids then I wouldn’t necessarily know how these strategies would work.” (Video ends)

A: Have you encountered similar situations before? How did you respond? (clicking this leads to the next slide)B: Do you really think mom was trying to upset you? You shouldn’t get mad at her because she doesn’t know your personal experiences. (clicking this shows a video of Chris becoming irritated)

3.26 How can you develop Chris’ competence in problem solving?(Video transcription:)“Yeah, I think there have been cases where a family asked me a personal question before. I’ve probably answered it briefly and then just went right back to the strategies and activities that we were working on.” (Video ends)

A: That sounds like it was a successful conversation. What might you try different if you encounter a similar situation in the future? (clicking this leads to the next slide)B: Great job. You should do that next time if something like this happens again. (clicking this shows a video of Chris becoming irritated)

3.27 Congratulations!(Video transcription:)“I guess just to try and think about where the parents are coming from. They’re not trying to offend me. And just move quickly back to the task at hand.” (Video ends)

You have used techniques to enhance open communication. You and Chris were able to work together to build her confidence and competence in solving challenging situations.

3.28 Review: The “Hows” of Successful SupervisionHere are the objectives of the section you just completed.Supervisors will:

Be able to incorporate the use of checklists and other tools to monitor staff activities for accountability.

Be able to observe staff and provide reflective feedback. Be able to demonstrate techniques that enhance open communication and

collaboration.

4. WHO4.1 Collaboration/Teamwork“The concept of collaboration (or teamwork) emphasizes sharing the responsibility and control of power. Power in an infant/family program is derived from many sources, among them position in the organization, ability to lead and inspire, sphere of influence and network of colleagues. But most of all, power is derived from knowledge-about children and families, the field, and oneself in the work.” –Zero to Three

4.2 What do you appreciate most about Reflective Supervision: Collaboration(Video transcription:)“I like the collaboration piece. I just appreciate that we’re all learning together, both the supervisors and the staff and I feel empowered to solve problems on my own. My supervisor trusts me to do that. They support me with the decisions that I make and I also feel comfortable asking for help. I don’t feel like my supervisor judges me to come to help and I feel that she supports me.” (Video ends)(Images on slide:) Collaboration permits open discussion about a situation.From these conversations you become aware of individual potential for leadership and can begin to share responsibilities. Zero to Three has more information on the importance of collaboration. For more information follow this link.

4.3 Collaboration looks like/doesn't look likeCollaboration does not demote or exempt you from exercising your authority, as appropriate, but instead levels the playing field for open discussion. Collaboration can help staff feel comfortable expressing emotions and thoughtful reflections related to their work. It allows them to express interest and desire to take on challenges and roles. Through collaboration, you become aware of individual potential for leadership and you can begin to share responsibilities. Be mindful that reflecting on work and complaining about work are not the same thing. Set boundaries prior to engaging in conversations, and, when necessary, redirect the conversation to be constructive.

4.4 A shared experienceIn a successful collaborative relationship, the evaluation of the reflective experience is shared between supervisor and supervisee through mutual candor to encourage ongoing self-evaluation and trust. Boundaries and responsibilities for each participant have to be clearly communicated. These include establishing a time and place for meeting, content to be discussed, and reflection on the supervisory relationship itself.

4.5 Characteristics and qualities of an effective supervisorNow, get out something to write on. Take a few minutes to reflect on the characteristics and qualities you feel a supervisor must have to be an effective leader.

4.6 An effective leaderAccording to research from Zero to Three, most people believe effective leaders exhibit these abilities. Did you come up with any of the same characteristics from Zero to Three’s list below?

Facilitates and compromises; looks for “win-win” solutions Communicates a shared vision Exhibits a “can-do” attitude Is confident Involves staff; uses a team-based approach Is flexible, adaptive Listens attentively Motivates staff Provides support and encouragement

Respects staff and their thoughts, opinions, and feedback Sets clear goals Shares achievements Trusts employees Uses humor

That’s a great list of characteristics for effective leadership!

4.7 Characteristics you possessNow, complete these lists about yourself. Select a statement from Zero to Three’s list below that describes you.

Facilitates and compromises; looks for “win-win” solutions Communicates a shared vision Exhibits a “can-do” attitude Is confident Involves staff; uses a team-based approach Is flexible, adaptive Listens attentively Motivates staff Provides support and encouragement Respects staff and their thoughts, opinions, and feedback Sets clear goals Shares achievements Trusts employees Uses humor

4.8 Staff interactions and relationshipsA common theme of these qualities is related to how effective the leader or supervisor is at managing interactions with staff. In the same manner infants and toddlers learn best within the context of relationships, effective supervisors lead through relationships.

4.9 Enforce professional boundariesIn addition to these positive characteristics, it’s important to know when a topic or conversation is outside of your scope of knowledge or skill as the supervisor. An example is when staff come to you with extremely personal issues. In building relationships with staff, it may become difficult to maintain appropriate boundaries at all times, but it’s necessary to maintain a professional, working relationship. At times it can even be difficult for an individual to play the role of the direct supervisor and reflective supervisor.Let’s take a look at some other examples of unprofessional supervisory actions.

4.10 Supervision does not look like…(Video transcription:)SP: (after waiting for several seconds) Are you…ready to talk about the kid on my caseload?RMT: (Looking up from her computer screen)What? Oh, yeah yeah yeah yeah.SP: So after a visit yesterday, I don’t know if I need to report this to CPS or not. The little girl was COVERED in ant bites.RMT: What do you mean, “covered?”SP: Well, she had marks all over her…RMT: (answering a text message on her phone) Wait, just a second. I’m sorry.SP: OK. (waits for a long time as Rachel rteplies to a text message)RMT: OK, sorry.SP: So she had ant bites all over her legs and I asked mom what had happened and she said that her daughter kept going over to the ant hill. She kept telling her not to go to the ant hill and so finally…RMT: (Rachel’s phone buzzes again with a text message) Oh, wait. I’m sorry. I’m sorry, I’ve gotta answer this. (after texting a reply message) OK, sorry.SP: So finally the little girl…she just let her walk over to the ant hill and just let her walk over to the ant hill and sit down on it. And instead of going to pick her up, she said, “Well, she’ll learn that way.” So, do I need to report them to CPS?RMT: (reading email on her computer) Umm…yeah, uh…that would be…I think that would be a good idea. So do you know what to do…to report them? (Video ends)

What are three ways you could improve this interaction?

4.11 Supervision does not look like…(Video transcription:)SP: I don’t know how to help this family. If you’ll recall, the baby has Tritalogy of Fallot. And this heart surgery…they’re not positive that he’s going to make it. (starts getting emotional) And I’m having issues with that …I’m having issues with that because I’m…I’ve really…I’ve been with this family for two years and we’ve developed quite a relationship… (wipes a tear from her eye)RMT: So, is he enrolled in Medicaid?SP: Umm…yes?RMT: OK. And then have you gone with the family to the cardiologist appointment to help connect them with the hospital visits? You know, sometimes they have that before surgery with the, you know, the stuffy thing that shows you, “Oh here’s what happens to you in surgery,” you know?SP: Yeah?RMT: Did you document that because that would be good for our TCM here. We’re at 80% right now so we’re shooting for 90%. That would be really great to get that TCM number up. (Stephanie walks away in frustration) (Video ends)

What are two communication strategies you could use during this conversation?

4.12 Supervision does not look like…(Video transcription:)RMT: So, do you have your sheet?SP: Yes. So for this month, I had 13 referrals and 12 of them enrolled, 12 of them qualified. I only had three drops, two of them aged out, one of them the family moved. So, you know, valid reasons.RMT: (sitting with arms crossed looking disinterested) Uh huh. SP: So, I just wanted to share that information with you.RMT: (dismissively) OK, great. Thanks. (Video ends)

What are two ways you could promote open communication through non-verbal cues?

4.13 Supervision does not look like…(Video transcription:)SP: The family wants six times a month and I’ve already got them on the grid for four times a month. I don’t feel like they need more services.RMT: So, they want four times and you’re providing two?SP: No…they want SIX times a month and I’m already providing FOUR times a month and we are meeting their objectives fairly quickly. Why would I go up to six times a month?RMT: Hey, did you see that new picture I have of Jordan?SP: (hesitates) How do I tell the family that they don’t need six times a month?RMT: So arte the other providers providing six times a month?SP: There are no other providers.RMT: Ohhh, I thought you said there were two other providers.SP: Noooo….RMT: Did I tell you I’m doing another Ironman?SP: That’s…(gets up and leaves)(Video ends)

How do you demonstrate to staff you are actively listening?

4.14 Supervision does not look like…(Video transcription:)SP: I am so frustrated right now. Michelle comes late tyo the appointments. I swear she doesn’t work as much as I do.RMT: Well, I think you should back off from Michelle because she’s told me some things in her meetings that…There’s some things going on in her personal life that…SP: Like what?RMT: Well, don’t tell anybody but just so you know so you can cut her a break.SP: Yeah. It’s purely for my personal…RMT: Right, well she and her husband are getting a divorce. And it’s not very amicable. There’s a lot of drama going on with that so you just need to back off on Michelle.SP: So you know that I heard Cassie talking about some guy that she’s been

seeing. And she said that he was married! RMT: I…I don’t think it’s the same person.SP: You don’t think so?RMT: No, no. Well…no, I don’t think it’s the same person.SP: OK.RMT: So it’s just so you know. You know, don’t tell anybody else. It’s just…just back off Michelle.SP: I will. Poor Michelle.RMT: I know. She’s having a really hard time. A really hard time.SP: OK. (Video ends)

What are two strategies you could use to prevent sessions from becoming a vent session?

4.15 Session strategiesAs a reflective supervisor, develop strategies to prevent sessions from becoming a venting opportunity for staff to complain about co-workers or family members. Remember to bring conversations back to techniques to alleviate the work problem or issue. Another challenge you may face is a staff person who doesn’t want to participate in the joint planning or conversation in the beginning.

4.16 Building rapportDevelop strategies to build rapport. Build trust over time, which might mean having more frequent but shorter supervision sessions in the beginning. You can also start by discussing more concrete issues and then move to more in-depth conversations over time.

4.17 ScenariosSee some of the scenarios of what is being done in the field. Read about the good supervision occurring in other programs around the state. (Each of the following appears when the user mouses over the marker on a Texas map.)

1. I had a young, but very enthusiastic staff person. She was concerned about a mom that just did not seem to care about her child and was feeling some anger toward this mom. After further discussion with this staff member, she agreed to treat this mom just like she did another mom whom she had great compassion for because of her circumstances. Within a few weeks, she called me and was so excited. She stated she had continued to show up for every

appointment even though the mom was sometimes not there. She also tried to respond with compassion. She stated at her visit that day mom had opened up to her about her abusive past. The mom told the provider that no one in her life had ever been there for her. She told the provider, “Because you just kept coming no matter what I said or did, I knew someone finally cared.”

2. We have a number of strategies to maintain successful supervision: There is a checks and balance system to ensure staff and program

success for all timelines which includes providing staff with tools to keep track of their own timelines;

We provide individualized training to allow one to one opportunity for growth and questions;

Communication is a big part. This includes being accessible when staff needs me to help guide them through specific concerns and provide support when necessary to ensure confidence in my staff; and

Understand the different roles within our system to provide guidance to my staff in any area of concern in order to assist in improved performance.

3. A key element of our supervision is having an open door policy to ensure that everyone can address issues or concerns immediately, but we also encourage and assist our staff in determining a possible solution to the situation.

4. There was a situation where one staff member was encountering issues with another staff member’s performance. Even though the performance issue had been addressed, there were still unsettled emotions. While I could not fix the emotional aspect of the situation, I was able to provide an outlet for this individual to work through her emotions and help her to learn why she was feeling a certain way. This provided the opportunity for her to develop strategies around continuing a successful professional relationship with the other staff member.

5. Because we believe so strongly in the benefits of reflective supervision, we are currently taking all leadership through a series of reflective supervision to use reflective practices not only in their individual supervision meetings, but also in their team meetings.

6. As a supervisor, staff members come to me with a variety of needs. Sometimes it’s frustrating when I am hearing a staff member’s needs, but then seeing data to indicate this individual is not doing his/her job to meet at least minimum requirements. It’s nice to have a peer supervisor sharing an

office to brainstorm ways to address staff performance, but also reflect with my peer on strategies I can use during my supervision sessions to help my supervisees be/feel successful.

7. We provide reflective supervision in a group environment. Often, another person in the group has experienced a similar situation. While they may experience and react to the same situation in different ways, it’s comforting for them to know they are not alone.

4.18 Developing self-awareness as a reflective supervisorTo be attuned to the needs of the staff you supervise, continue to develop self-awareness, set boundaries, and assess your knowledge, skills, and abilities.The MI-AIMH Competency Guidelines detail the specific components of reflection as a core area of expertise (MI-AIMH, 2002a, p.18). These include: Contemplation, Self-Awareness, Curiosity, Professional/Personal Development, Parallel Process, and Emotional Response.

4.19 Growing and learning new skillsThere is always room for growth and learning new skills. Begin to explore your strengths and opportunities for self-improvement of your qualities and characteristics as a leader. One way to start your personal development is to research ways to improve the areas needing fine tuning. Don’t be afraid to ask your peers what works for them. Be aware of what is going on around you, of your internal processes, and how you respond to those reactions and processes.

4.20 Enhancing abilities to be more reflectiveA simple strategy to enhance your abilities to be more reflective is to write down activities or events that occurred throughout your day. Then, reflect on the events by asking yourself:

What have I learned from the event? What could I have done differently?

By journaling in this way, you not only become aware of the areas that require improvement, but also things you are doing well.

4.21 Are you aware of your limitations?Through self-reflection and practice you become aware of your limitations. There may be times when you feel ill-equipped to address certain issues. It’s appropriate to utilize a more experienced or licensed professional to provide reflective

supervision to you. Allow yourself to have reflective time to work through feelings and reactions you have regarding specific situations at work. You will sometimes find that your work elicits powerful feelings about things you hear and see. If you provide reflective supervision, you should also receive reflective supervision, which can be provided by a peer, community counselor, or director.

4.22 Self-efficacy scale for supervisorsThe self-efficacy scale was developed by Sarah Shea from Eastern Michigan University along with Deborah Weatherston and Sheryl Goldberg from the Michigan Association for Infant Mental Health. Open the Self-Efficacy Scale for Supervisors and take a few minutes to rate yourself. This is for your own use and knowledge; the results will not be available to others. Once you’re done with the scale, reflect on the Self-Efficacy Scale exercise.

4.23 Review: The “Whos” of Successful SupervisionHere are the objectives of the section you just completed.Supervisors will:

Identify and implement the collaborative element of reflective supervision. Be able to demonstrate techniques that enhance open communication and

collaboration. Practice the skills and abilities of an effective reflective supervisor. Develop self-awareness as a reflective supervisor.

5. WHEN5.1 When: the importance of regularity in reflective supervision“Neither reflection nor collaboration will occur without regularity of interactions. Supervision should take place on a reliable schedule, and sufficient time must be allocated to its practice. This time, while precious and hard to come by, should be protected from cancellation, rescheduling, or procrastination.”—Zero to Three

5.2 What do you appreciate most about reflective supervision: regularity(Video transcription:)“That it happens on a regular basis- regularity is at the core. It should occur on a reliable schedule with a sufficient amount of time planned.” (Video ends)

(Images on slide:) Creates a foundation of trust, security, and respect. Mimics expectation for staff to provide regularly scheduled services to families. Zero to Three has more information on the importance of regular interactions. For more information follow this link.

5.3 Cancellations & no showsIt’s understandable that at times it may be necessary to make adjustments to schedules, but reschedule these missed meetings as soon as possible. If cancellations or no shows become regular, step back and consider why this might be happening. At this time, it’s appropriate to do a time audit or a calendar review for yourself and the staff member to determine if someone is overburdened, it’s an inconvenient time/date, if there’s difficulty with time management skills, or if there is an issue relating to the supervisory relationship or process that could be addressed.Like in a family service plan, the intensity and frequency of meetings will be dependent upon the needs of the individual staff person. Together, you develop and agree upon a plan. Communicate a clear understanding of meeting expectations from the beginning to set the stage. It’s important for both to come to the meeting free of judgement of the other and address a mutual need for respect, active listening, and open communication for reflective supervision to be a successful process.

5.4 Three elements of Reflective SupervisionWhen you implement all elements of reflective supervision, you are investing in staff development, leading to improved services to children and families.

5.5 Effective SupervisionWhen effective, supervision is a learning process for both the supervisor and supervisee. Individual supervision provides an opportunity for discussion on a range of topics for a particular staff person about their individual case load. Supervision areas can include practice skills in working with families, i.e., effective communication (listening, looking for the underlying messages and providing information), expressing empathy, and maintaining boundaries. Supervision also addresses job management responsibilities and identifying continuing professional development needs.

5.6 Parallel ProcessAll of the elements that support building a positive relationship with the staff you supervise are the same elements that staff can use to build positive relationships

with families. This demonstrates how reflective supervision can positively impact the services children and families receive through the parallel process: If you are demonstrating these elements with the staff you supervise, they are more likely to demonstrate them with the families they serve.

5.7 Busy SupervisorsWhen considering the responsibilities of supervisors, it’s no secret there are many barriers to allotting time for quality supervision. One of these barriers includes finding the time to sit down and meet with each staff member you supervise. Other barriers might include

setting boundaries; juggling the different types of supervision (admin, clinical, reflective); or carrying a full caseload in addition to supervising staff.

5.8 Consider the following efficienciesUse these strategies to help you balance your effective supervision.

1) At the beginning of a one-to-one conversation with a staff member, ask or name what type of supervision is being provided. This will help clarify roles and boundaries.

2) Act as the second discipline for evaluation or IFSP to observe staff.3) Have staff video/record visits with family’s consent and review video with the

staff person to discuss.4) For those on the go, reflective supervision does not have to be done in a

formal setting. It can be done: in a car after a session; over lunch in a confidential setting; or through secured video teleconferencing tools.

5) Make staff responsible for their own professional development timeline tracking or record keeping.

6) Share the responsibility. If someone does a task well, utilize the individual for help with quality assurance.

7) Provide reflective supervision in a group setting.

5.9 Incorporating EfficienciesComplete the following activity: Select the worksheet labeled KSS-worksheet3.pdf. The activity can be completed electronically or printed. Instructions are listed on the worksheet.

5.10 Review: the “Whens” of Successful SupervisionHere are the objectives of the section you just completed.Supervisors will: Identify and implement the element of regularity into reflective supervision. Incorporate strategies to improve efficiency as a supervisor.

6. WHY6.1 Why is supervision important?Your first answer may be, “because it is required.” But, there are many benefits of providing effective supervision for your staff and your program beyond just complying with rule requirements. In a research briefing published by the Social Care Institute for Excellence, entitled, Effective Supervision in Social Work and Social Care, the authors found the following benefits of good supervision:

Good supervision is associated with job satisfaction, commitment to the organization and retention (reduction of staff turnover), and Good supervision is correlated with perceived worker effectiveness.(Carpenter, Webb, Bostock, & Coomber, 2012)

6.2 Regular meetings with a supervisorRegular, structured meetings with a supervisor teach staff how to:

manage a caseload; apply evidence-based practices; perform important processes of assessment, planning and intervention; reflect on his/her own professional development; and use opportunities to seek and receive emotional support.

6.3 Why is supervision necessary?Sometimes a supervisor may question the benefit of providing supervision to a highly qualified and high performing staff person. The supervisor and the staff person may question why supervision is necessary. The staff person is already doing a great job; the supervisor doesn’t need to tell him/her what to do. This module explores the aspects of supervision beyond ensuring compliance and providing instruction on job duties. It will demonstrate how supervision can effectively provide support to staff so they in turn can provide the highest quality services to families, who then in turn can provide support and guidance to their children. “The degree to which employees feel supported by their supervisor affects their emotional satisfaction with the job and contributes to the appraisal of how the organization values them and cares about them” (Carpenter, Webb, Bostock, & Coomber, 2012)

6.4 Building reflective supervisionReflective supervision is an evidence-based strategy for building staff confidence and competence, improving job satisfaction, and building staff’s resilience. When first implementing reflective supervision, an investment of time and money may be needed. But high quality reflective supervision is closely linked to effective program implementation and service delivery, including increased delivered services, higher staff productivity, timely paperwork, and staff retention.

6.5 Staff competence and confidenceThe supervisor promotes staff competence and confidence by:

recognizing and strengthening staff’s existing knowledge and practices; individualizing training for new knowledge and skills; building relationships; and assisting staff to assess and improve on current practices.

Through similar techniques, the staff person is then better equipped to promote the family’s competence and confidence in promoting their child’s learning and development. Agencies that help supervisors enhance and develop their skills are investing in better outcomes for children and families through this parallel process.

6.6 Individualized supportReflective supervision is important for both new and tenured staff because it is individualized to the staff person’s strengths. The supervisor and staff person work

together to address areas for improvement and further development.

6.7 How could your staff benefit from receiving reflective supervision?Supervision provides opportunities for staff to:______________________________________ (write down your answer)

6.8 Your answersReview your answers.Experts say supervision provides opportunity for staff to:

increase knowledge; regularly reflect, in a safe environment, on service provision and internal

processes to specific situations at work; be acknowledged for work through creating individual goals and follow

through in measuring productivity and progress; and learn from more experienced practitioners by discussing successes and

failures.

6.9 How could YOU benefit from reflective supervision?Supervision provides opportunities for SUPERVISORS to: ______________________________(write down your answers)

6.10 Your answersReview your answers.Experts say supervision provides supervisors the opportunity to:

model a mutually respectful and collaborative relationship that parallels the supervisee/family relationship;

individualize guidance and information sharing related to the learner’s level of professional development and immediate practice needs;

support the staff person as they implement information learned through training and technical assistance into his/her daily practices;

ensure fidelity of requirements and evidence-based practices; support individual staff members as they deal with stressful aspects of work

with infants, toddlers, and their families; and create and maintain an overall climate of intellectual inquiry, open

communication, empathy with staff concerns, and support for the long-term professional development of staff.

(Fenichel, Learning Through Supervision and Mentorship, p. 11-12)

6.11 Other benefitsCan you think of other benefits to proving reflective supervision?Write down your thoughts and see how they compare to what the experts say.

6.12 Parallel processWhat are ways families benefit from staff receiving reflective supervision?

Supports cultural awareness and delivery of culturally appropriate services; provides staff opportunities to discuss the implementation of relationship-

based practices; and creates a circle of safety and acceptance through a parallel process with

similar expectations across relationships, allowing each adult to explore his/her own internal processes.

In the same way there is a two-way relationship between the family and the provider, there is two-way a relationship between the provider and the supervisor. Also, the supervisor provides coaching to the provider in the same way the provider coaches the family. This is the parallel process.

6.13 Review: The “Whys” of Successful SupervisionHere are the objectives of the section you just completed.Supervisors will:

Understand and explain why supervision is important. Describe the value of reflective supervision and the impact on quality staff

development and services provided to families.

7. RESOURCES7.1 Resource BindersView the associated resources below. Each resource binder is not intended to be

completed all at one time. It is meant to be a list of resources to potentially support you in your role as a supervisor.

CoachingCoaching in Early ChildhoodDathan Rush and M’Lisa Shelden describe Coaching and the steps to implementing this evidence based practice.Virginia ’ s Coaching Facilitation Guide This guide provides an overview of Coaching along with strategies and tips for facilitators to use in group settings to further develop staff in Coaching strategies.Family Guided Routines Based InterventionFlorida State University describes Coaching and provides resources to further explain strategies for implementation.Relationship Based PracticesThis document provides information on the seven principles of relationship-based practice. Evidence-Based Definition of Coaching PracticesDathan Rush and M’Lisa Shelden define Coaching practices and how people learn.

Reflective SupervisionReflective SupervisionThis article defines reflective supervision, with an emphasis on the effectiveness and value of reflective supervision.Reflective LeadershipZero to Three discusses the importance of specific supervisor qualities needed to be successful in infant-family programs. Early Childhood Care: Working Conditions, Training and Quality of Services – A Systematic Review (Eurofound)This research document provides international support for coaching and reflective supervision practices.A Collection of Tips on Becoming a Reflective SupervisorEarly Head Start provides tips on how to become a reflective supervisor and a reflective supervisee.

Tools Oversight Tools A variety of oversight tools used within ECI agencies including weekly reports to run, compliance monitoring, performance indicators, and observation forms.Types and Examples of Reflective Questions to Support Embedded InterventionThe Communication and Early Childhood Research and Practice Center developed a handout with types and examples of reflective questions.Guidelines for Reflective SupervisionFirst3Years provides the “Best Practice Guidelines for the Reflective Supervisor” developed by the Leagues of States. Additionally, there are links to training and events.

8. CONCLUSION8.1 Congratulations! You now have the Keys to Successful SupervisionYou’ve worked through all sections of the module. You completed all the learning activities and enhanced your knowledge, skills, and abilities to provide a strong system of support to staff. We would like to continue supporting you in your role as supervisor. One way we will do this is by following up with you in three months, six months, nine months, and one year. We will ask you to evaluate your ongoing development as a supervisor, how you have applied the information you learned, analyze the results of application, and provide you with additional tools along the way. Until the next time, don’t forget about the Resource Binders which provide additional information on the Coaching Approach, Reflective Supervision, and other supervision tools. You may now provide your feedback or return to the main menu.