¿Cómo abordan el entrenamiento algunas agencias de protección infantil? (APÉNDICE)

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Las siguientes instantáneas jurisdiccionales destacan 12 modelos y enfoques estatales, de condado y nacionales diferentes para la capacitación del personal de las agencias de protección infantil. Para ver el análisis jurisdiccional complementario sobre este tema, consulte: ¿Cómo abordan el *coaching* algunas agencias de protección infantil?

Alabama

Programa de Becas del Título IV-E¹

En el semestre de primavera de 2019, el Programa de Becas Title IV-E de la Universidad de Alabama puso en marcha un nuevo programa para ofrecer asesoramiento (coaching) a los estudiantes becados por Title IV-E. La primera cohorte incluyó a 15 estudiantes, de los cuales 13 se graduaron y ahora trabajan en la Oficina de Servicios de Protección Infantil del Departamento de Recursos Humanos (DHR) de Alabama. Cada semestre, a una nueva cohorte de estudiantes becados por Title IV-E se le ofrece la oportunidad de participar en el asesoramiento, el cual comienza mientras realizan su práctica profesional y continúa durante 18 meses después de la graduación, de modo que cada estudiante recibe aproximadamente dos años de asesoramiento.
El Programa de Becas del Título IV-E de Alabama utiliza un coaching de desarrollo modelo. A diferencia del entrenamiento de rendimiento, donde el entrenador enseña una técnica o habilidad específica, el enfoque principal del entrenamiento de desarrollo está en el individuo y lo que esa persona aporta al entorno laboral. El entrenador ayuda al miembro del personal con temas como habilidades de negociación, técnicas de autocuidado, confianza y comunicación. La relación entre el entrenador y el miembro del personal que recibe la capacitación es fundamental en este modelo, ya que el entrenador ayuda a las personas a descubrir cómo sus valores impactan su trabajo y las apoya para que usen sus valores en la fijación de su visión y metas. El entrenador brinda apoyo continuo y hace que las personas rindan cuentas de sus metas y de lo que quieren lograr.

Los coaches no ofrecen opiniones ni orientación sobre la práctica de casos específicos. Si el miembro del personal está pasando por un momento de inseguridad debido a un suceso difícil, la sesión de coaching se enfocará en procesar el trauma, reconocer los problemas y trabajar para seguir adelante, de modo que el miembro del personal pueda brindar un excelente servicio a la siguiente familia. La sesión de coaching no se centra en qué errores se cometieron en la evaluación ni en qué oportunidades se perdieron, ya que se espera que el personal acuda a su supervisor para recibir orientación sobre el trabajo de caso.

Los entrenadores deben brindar a los estudiantes dos horas de entrenamiento cada mes. Si bien se recomienda que los estudiantes completen dos sesiones de una hora cada mes, el modelo es flexible para permitir sesiones de dos horas si se adapta mejor a las necesidades del estudiante. Las sesiones de entrenamiento se completan cara a cara, o mediante video o teleconferencia.
El acompañamiento es un rol complementario para todos los entrenadores en este programa. La mayoría son trabajadores sociales o supervisores de bienestar infantil retirados, mientras que otros aún están empleados a tiempo completo en otros lugares. Los entrenadores no tienen una carga de casos fija, aunque la mayoría acompaña a dos o tres personas a la vez.

Los entrenadores certificados del Butler Institute for Families capacitan a los entrenadores. El plan de estudios se basa en la práctica; los módulos 70% a 80% se centran en la simulación de situaciones y en brindar retroalimentación a los compañeros. Esta experiencia práctica ayuda a los participantes a perfeccionar sus habilidades como entrenadores y a experimentar lo que es ser entrenado por otros. Después de la capacitación, los coaches participan en círculos de aprendizaje trimestrales a través de Zoom. Inicialmente, estos círculos eran moderados por los capacitadores del Butler Institute for Families, pero se han transformado en un grupo de apoyo y aprendizaje entre pares.

La capacitación incluye:
- Módulo uno: Capacitación presencial durante dos días de ocho horas.
- Módulo dos: Capacitación presencial durante tres días de ocho horas. Se lleva a cabo un mes después del Módulo uno.
- Seis meses de acompañamiento a un estudiante mientras participa en:
  - Tres sesiones de coaching de una hora cada una en las que el nuevo coach recibe asesoramiento de uno de los capacitadores de Butler.
  - Llamadas de conferencia mensuales de una hora con los entrenadores de Butler para recibir comentarios.
- Módulo tres: Capacitación presencial durante dos días de ocho horas.
Se están recopilando datos para una evaluación del programa que comparará los resultados de los estudiantes que reciben asesoramiento con los de otros graduados en trabajo social que trabajan en el DHR. La evaluación analizará la preparación laboral, la satisfacción laboral, la intención de permanecer en el puesto, la retención y los beneficios del asesoramiento. Se espera que los resultados iniciales estén disponibles en 2021.
Este programa de mentoría está financiado en su totalidad a través del Título IV-E.

California

Academia para la Excelencia Profesional²

La Academia para la Excelencia Profesional (también conocida como la Academia de Capacitación del Sur) comenzó a ofrecer asesoramiento en 2013 como resultado de la necesidad de apoyo de asesoramiento para los condados en relación con la Práctica Organizada para la Seguridad (SOP). Cuando la Academia comenzó con el asesoramiento, algunos de los condados a los que servía ya utilizaban el asesoramiento como una herramienta de gestión del desempeño. El personal de la Academia trabajó en estrecha colaboración con los directores y gerentes de los condados para cambiar la percepción del asesoramiento de modo que se viera como un apoyo y parte de una cultura de aprendizaje en lugar de un castigo.

Actualmente se ofrece coaching para el personal de apoyo, los asistentes sociales, los supervisores y los líderes. El tipo de coaching que se brinda a un condado se determina mediante una evaluación anual de necesidades que analiza todos los aspectos de la capacitación y el desarrollo del personal. Posteriormente, el condado y la Academia colaboran para elaborar un contrato que especifica quiénes recibirán coaching, en qué temas se les brindará y cuánto tiempo de coaching se requiere.
La Academy for Professional Excellence utiliza un modelo de asesoramiento basado en habilidades que proporciona acompañamiento en el trabajo para respaldar la aplicación de los conocimientos y las habilidades de la capacitación. En este modelo, el asesor y el miembro del personal forman un equipo que trabaja en conjunto para mejorar las habilidades o el desarrollo personal del empleado. Para cada sesión, el miembro del personal determina la habilidad o el objetivo que se explorará durante la sesión y, luego, el asesor y el miembro del personal recorren una serie de pasos estándar que incluyen identificar el interés inicial, establecer metas, observación y demostración, autorreflexión, retroalimentación, evaluación y planificación de acciones. Las sesiones de asesoramiento no se consideran una oportunidad de aprendizaje independiente, sino parte de un plan de desarrollo profesional más amplio.

El coaching también está integrado en todas las conversaciones entre el personal de la Academia y los líderes del condado. El personal de la Academia entrena a los líderes mientras brinda asistencia técnica y durante todas las conversaciones sobre el desarrollo de la fuerza laboral. La comunicación sobre el modelo de coaching y la demostración de sus beneficios para el personal y los líderes son una parte importante del modelo.
Los coaches se desempeñan tanto como capacitadores como coaches, lo que les permite vincular el programa de capacitación con las oportunidades de coaching. Hay un coach que se especializa en liderazgo, mientras que los demás brindan coaching a los asistentes sociales y a los supervisores.

Todos los nuevos entrenadores asisten a una capacitación sobre los fundamentos del entrenamiento para garantizar una comprensión básica del modelo de entrenamiento de la Academia. Se realiza una evaluación de necesidades para cada nuevo entrenador con el fin de evaluar los conocimientos sobre la práctica de bienestar infantil y las habilidades de entrenamiento de esa persona. Luego, la capacitación se personaliza para satisfacer las necesidades del nuevo entrenador, pero por lo general incluye observar las sesiones de entrenamiento individual y grupal de otros entrenadores, practicar el entrenamiento y completar registros de procesos de las sesiones de entrenamiento. Todos los entrenadores participan en supervisiones individuales y grupales, y asisten a reuniones semanales con el equipo de entrenamiento.
La Academia para la Excelencia Profesional utiliza Qualtrics para recopilar datos de los instructores y de los participantes en los cursos de capacitación. Cada instructor cuenta con un panel de control de datos para dar seguimiento a los resultados de la capacitación y ver los comentarios en tiempo real. Los directores de los condados reciben informes mensuales sobre la capacitación para que sepan cómo se utiliza y qué impacto tiene en su personal. Los datos incluyen la satisfacción con la experiencia de coaching, así como el número de horas de coaching, los objetivos de aprendizaje y el desarrollo de habilidades.

Los índices de satisfacción con el coaching son altos, lo que demuestra que el personal que ha recibido coaching se siente apoyado y permanece más tiempo en sus puestos de trabajo. Sin embargo, es difícil establecer una correlación entre los datos y los servicios que se están brindando (capacitación, simulaciones o coaching). El personal también afirma que el coaching les ayuda a sentirse más competentes y seguros de sí mismos.
El programa de entrenamiento se financia mediante contratos con el condado.
El personal de entrenamiento tuvo una transición fluida hacia un entorno virtual debido a que todos los entrenadores ya trabajaban a distancia, operando desde sus oficinas en casa y usando Zoom para conectarse entre sí. Mantener una comunicación sólida con los condados es importante para que entiendan que el entrenamiento sigue disponible y puedan identificar nuevas oportunidades de capacitación y entrenamiento.

California

Academia del Área de la Bahía³

Cuando se comenzó a ofrecer el coaching a través de la Academia del Área de la Bahía hace ocho o nueve años, estaba dirigido principalmente a los supervisores. Con el tiempo, el equipo reconoció que también se necesitaba coaching para los gerentes y el personal de primera línea a fin de cambiar eficazmente las prácticas y garantizar un lenguaje común en toda la organización. Como resultado, en 2020 se incorporó el coaching para estos grupos. La Academia ofrece coaching en diversos formatos, incluyendo coaching individual y grupal.

Los entrenadores de la Academia también capacitan a los supervisores y gerentes para que entrenen a su personal. La Academia ofrece un curso de tres días llamado “El arte de entrenar” como parte de la capacitación central para supervisores, y una capacitación de un día para gerentes.
La Bay Area Academy utiliza un enfoque de entrenamiento centrado en la persona y basado en habilidades. Los entrenadores apoyan a las personas a explorar dónde los sesgos, las suposiciones, la resistencia y las expectativas impactan su trabajo con las familias o los colegas. El entrenamiento se considera una herramienta valiosa para desarrollar la capacidad de la fuerza laboral con el fin de ayudar a mejorar las habilidades, transferir el aprendizaje a la práctica y mejorar el rendimiento.

El objetivo es integrar el coaching en todas las áreas de la práctica a través de cinco servicios integrales:
1. Coaching individual se lleva a cabo para apoyar el crecimiento y desarrollo profesional y personal de un individuo.
2. Coaching grupal Es un tipo de coaching temático dirigido a un grupo con el fin de fomentar una mayor comprensión de los contenidos y/o el proceso, así como el desarrollo de conocimientos especializados.
3. Entrenamiento en campo mejora la transferencia del aprendizaje del aula a la aplicación en el trabajo, y ofrece oportunidades para el crecimiento y el desarrollo profesional en el momento.
4. Entrenamiento basado en habilidades se enfoca en mejorar una habilidad o un conjunto de habilidades, como la Toma de Decisiones Estructuradas y la Práctica Organizada para la Seguridad. El coach se centra principalmente en la tarea, la herramienta o la habilidad (el “hacer” en lugar del “ser”). El coach apoya a la persona para que adquiera competencia en la práctica, las herramientas o los conceptos mediante la observación y la provisión de retroalimentación inmediata.
5. Integrated approach to coaching supports individuals in building capacity in themselves and their practice skills. Coaches focus on both the “being” and the “doing” of coaching.
Counties are offered the full range of services and work with the Academy team to develop a contract for coaching that includes the services that meet their unique needs.
Some of the trainers are certified coaches while others are in the process of becoming certified. All coaches attend the Art of Coaching training and then are observed coaching and teaching the training. Most coaches are hired because of their extensive training background.
There is no robust evaluation of the coaching program. Coaches use rubrics with staff to evaluate progress, but this data is not analyzed in aggregate. In feedback sessions, supervisors say that they feel supported in their role and there is anecdotal evidence that coaching has resulted in the retention of supervisors.
El programa de entrenamiento se financia mediante contratos con el condado.
The Bay Area Academy is in the process of moving the coaching curriculum from in-person to an online format. Coaching is occurring both via videoconference and telephone, based on the comfort level of the staff person. It is not clear if remote coaching will continue after the pandemic passes. Anecdotally, however, remote coaching appears to be more successful than anticipated.

California

Central California Training Academy⁴

The Central California Training Academy first began using coaching in connection with practice model implementation in 2012. An implementation support team provides coaching at two levels: (1) system-level to county-level leadership; and (2) skills-based for frontline caseworkers and their supervisors.
All coaching provided through the Central California Training Academy is delivered in the context of implementation and starts with leadership. For a county to receive coaching supports, there must be something that leadership is coaching “to” (such as the Core Practice Model, Safety Organized Practice, or other practices). Managers, directors, and their teams receive coaching on adaptive leadership, building and engaging partnerships, using data, and implementation of change. Social workers and supervisors receive skills-based coaching connected to Safety Organized Practice, the Core Practice Model, and transfer of learning from core training.

The coaching model dictates that each coaching session has four elements: (1) engagement and goal setting; (2) model and demonstration; (3) feedback; and (4) next steps. The staff will have both a goal for the session and an ongoing goal that they are striving to achieve.
The Academy has a team of eight to 10 coaches who are members of the implementation support team. Training for the coaches is provided through a partnership with the University of North Carolina at Chapel Hill. There are no set coach-to-staff person ratios for field-based coaches.
The coaching program has not been evaluated as a standalone program. It is viewed through the lens of implementation science, which includes coaching as an essential driver for successful implementation of new practices. Feedback collected on individual coaching sessions indicates that coaching is highly valued, but there is no data that can connect coaching to case practice outcomes or staff retention.
Coaching is funded through the Child & Family Policy Institute of California, county contracts, and the Academy’s master contract.
Remote coaching is provided to staff working virtually, and the team is becoming proficient in Zoom.

California

Departamento de Servicios para Niños y Familias del Condado de Los Ángeles⁵

Coaching was first used 10 years ago in Los Angeles County in connection to the implementation of the Core Practice Model, and it has evolved over time. Since 2017, coaching has become more structured and consistent.

Coaching is offered to all caseworkers and supervisors. The coaching team aims for at least 70% of each office to receive coaching. To achieve this goal, coaching staff reach out to supervisors and social workers daily to identify needs and provide extra help on a specific skill or whether a unit needs training or coaching connected to the practice behaviors.
Los Angeles County does not use an identified coaching model. The county has adopted a certification process to assist staff in facilitating quality meetings with families, and coaches provide skills-based coaching on areas such as how to engage families through teaming and assessing, in connection with the 23 Core Practice Model practice behaviors. In the past, coaching looked different in every office, but now annual themes are identified and each office receives the same coaching and training opportunities. Coaching includes a process of observation, demonstration, and feedback.

Supervisors also are expected to be coaches and to support their caseworkers through certification. Coach developers help supervisors become certified to coach their staff.
There are 13 coach developers who work through the main county agency office, and each local office also has one or two of their own. Coaches learn through in-class training, on-the-job experience, and self-training. Coach developers attended a three-day coaching academy through the National Council on Crime and Delinquency. They also participate in monthly roundtables for peer support and professional development. A coaching module was recently added to supervisory core training, which reinforces the idea of coaching as part of a supervisor’s responsibilities.
There is no formal evaluation of the coaching program. There is an evaluation of practice outcomes, but they are not connected to participation in coaching.
The coaching program is funded through the county budget.
Coaches have experienced some challenges with virtual platforms. While the staff and coaches have compatible videoconferencing platforms, families do not have the same access to technology, which makes it difficult for coaches to observe caseworkers practicing their skills and then provide feedback. Virtual skills-based coaching is still taking place between coaches and staff to support caseworkers’ professional development.

California

Academia de Capacitación del Norte de California⁶

When the Northern California Training Academy began offering coaching to child protection agencies in 2008, it was the first academy in California to do so. At the time, there was no research on coaching in child protection. After a review of coaching models and strategies, the Northern California Training Academy selected a skills-based model, which has evidence showing success in helping practitioners learn new skills. Skills-based coaching is most typically used in K-12 educational settings, parent coaching models, and other models that have fidelity as a goal (for example, Motivational Interviewing).

Coaching is provided to both caseworkers and supervisors in the form of individual and group coaching. Individual coaching is offered to supervisors enrolled in training programs (Supervisor Core Training and Tools for Supervisory Excellence) and consists of four to six one-on-one monthly coaching sessions. Program managers and directors connected to leadership training programs also are offered individual coaching, while group coaching is most often used for implementing Safety Organized Practice. Coaches are assigned to a county and will provide group sessions for a mixture of new and experienced workers. In addition to coaching, Academy coaches also provide a coaching training instituted to build supervisor, manager, and director coaching capacity so they can use coaching skills with their teams. They also provide coaching training to county leaders throughout the year to help them build a coaching culture in their organizations.
The skills-based coaching model is a seven-step process that includes a cycle of observations and demonstrations. The seven steps are: (1) initial interest; (2) joint planning; (3) observation and demonstration; (4) analysis and self-reflection; (5) facilitated reflection and feedback; (6) evaluation; and (7) closing. Steps 3 to 6 can be repeated as many times as needed and some of the steps may occur simultaneously. Observation and demonstration allow for staff to perform the skills they are trying to learn and integrate, and for the coach to provide feedback for them to reflect on.
The five coaches who make up the team are not full-time employees, although they are used regularly for coaching. Academy leaders are also trained coaches. A few of the coaches are skilled leadership coaches and they provide the Tools for Excellence training to managers and directors every two years, and to supervisors during the alternate years. There is no set caseload for coaches, but coaches typically are responsible for up to 10 individuals and four counties.
Academy staff complete an annual retrospective with the counties to collect information from executive-level managers on how coaching has impacted practice and how things would be different if their county had not received coaching. Surveys also are given to coaches and staff, but the return rate is low.

Over the last year, focus groups and interviews were completed as part of a coaching evaluation supported by Casey Family Programs. This evaluation found that the counties that were new to coaching (less than two years) had enthusiastic and positive feedback on their coaching experience, but satisfaction decreased after two years. Analysis shows that the counties felt more supported during the initial coaching phases but when coaching became an ongoing service, it no longer was recognized as special.

Evidence indicates that counties with Safety Organized Practice (SOP) coaching have implemented SOP more robustly than those that did not utilize coaching. For example, the counties that implemented SOP without coaching are not teaming with clients and are less focused on engagement.

There is no current data connecting coaching to retention of caseworkers. An evaluation of the first coaching program, Tools for Supervisory Excellence, in 2009 and 2010 showed that staff who were coached stayed with the agency longer and were more likely to be promoted.
Coaching is funded through county contracts and the master Academy contract with the California Department of Social Services.

Colorado

Departamento de Servicios Humanos del Condado de Arapahoe⁷

In 2013, Arapahoe County was one of the first counties in Colorado to develop a coaching program. Coaching is offered to new caseworkers and begins while they are in their initial 12-week certification training. New caseworkers are not required to accept coaching and there is no prescribed length of time for the coaching relationship. The number of coaching hours also varies and is driven by the staff person. On average, new caseworkers spend between five and 10 hours with their coach in the field. Experienced caseworkers also are eligible for coaching and may need only one or two hours with a coach to work on a specific identified skill or goal. Group coaching and practice labs also are provided to address the technical needs of staff, such as paperwork completion.

Supervisors receive coaching from the training and professional development coaching supervisor, who is a peer. This coaching relationship helps build support for coaching from supervisors, and increases understanding of how the roles and responsibilities of supervisors and coaches differ.
When it began, the coaching program in Arapahoe County was based on the Coaching Tool Kit from the University of California, Davis. More recently, coaches have completed the Kempe Center’s Coaches College, which is based on the Co-Active coaching model. As there are limited coaching models specific to child protection, Arapahoe County’s coaching program has adopted a diverse approach, pulling from these and other sources to meet staff and county needs. There is no official county model.

Coaching is connected directly to new caseworker training. All new caseworkers meet with the training and professional development coaching supervisor, who matches them with a coach. Matching is based on coaches’ workloads as well as strengths and needs of the coach and caseworker. The coach and the new caseworker will meet to talk about the program, understand the benefits, and lay the groundwork for a coaching relationship. After a few weeks, the caseworker and coach complete a coaching readiness assessment tool, which helps them decide if the caseworker needs a coach and what their goals will be. Caseworkers complete practice simulations with their coaches, and their goals for coaching are tied to the skills that they want to improve, based on the training curriculum. The coaches know what is being taught in the training and what it should look like in practice. Coaches use a professional development tool that complements the practice model.

New caseworkers also are matched with a learning leader mentor who works within their area (but on a different team) and is available to provide day-to-day support. The new caseworkers shadow their mentor to learn how to apply specific practices on a daily basis. The coach, mentor, and supervisor form a “wraparound” team so that the new caseworker can feel fully supported.
Arapahoe County initially had a staff of two full-time practice coaches, which has evolved into a staff of four full-time professional development coaches. Coaches are categorized as “Caseworker C,” which is the highest level of caseworker. They do not carry cases, but the positions require experience in child welfare case management. Coaches are not specialized and provide coaching for both intake and ongoing caseworkers. Each coach has a caseload of 16 to 20 caseworkers. The ideal ratio is 12 to 15 staff members per coach.

New coaches are hired based on their expertise and skill set. They spend time shadowing their peers to learn the process. They also attend the Coaches College and read the Co-Active coaching book. Coaches receive supervision every other week to support their ongoing professional development.
In 2018, Arapahoe County completed an evaluation of its program by surveying all new staff and all supervisors who had staff receiving coaching. The survey was used to identify gaps in learning and to bring the team together to identify next steps. Among caseworkers, 70% said that coaching supported them in retention. In addition, every staff person completes an evaluation when exiting coaching. The responses show that caseworkers appreciate coaching and find it helpful in preparing them for their work.
Coaching positions are fully funded by Arapahoe County’s internal budget.

Colorado

Sistema de capacitación en bienestar infantil del Centro Kempe⁸

Colorado began utilizing coaching as a strategy in 2013. While some counties provide coaching to caseworkers, this statewide program focuses its one-on-one and systems coaching on leaders within child welfare. While no one is prevented from participating in coaching because of role or title, the Child Welfare Training System takes this approach because of the great impact that leaders can have on caseworkers’ individual experiences, team dynamics, and overall organizational functioning. Systems coaching also is provided to teams and organizations to work on topics such as building cohesion, increasing trust, and becoming more courageous in examining issues around diversity, equity, and inclusion. All coaching through the Child Welfare Training System is voluntary.
Colorado initially structured its coaching program using the University of California, Davis model and then evolved to the Co-Active model. In the Co-Active model, coaches focus on the person as a whole, rather than zeroing in only on their specific challenge. Coaches are not in a training role, so they refrain from offering advice or providing direction. The Child Welfare Training System, through use of the Co-Active model, is working toward transformation in individuals and systems. As such, the program is not about the coach having answers for the individual being coached. Instead, a core principle of the model is that staff are naturally creative, resourceful, and whole. The individual being coached creates and designs the focus for coaching, and the coach and staff person together co-create how the work they will do jointly will best support the staff person. This model of coaching allows for individuals and teams to find the balance between being and doing. It allows them more space for being, so that they can be thoughtful about how they are doing the work. The mode for coaching is determined based on a number of factors and includes face-to-face, phone, or Zoom options.
Coaches must have previous child welfare experience and a solid understanding of leadership principles and dynamics. Efforts are made to assign coaches to counties outside of where they previously worked. Most coaches also have roles, separate from coaching, that include training and curriculum development. The maximum caseload of those for whom coaching is their only responsibility is 10 individuals and two or three teams. Those with mixed responsibilities have a maximum of four individuals and two teams.

The Co-Active Institute trains all coaches, and anyone who provides systems coaching must also complete the Organization and Relationship Systems Coaching program through CRR Global. In addition, there are three certified Dare to Lead™ facilitators on the Child Welfare Training System team. They have joined approximately 30 coaches from various Colorado counties to take part in a coaching collaborative that meets monthly, both in-person and virtually, for skill building, consultation, and support.
The program was recently evaluated by the University of Colorado Evaluation Center using a grounded theory approach, which found that all 19 study participants felt positive about their coaching experiences, reporting increased confidence, new perspectives and behaviors, and improved skills related to teamwork, leadership, and decision-making. Leadership at The Kempe Center felt that participants’ responses aligned with program goals in multiple areas. Findings from the evaluation will be used to shape continuous quality improvement to ensure that the program continues to meet its intended outcomes.
The coaching program is funded through a state training grant for which The Kempe Center is the central management organization.

Colorado

Jefferson County Human Services⁹

While coaching in Jefferson County initially began in 2013, it ended a few years later due to staffing changes. A coaching program restarted in 2018, and continues today. Coaches are available to new staff for their first year, but there is no set duration for the coaching relationship, and the length of time is determined by the needs of the staff person being coached. At first, coaching was mandated for new caseworkers, but this proved to be ineffective. Now coaches meet with every new caseworker after certification to see if they have goals that they would like to address. The coaches are skilled in eliciting coaching opportunities and goals from caseworkers, and most do accept the opportunity to participate. The idea of coaching is revisited later with those who pass on the initial outreach. Experienced staff can also access coaching to support their professional development goals (such as preparing for promotional opportunities).
Coaching is entirely caseworker-driven. Co-Active provides the foundation for coaching in Jefferson County, but is seen as more of an approach than a model since it was not written specifically for a government child protection agency.
The Jefferson County coaching program has two practice coaches: one who coaches permanency caseworkers and one who coaches intake caseworkers. Coaching is a full-time position, equal to a lead caseworker. Coaches must have experience as a caseworker and only internal staff are eligible to apply for this position.

While Jefferson’s coaching programs are entirely county-driven, with no formal state oversight, the state provides training on Co-Active coaching through the Kempe Center’s Coaches College. This includes three days of in-person training and six to eight weeks of meetings with other coaches for peer practice coaching via Zoom. The final step prior to certification is a simulated coaching session via Zoom where the new coach receives feedback from state training staff.

Ongoing professional development for the coaches at the county level includes coaching from their supervisor and providing peer support. The coaches receive weekly supervision that alternates between individual and group supervision. Coaches also participate in a statewide collaborative, which provides a quarterly forum for county coaches from across the state to participate in group supervision and consultation.

There is no set coach-to-staff person ratio in Jefferson County, and workloads are adjusted based on the needs of the coaches and the caseworkers. Workload depends on turnover and hiring rates. A caseload standard for coaches has not been established.
The coaching program has been in place for less than two years so there is very little data to demonstrate outcomes. Caseworkers receive a survey after six months of coaching and at the end of their coaching experience. Preliminary data from these surveys shows that caseworkers enjoy being coached and are learning from their coaches, and that they appreciate the experience and want the program to continue.
Coaches are county staff and their salaries come from the same funding stream as other caseworkers.

Ohio

Child Welfare Training Program¹⁰

Coaching for caseworkers and supervisors in Ohio began in 2010, and coaching for executive directors and resource families began a few years later. Coaching is offered to caseworkers, supervisors, resource families, executive directors, and administrators to help develop priority skills identified during state, county, and individual needs assessments. It is not mandatory and is never used as part of a progressive discipline plan. Ohio’s Regional Training Center assesses requests for coaching to determine the best way to meet the need. There are some instances when training would be more effective than coaching, or when the request is not appropriate for coaching. Once the focus of coaching is identified, the individual is matched with a coach who is certified in the requested skill set.
Coaching of staff and resource families is skills-based, time-limited, and connected directly to Ohio’s Universe of Child Welfare Competencies. The coaching model is strengths-based. Coaches develop a coaching plan with the individual and that person’s supervisor. The plan includes:
- Focus of the coaching (skill areas and competencies).
- Desired practice behaviors for the individual and the supervisor in supporting the individual during coaching.
- Action steps for achieving desired skills or competencies.
The individual and supervisor assign a rating that best describes the current behavior. When coaching is complete, they return to this rating and provide an “after” rating for each behavior to determine progress and determine next steps.

Coaching for staff can include skills such as engaging families, conducting home visits, working with relatives and extended families, the use of Ohio’s structured assessment and decision-support model, case planning, and case documentation. Coaching for caregivers includes skills such as caring for infants with neonatal abstinence syndrome, managing behaviors related to trauma, and working with parents. Executive coaching is provided through a partnership with the Public Children’s Services Association of Ohio, where directors and administrators receive coaching on skills including fiscal management, visioning, strategic planning, and leadership.
The Ohio Child Welfare Training Center already had a system of independent contractors in place for all training, which was expanded in 2010 to include coaches. All trainers and coaches go through a foundational trainer certification and approval process. An individual can choose to be a trainer, a coach, or both. Coaches generally come to the position with experience in child protection practice or mental health. All coaches attend a training for coaches that focuses on roles and responsibilities along with addressing and practicing key coaching skills. There is no set coach-to-staff person ratio. Most coaches have other employment, so they are not able to coach more than four people at any one time.
Coaching is assessed at multiple points in the process. Check-in evaluations are completed when coaching is in progress. After coaching concludes, both the individual and supervisor receive evaluation surveys. This survey data is used to assess individual progress. However, due to the lack of automation, data is not aggregated to evaluate overall program effectiveness. Testimonials from participants express the value of the experience but there is no evidence that coaching is tied to retention. The impact of resource family coaching is most evident when the placement is maintained and the child is not moved to a new family.
Coaching is funded primarily through Title IV-E training dollars. The state contract includes a mix of funds including Title XX, Title IV-B, and CAPTA.

Pensilvania

Allegheny County Office of Children, Youth and Families¹¹

Coaching in Allegheny County was first introduced in 2013, simultaneous to the county implementing a new practice model. Coaches were subject matter experts in the practice model and they worked with all supervisors and caseworkers to help them learn the model and apply the principles in their case practice. Once practice model implementation was complete, coaching became a service offered to newly hired caseworkers, who are mandated to work with a coach to learn the practice model.

The majority of coaching is done in the field, with only 25% occurring in the office. Coaches model practice behaviors with families while the staff person observes, and then they explain what they did, how they did it, and why. These conversations help the new caseworkers connect what they are learning in the classroom to their work in the field. As the new caseworkers’ comfort with practice behaviors increases, they take on more of the practice, while the coach observes and provides performance feedback. There is not a mandated timeline for coaching of new caseworkers, but most new caseworkers reach proficiency at five months to one year after starting coaching. Coaches also are available to any other caseworkers or supervisors who are interested in receiving this service.
Coaching in Allegheny County is a combination of models including GROW (Goals, Reality, Options, and Will), OSCAR (Outcome, Situation, Choices, Actions, and Review), and CLEAR (Contract, Listen, Explore, Action, and Review). When coaching was initiated in 2013, it was viewed as process-oriented with peer coaches serving as subject matter experts who partnered with staff for the purpose of transferring their expertise. The coaching program has evolved to include aspects of Intentional Change Theory as a way to help coaches focus on the holistic personal and professional development of the individual being coached. Coaching is now an opportunity to support the workforce in a way that is driven by the individual, which is more meaningful than if it was driven by the agency.

Core components of the coaching model:
- Contractual: Coaches make a contract with everyone that they coach. This working agreement sets the foundation for the coaching relationship and allows for the setting of expectations and clarification of roles for both the coach and staff person. The process of contracting helps to unearth what kind of learner the staff person is, and determine how feedback will be given and received. The contract also includes information about what the staff person wants to get out of coaching and what will make it worthwhile.
- Reflective: Coaching provides time for thoughtful reflection. All feedback is rooted in the recognition that learning happens not just in practicing a skill, but in reflecting on the action. In a coaching session, staff can reflect on what was easy, what was hard, when they felt confident, and when they did not feel confident. The staff person identifies what worked well while also leveraging and recognizing what was tricky and what could be done differently next time.
- Strengths-based: Coaches are trained to be observant and astute to the individual’s obvious strengths, as well as those under the surface. They help staff identify what they are doing well, which often is not obvious to them.
- Solution-focused: Solution-focused coaching is parallel to solution-focused practice with families. Coaches use questions to help staff think about a similar situation when they experienced a positive outcome. Staff are then asked to name and identify what contributed to that favorable outcome.
- Curious: Coaches possess an authentic curiosity about the person in front of them. Coaches are trained to develop thoughtful questions to keep the coaching conversation moving in an effort to get to root causes.
- Centrado en la persona: Coaches table their own agenda and focus on the needs of the individual being coached. The coaching interaction is all about what the staff person needs, and not about the coach or the agency’s needs.
Coaches are promoted from frontline positions. The current program supports eight coaches who are responsible for staff in five regional offices. There is no set coach-to-staff person ratio. One or two coaches are assigned to each regional office and coaching assignments are made on a rotational basis. New coaches are provided with information about the core components of the coaching model and receive coaching in their role from the unit manager.
The coaching program has not been evaluated, but the program manager is in the early stages of creating a coaching data dashboard that will include information about the topics that coaches are requesting, levels of caseworker satisfaction with their coaching experience, and retention data.
The coaching program was initially funded through a state block grant that also supported the implementation of the new practice model. It is unclear where the current funding comes from, but it appears to be the same funding source as other casework and supervisory positions.

Pensilvania

Departamento de Servicios Humanos de Filadelfia¹²

Coaching in Philadelphia began in 2013 when the Department of Human Services initiated Improving Outcomes for Children, a model for delivering child welfare, juvenile justice, and child abuse prevention services. This model required that caseworkers at community umbrella agencies (CUAs) take on new case management responsibilities (such as writing case plans, safety assessments, and risk assessments). Coaches are considered subject matter experts and provide training and technical assistance at the CUAs.

New CUA caseworkers receive the Pennsylvania state training and certification through the Philadelphia Department of Human Services University. Coaching is provided as a supplement to the training to help new caseworkers apply what they learn in training to their practice in the field. Coaching is available while they are in training or can begin after training is completed, depending on the skills and needs of the new caseworker. Coaches also provide information sessions and formal group training sessions, as needed. The topics for these sessions are elicited from quarterly case record reviews and requests from supervisors and caseworkers.
There is no defined model of coaching. Coaches have responsibilities that range from providing formal training and information sessions to one-on-one consultations, teaming meetings, and case reviews.
Coaches are employees of Philadelphia’s Department of Human Services University (formerly Staff Development), and they provide services at the six contracted CUAs. Each CUA has between 45 and 55 caseworkers, and one coach and one supervisor (for the coach) is located at each CUA. The coach’s supervisor is available to provide coaching to the supervisors at the CUA while the coach provides coaching to caseworkers. There is no set coach-to-staff person ratio, but two practice coaches for each CUA was expressed as the preferred staffing ratio.

Practice coaches receive instructor competency training from the Pennsylvania Child Welfare Resource Center, where they receive foundational training in how to be a trainer and a coach. The training covers topics such as: facilitation and consultant skills; organizational development; emotional intelligence; project management; and curriculum building. After training, coaches shadow other coaches in each of the CUAs so that they can understand the unique culture of each agency.
The coaching program is not being evaluated and data is not collected on how many new caseworkers are coached or how much training the coaches provide. Data from CUA Scorecards show that practice has improved from the onset of coaching, but there is no information to directly connect coaching with these practice improvements.
Coaching is funded through the Philadelphia budget. It is possible that some of the activities are reimbursable though Title IV-E.

Casey Family Programs consulta con individuos y equipos en todo el país para recopilar investigaciones, experiencias y conocimientos sobre enfoques que pueden reducir de manera segura la necesidad de acogida familiar y garantizar el bienestar de los niños y las familias. Compartimos esta información ampliamente para ayudar a los líderes de bienestar infantil y a sus socios a abordar problemas similares en sus propias comunidades. Para preguntas sobre este recurso, o si tiene otras necesidades de información sobre bienestar infantil, envíe un correo electrónico a kmresources@casey.org.

1 Information in this section was gathered from personal communication with Kristy Holt, Title IV-E Coordinator, and Melody Denton, IV-E Stipend Program Coordinator, University of Alabama, on March 13, 2020. ↩︎

2 Information in this section was gathered from the Child Welfare Development Services Practice Consultant Program report and personal communication with Jennifer AhSing and Dawn Schoonhoven Scott, Academy for Professional Excellence, on May 19, 2020. ↩︎

3 Information in this section was gathered from the Bay Area Academy Coaching Services Delivery Plan Outline and personal communication with Gloria King, trainer and coach, Bay Area Academy, on May 7, 2020. ↩︎

4 Information in this section was gathered from personal communication with Andrea Sobrado, coach and consultant, Central California Training Academy, on May 7, 2020. ↩︎

5 Information in this section was gathered from personal communication with Dorothy Byron-Arrington and Blanca Bonilla, Los Angeles County Department of Children and Family Services, on May 29, 2020. ↩︎

6 Information in this section was gathered from personal communication with Nancy Hafer and Alison Book, Northern California Training Academy, on May 12, 2020. ↩︎

7 Information in this section was gathered from personal communication with Stacia Schmied-Johnston, Training and Professional Development Coaching Supervisor, Arapahoe County Department of Human Services, on February 24, 2020. ↩︎

8 Information in this section was gathered from personal communication with Ashley Anderson, Coaching Manager, and Kasey Matz, Project Director, The Kempe Center for the Prevention and Treatment of Child Abuse & Neglect and Colorado Child Welfare Training System, on March 2, 2020. ↩︎

9 Information in this section was gathered from personal communication with Elizabeth (Liz) Huffman, Practice Coach Supervisor, Jefferson County Human Services, on February 14, 2020. ↩︎

10Information in this section was gathered from personal communication with staff at the Ohio Institute for Human Services, on March 5, 2020. ↩︎

11 Information in this section was gathered from personal communication with Greg Phillips, Manager, Teaming Institute, Allegheny County Department of Human Services, Office of Children, Youth and Families, on January 29, 2020, and February 21, 2020. ↩︎

12 Information in this section was gathered from personal communication with Robin Chapolini, Chief Learning Officer, Taheerah Long, Administrator for Training and Delivery, and Luciana Terrell, Director of Organization and Professional Development, Philadelphia Department of Human Services, on February 21, 2020. ↩︎

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Alabama

Programa de Becas del Título IV-E¹

En el semestre de primavera de 2019, el Programa de Becas Title IV-E de la Universidad de Alabama puso en marcha un nuevo programa para ofrecer asesoramiento (coaching) a los estudiantes becados por Title IV-E. La primera cohorte incluyó a 15 estudiantes, de los cuales 13 se graduaron y ahora trabajan en la Oficina de Servicios de Protección Infantil del Departamento de Recursos Humanos (DHR) de Alabama. Cada semestre, a una nueva cohorte de estudiantes becados por Title IV-E se le ofrece la oportunidad de participar en el asesoramiento, el cual comienza mientras realizan su práctica profesional y continúa durante 18 meses después de la graduación, de modo que cada estudiante recibe aproximadamente dos años de asesoramiento.
El Programa de Becas del Título IV-E de Alabama utiliza un coaching de desarrollo modelo. A diferencia del entrenamiento de rendimiento, donde el entrenador enseña una técnica o habilidad específica, el enfoque principal del entrenamiento de desarrollo está en el individuo y lo que esa persona aporta al entorno laboral. El entrenador ayuda al miembro del personal con temas como habilidades de negociación, técnicas de autocuidado, confianza y comunicación. La relación entre el entrenador y el miembro del personal que recibe la capacitación es fundamental en este modelo, ya que el entrenador ayuda a las personas a descubrir cómo sus valores impactan su trabajo y las apoya para que usen sus valores en la fijación de su visión y metas. El entrenador brinda apoyo continuo y hace que las personas rindan cuentas de sus metas y de lo que quieren lograr.

Los coaches no ofrecen opiniones ni orientación sobre la práctica de casos específicos. Si el miembro del personal está pasando por un momento de inseguridad debido a un suceso difícil, la sesión de coaching se enfocará en procesar el trauma, reconocer los problemas y trabajar para seguir adelante, de modo que el miembro del personal pueda brindar un excelente servicio a la siguiente familia. La sesión de coaching no se centra en qué errores se cometieron en la evaluación ni en qué oportunidades se perdieron, ya que se espera que el personal acuda a su supervisor para recibir orientación sobre el trabajo de caso.

Los entrenadores deben brindar a los estudiantes dos horas de entrenamiento cada mes. Si bien se recomienda que los estudiantes completen dos sesiones de una hora cada mes, el modelo es flexible para permitir sesiones de dos horas si se adapta mejor a las necesidades del estudiante. Las sesiones de entrenamiento se completan cara a cara, o mediante video o teleconferencia.
El acompañamiento es un rol complementario para todos los entrenadores en este programa. La mayoría son trabajadores sociales o supervisores de bienestar infantil retirados, mientras que otros aún están empleados a tiempo completo en otros lugares. Los entrenadores no tienen una carga de casos fija, aunque la mayoría acompaña a dos o tres personas a la vez.

Los entrenadores certificados del Butler Institute for Families capacitan a los entrenadores. El plan de estudios se basa en la práctica; los módulos 70% a 80% se centran en la simulación de situaciones y en brindar retroalimentación a los compañeros. Esta experiencia práctica ayuda a los participantes a perfeccionar sus habilidades como entrenadores y a experimentar lo que es ser entrenado por otros. Después de la capacitación, los coaches participan en círculos de aprendizaje trimestrales a través de Zoom. Inicialmente, estos círculos eran moderados por los capacitadores del Butler Institute for Families, pero se han transformado en un grupo de apoyo y aprendizaje entre pares.

La capacitación incluye:
- Módulo uno: Capacitación presencial durante dos días de ocho horas.
- Módulo dos: Capacitación presencial durante tres días de ocho horas. Se lleva a cabo un mes después del Módulo uno.
- Seis meses de acompañamiento a un estudiante mientras participa en:
  - Tres sesiones de coaching de una hora cada una en las que el nuevo coach recibe asesoramiento de uno de los capacitadores de Butler.
  - Llamadas de conferencia mensuales de una hora con los entrenadores de Butler para recibir comentarios.
- Módulo tres: Capacitación presencial durante dos días de ocho horas.
Se están recopilando datos para una evaluación del programa que comparará los resultados de los estudiantes que reciben asesoramiento con los de otros graduados en trabajo social que trabajan en el DHR. La evaluación analizará la preparación laboral, la satisfacción laboral, la intención de permanecer en el puesto, la retención y los beneficios del asesoramiento. Se espera que los resultados iniciales estén disponibles en 2021.
Este programa de mentoría está financiado en su totalidad a través del Título IV-E.

California

Academia para la Excelencia Profesional²

La Academia para la Excelencia Profesional (también conocida como la Academia de Capacitación del Sur) comenzó a ofrecer asesoramiento en 2013 como resultado de la necesidad de apoyo de asesoramiento para los condados en relación con la Práctica Organizada para la Seguridad (SOP). Cuando la Academia comenzó con el asesoramiento, algunos de los condados a los que servía ya utilizaban el asesoramiento como una herramienta de gestión del desempeño. El personal de la Academia trabajó en estrecha colaboración con los directores y gerentes de los condados para cambiar la percepción del asesoramiento de modo que se viera como un apoyo y parte de una cultura de aprendizaje en lugar de un castigo.

Actualmente se ofrece coaching para el personal de apoyo, los asistentes sociales, los supervisores y los líderes. El tipo de coaching que se brinda a un condado se determina mediante una evaluación anual de necesidades que analiza todos los aspectos de la capacitación y el desarrollo del personal. Posteriormente, el condado y la Academia colaboran para elaborar un contrato que especifica quiénes recibirán coaching, en qué temas se les brindará y cuánto tiempo de coaching se requiere.
La Academy for Professional Excellence utiliza un modelo de asesoramiento basado en habilidades que proporciona acompañamiento en el trabajo para respaldar la aplicación de los conocimientos y las habilidades de la capacitación. En este modelo, el asesor y el miembro del personal forman un equipo que trabaja en conjunto para mejorar las habilidades o el desarrollo personal del empleado. Para cada sesión, el miembro del personal determina la habilidad o el objetivo que se explorará durante la sesión y, luego, el asesor y el miembro del personal recorren una serie de pasos estándar que incluyen identificar el interés inicial, establecer metas, observación y demostración, autorreflexión, retroalimentación, evaluación y planificación de acciones. Las sesiones de asesoramiento no se consideran una oportunidad de aprendizaje independiente, sino parte de un plan de desarrollo profesional más amplio.

El coaching también está integrado en todas las conversaciones entre el personal de la Academia y los líderes del condado. El personal de la Academia entrena a los líderes mientras brinda asistencia técnica y durante todas las conversaciones sobre el desarrollo de la fuerza laboral. La comunicación sobre el modelo de coaching y la demostración de sus beneficios para el personal y los líderes son una parte importante del modelo.
Los coaches se desempeñan tanto como capacitadores como coaches, lo que les permite vincular el programa de capacitación con las oportunidades de coaching. Hay un coach que se especializa en liderazgo, mientras que los demás brindan coaching a los asistentes sociales y a los supervisores.

Todos los nuevos entrenadores asisten a una capacitación sobre los fundamentos del entrenamiento para garantizar una comprensión básica del modelo de entrenamiento de la Academia. Se realiza una evaluación de necesidades para cada nuevo entrenador con el fin de evaluar los conocimientos sobre la práctica de bienestar infantil y las habilidades de entrenamiento de esa persona. Luego, la capacitación se personaliza para satisfacer las necesidades del nuevo entrenador, pero por lo general incluye observar las sesiones de entrenamiento individual y grupal de otros entrenadores, practicar el entrenamiento y completar registros de procesos de las sesiones de entrenamiento. Todos los entrenadores participan en supervisiones individuales y grupales, y asisten a reuniones semanales con el equipo de entrenamiento.
La Academia para la Excelencia Profesional utiliza Qualtrics para recopilar datos de los instructores y de los participantes en los cursos de capacitación. Cada instructor cuenta con un panel de control de datos para dar seguimiento a los resultados de la capacitación y ver los comentarios en tiempo real. Los directores de los condados reciben informes mensuales sobre la capacitación para que sepan cómo se utiliza y qué impacto tiene en su personal. Los datos incluyen la satisfacción con la experiencia de coaching, así como el número de horas de coaching, los objetivos de aprendizaje y el desarrollo de habilidades.

Los índices de satisfacción con el coaching son altos, lo que demuestra que el personal que ha recibido coaching se siente apoyado y permanece más tiempo en sus puestos de trabajo. Sin embargo, es difícil establecer una correlación entre los datos y los servicios que se están brindando (capacitación, simulaciones o coaching). El personal también afirma que el coaching les ayuda a sentirse más competentes y seguros de sí mismos.
El programa de entrenamiento se financia mediante contratos con el condado.
El personal de entrenamiento tuvo una transición fluida hacia un entorno virtual debido a que todos los entrenadores ya trabajaban a distancia, operando desde sus oficinas en casa y usando Zoom para conectarse entre sí. Mantener una comunicación sólida con los condados es importante para que entiendan que el entrenamiento sigue disponible y puedan identificar nuevas oportunidades de capacitación y entrenamiento.

California

Academia del Área de la Bahía³

Cuando se comenzó a ofrecer el coaching a través de la Academia del Área de la Bahía hace ocho o nueve años, estaba dirigido principalmente a los supervisores. Con el tiempo, el equipo reconoció que también se necesitaba coaching para los gerentes y el personal de primera línea a fin de cambiar eficazmente las prácticas y garantizar un lenguaje común en toda la organización. Como resultado, en 2020 se incorporó el coaching para estos grupos. La Academia ofrece coaching en diversos formatos, incluyendo coaching individual y grupal.

Los entrenadores de la Academia también capacitan a los supervisores y gerentes para que entrenen a su personal. La Academia ofrece un curso de tres días llamado “El arte de entrenar” como parte de la capacitación central para supervisores, y una capacitación de un día para gerentes.
La Bay Area Academy utiliza un enfoque de entrenamiento centrado en la persona y basado en habilidades. Los entrenadores apoyan a las personas a explorar dónde los sesgos, las suposiciones, la resistencia y las expectativas impactan su trabajo con las familias o los colegas. El entrenamiento se considera una herramienta valiosa para desarrollar la capacidad de la fuerza laboral con el fin de ayudar a mejorar las habilidades, transferir el aprendizaje a la práctica y mejorar el rendimiento.

El objetivo es integrar el coaching en todas las áreas de la práctica a través de cinco servicios integrales:
1. Coaching individual se lleva a cabo para apoyar el crecimiento y desarrollo profesional y personal de un individuo.
2. Coaching grupal Es un tipo de coaching temático dirigido a un grupo con el fin de fomentar una mayor comprensión de los contenidos y/o el proceso, así como el desarrollo de conocimientos especializados.
3. Entrenamiento en campo mejora la transferencia del aprendizaje del aula a la aplicación en el trabajo, y ofrece oportunidades para el crecimiento y el desarrollo profesional en el momento.
4. Entrenamiento basado en habilidades se enfoca en mejorar una habilidad o un conjunto de habilidades, como la Toma de Decisiones Estructuradas y la Práctica Organizada para la Seguridad. El coach se centra principalmente en la tarea, la herramienta o la habilidad (el “hacer” en lugar del “ser”). El coach apoya a la persona para que adquiera competencia en la práctica, las herramientas o los conceptos mediante la observación y la provisión de retroalimentación inmediata.
5. Integrated approach to coaching supports individuals in building capacity in themselves and their practice skills. Coaches focus on both the “being” and the “doing” of coaching.
Counties are offered the full range of services and work with the Academy team to develop a contract for coaching that includes the services that meet their unique needs.
Some of the trainers are certified coaches while others are in the process of becoming certified. All coaches attend the Art of Coaching training and then are observed coaching and teaching the training. Most coaches are hired because of their extensive training background.
There is no robust evaluation of the coaching program. Coaches use rubrics with staff to evaluate progress, but this data is not analyzed in aggregate. In feedback sessions, supervisors say that they feel supported in their role and there is anecdotal evidence that coaching has resulted in the retention of supervisors.
El programa de entrenamiento se financia mediante contratos con el condado.
The Bay Area Academy is in the process of moving the coaching curriculum from in-person to an online format. Coaching is occurring both via videoconference and telephone, based on the comfort level of the staff person. It is not clear if remote coaching will continue after the pandemic passes. Anecdotally, however, remote coaching appears to be more successful than anticipated.

California

Central California Training Academy⁴

The Central California Training Academy first began using coaching in connection with practice model implementation in 2012. An implementation support team provides coaching at two levels: (1) system-level to county-level leadership; and (2) skills-based for frontline caseworkers and their supervisors.
All coaching provided through the Central California Training Academy is delivered in the context of implementation and starts with leadership. For a county to receive coaching supports, there must be something that leadership is coaching “to” (such as the Core Practice Model, Safety Organized Practice, or other practices). Managers, directors, and their teams receive coaching on adaptive leadership, building and engaging partnerships, using data, and implementation of change. Social workers and supervisors receive skills-based coaching connected to Safety Organized Practice, the Core Practice Model, and transfer of learning from core training.

The coaching model dictates that each coaching session has four elements: (1) engagement and goal setting; (2) model and demonstration; (3) feedback; and (4) next steps. The staff will have both a goal for the session and an ongoing goal that they are striving to achieve.
The Academy has a team of eight to 10 coaches who are members of the implementation support team. Training for the coaches is provided through a partnership with the University of North Carolina at Chapel Hill. There are no set coach-to-staff person ratios for field-based coaches.
The coaching program has not been evaluated as a standalone program. It is viewed through the lens of implementation science, which includes coaching as an essential driver for successful implementation of new practices. Feedback collected on individual coaching sessions indicates that coaching is highly valued, but there is no data that can connect coaching to case practice outcomes or staff retention.
Coaching is funded through the Child & Family Policy Institute of California, county contracts, and the Academy’s master contract.
Remote coaching is provided to staff working virtually, and the team is becoming proficient in Zoom.

California

Departamento de Servicios para Niños y Familias del Condado de Los Ángeles⁵

Coaching was first used 10 years ago in Los Angeles County in connection to the implementation of the Core Practice Model, and it has evolved over time. Since 2017, coaching has become more structured and consistent.

Coaching is offered to all caseworkers and supervisors. The coaching team aims for at least 70% of each office to receive coaching. To achieve this goal, coaching staff reach out to supervisors and social workers daily to identify needs and provide extra help on a specific skill or whether a unit needs training or coaching connected to the practice behaviors.
Los Angeles County does not use an identified coaching model. The county has adopted a certification process to assist staff in facilitating quality meetings with families, and coaches provide skills-based coaching on areas such as how to engage families through teaming and assessing, in connection with the 23 Core Practice Model practice behaviors. In the past, coaching looked different in every office, but now annual themes are identified and each office receives the same coaching and training opportunities. Coaching includes a process of observation, demonstration, and feedback.

Supervisors also are expected to be coaches and to support their caseworkers through certification. Coach developers help supervisors become certified to coach their staff.
There are 13 coach developers who work through the main county agency office, and each local office also has one or two of their own. Coaches learn through in-class training, on-the-job experience, and self-training. Coach developers attended a three-day coaching academy through the National Council on Crime and Delinquency. They also participate in monthly roundtables for peer support and professional development. A coaching module was recently added to supervisory core training, which reinforces the idea of coaching as part of a supervisor’s responsibilities.
There is no formal evaluation of the coaching program. There is an evaluation of practice outcomes, but they are not connected to participation in coaching.
The coaching program is funded through the county budget.
Coaches have experienced some challenges with virtual platforms. While the staff and coaches have compatible videoconferencing platforms, families do not have the same access to technology, which makes it difficult for coaches to observe caseworkers practicing their skills and then provide feedback. Virtual skills-based coaching is still taking place between coaches and staff to support caseworkers’ professional development.

California

Academia de Capacitación del Norte de California⁶

When the Northern California Training Academy began offering coaching to child protection agencies in 2008, it was the first academy in California to do so. At the time, there was no research on coaching in child protection. After a review of coaching models and strategies, the Northern California Training Academy selected a skills-based model, which has evidence showing success in helping practitioners learn new skills. Skills-based coaching is most typically used in K-12 educational settings, parent coaching models, and other models that have fidelity as a goal (for example, Motivational Interviewing).

Coaching is provided to both caseworkers and supervisors in the form of individual and group coaching. Individual coaching is offered to supervisors enrolled in training programs (Supervisor Core Training and Tools for Supervisory Excellence) and consists of four to six one-on-one monthly coaching sessions. Program managers and directors connected to leadership training programs also are offered individual coaching, while group coaching is most often used for implementing Safety Organized Practice. Coaches are assigned to a county and will provide group sessions for a mixture of new and experienced workers. In addition to coaching, Academy coaches also provide a coaching training instituted to build supervisor, manager, and director coaching capacity so they can use coaching skills with their teams. They also provide coaching training to county leaders throughout the year to help them build a coaching culture in their organizations.
The skills-based coaching model is a seven-step process that includes a cycle of observations and demonstrations. The seven steps are: (1) initial interest; (2) joint planning; (3) observation and demonstration; (4) analysis and self-reflection; (5) facilitated reflection and feedback; (6) evaluation; and (7) closing. Steps 3 to 6 can be repeated as many times as needed and some of the steps may occur simultaneously. Observation and demonstration allow for staff to perform the skills they are trying to learn and integrate, and for the coach to provide feedback for them to reflect on.
The five coaches who make up the team are not full-time employees, although they are used regularly for coaching. Academy leaders are also trained coaches. A few of the coaches are skilled leadership coaches and they provide the Tools for Excellence training to managers and directors every two years, and to supervisors during the alternate years. There is no set caseload for coaches, but coaches typically are responsible for up to 10 individuals and four counties.
Academy staff complete an annual retrospective with the counties to collect information from executive-level managers on how coaching has impacted practice and how things would be different if their county had not received coaching. Surveys also are given to coaches and staff, but the return rate is low.

Over the last year, focus groups and interviews were completed as part of a coaching evaluation supported by Casey Family Programs. This evaluation found that the counties that were new to coaching (less than two years) had enthusiastic and positive feedback on their coaching experience, but satisfaction decreased after two years. Analysis shows that the counties felt more supported during the initial coaching phases but when coaching became an ongoing service, it no longer was recognized as special.

Evidence indicates that counties with Safety Organized Practice (SOP) coaching have implemented SOP more robustly than those that did not utilize coaching. For example, the counties that implemented SOP without coaching are not teaming with clients and are less focused on engagement.

There is no current data connecting coaching to retention of caseworkers. An evaluation of the first coaching program, Tools for Supervisory Excellence, in 2009 and 2010 showed that staff who were coached stayed with the agency longer and were more likely to be promoted.
Coaching is funded through county contracts and the master Academy contract with the California Department of Social Services.

Colorado

Departamento de Servicios Humanos del Condado de Arapahoe⁷

In 2013, Arapahoe County was one of the first counties in Colorado to develop a coaching program. Coaching is offered to new caseworkers and begins while they are in their initial 12-week certification training. New caseworkers are not required to accept coaching and there is no prescribed length of time for the coaching relationship. The number of coaching hours also varies and is driven by the staff person. On average, new caseworkers spend between five and 10 hours with their coach in the field. Experienced caseworkers also are eligible for coaching and may need only one or two hours with a coach to work on a specific identified skill or goal. Group coaching and practice labs also are provided to address the technical needs of staff, such as paperwork completion.

Supervisors receive coaching from the training and professional development coaching supervisor, who is a peer. This coaching relationship helps build support for coaching from supervisors, and increases understanding of how the roles and responsibilities of supervisors and coaches differ.
When it began, the coaching program in Arapahoe County was based on the Coaching Tool Kit from the University of California, Davis. More recently, coaches have completed the Kempe Center’s Coaches College, which is based on the Co-Active coaching model. As there are limited coaching models specific to child protection, Arapahoe County’s coaching program has adopted a diverse approach, pulling from these and other sources to meet staff and county needs. There is no official county model.

Coaching is connected directly to new caseworker training. All new caseworkers meet with the training and professional development coaching supervisor, who matches them with a coach. Matching is based on coaches’ workloads as well as strengths and needs of the coach and caseworker. The coach and the new caseworker will meet to talk about the program, understand the benefits, and lay the groundwork for a coaching relationship. After a few weeks, the caseworker and coach complete a coaching readiness assessment tool, which helps them decide if the caseworker needs a coach and what their goals will be. Caseworkers complete practice simulations with their coaches, and their goals for coaching are tied to the skills that they want to improve, based on the training curriculum. The coaches know what is being taught in the training and what it should look like in practice. Coaches use a professional development tool that complements the practice model.

New caseworkers also are matched with a learning leader mentor who works within their area (but on a different team) and is available to provide day-to-day support. The new caseworkers shadow their mentor to learn how to apply specific practices on a daily basis. The coach, mentor, and supervisor form a “wraparound” team so that the new caseworker can feel fully supported.
Arapahoe County initially had a staff of two full-time practice coaches, which has evolved into a staff of four full-time professional development coaches. Coaches are categorized as “Caseworker C,” which is the highest level of caseworker. They do not carry cases, but the positions require experience in child welfare case management. Coaches are not specialized and provide coaching for both intake and ongoing caseworkers. Each coach has a caseload of 16 to 20 caseworkers. The ideal ratio is 12 to 15 staff members per coach.

New coaches are hired based on their expertise and skill set. They spend time shadowing their peers to learn the process. They also attend the Coaches College and read the Co-Active coaching book. Coaches receive supervision every other week to support their ongoing professional development.
In 2018, Arapahoe County completed an evaluation of its program by surveying all new staff and all supervisors who had staff receiving coaching. The survey was used to identify gaps in learning and to bring the team together to identify next steps. Among caseworkers, 70% said that coaching supported them in retention. In addition, every staff person completes an evaluation when exiting coaching. The responses show that caseworkers appreciate coaching and find it helpful in preparing them for their work.
Coaching positions are fully funded by Arapahoe County’s internal budget.

Colorado

Sistema de capacitación en bienestar infantil del Centro Kempe⁸

Colorado began utilizing coaching as a strategy in 2013. While some counties provide coaching to caseworkers, this statewide program focuses its one-on-one and systems coaching on leaders within child welfare. While no one is prevented from participating in coaching because of role or title, the Child Welfare Training System takes this approach because of the great impact that leaders can have on caseworkers’ individual experiences, team dynamics, and overall organizational functioning. Systems coaching also is provided to teams and organizations to work on topics such as building cohesion, increasing trust, and becoming more courageous in examining issues around diversity, equity, and inclusion. All coaching through the Child Welfare Training System is voluntary.
Colorado initially structured its coaching program using the University of California, Davis model and then evolved to the Co-Active model. In the Co-Active model, coaches focus on the person as a whole, rather than zeroing in only on their specific challenge. Coaches are not in a training role, so they refrain from offering advice or providing direction. The Child Welfare Training System, through use of the Co-Active model, is working toward transformation in individuals and systems. As such, the program is not about the coach having answers for the individual being coached. Instead, a core principle of the model is that staff are naturally creative, resourceful, and whole. The individual being coached creates and designs the focus for coaching, and the coach and staff person together co-create how the work they will do jointly will best support the staff person. This model of coaching allows for individuals and teams to find the balance between being and doing. It allows them more space for being, so that they can be thoughtful about how they are doing the work. The mode for coaching is determined based on a number of factors and includes face-to-face, phone, or Zoom options.
Coaches must have previous child welfare experience and a solid understanding of leadership principles and dynamics. Efforts are made to assign coaches to counties outside of where they previously worked. Most coaches also have roles, separate from coaching, that include training and curriculum development. The maximum caseload of those for whom coaching is their only responsibility is 10 individuals and two or three teams. Those with mixed responsibilities have a maximum of four individuals and two teams.

The Co-Active Institute trains all coaches, and anyone who provides systems coaching must also complete the Organization and Relationship Systems Coaching program through CRR Global. In addition, there are three certified Dare to Lead™ facilitators on the Child Welfare Training System team. They have joined approximately 30 coaches from various Colorado counties to take part in a coaching collaborative that meets monthly, both in-person and virtually, for skill building, consultation, and support.
The program was recently evaluated by the University of Colorado Evaluation Center using a grounded theory approach, which found that all 19 study participants felt positive about their coaching experiences, reporting increased confidence, new perspectives and behaviors, and improved skills related to teamwork, leadership, and decision-making. Leadership at The Kempe Center felt that participants’ responses aligned with program goals in multiple areas. Findings from the evaluation will be used to shape continuous quality improvement to ensure that the program continues to meet its intended outcomes.
The coaching program is funded through a state training grant for which The Kempe Center is the central management organization.

Colorado

Jefferson County Human Services⁹

While coaching in Jefferson County initially began in 2013, it ended a few years later due to staffing changes. A coaching program restarted in 2018, and continues today. Coaches are available to new staff for their first year, but there is no set duration for the coaching relationship, and the length of time is determined by the needs of the staff person being coached. At first, coaching was mandated for new caseworkers, but this proved to be ineffective. Now coaches meet with every new caseworker after certification to see if they have goals that they would like to address. The coaches are skilled in eliciting coaching opportunities and goals from caseworkers, and most do accept the opportunity to participate. The idea of coaching is revisited later with those who pass on the initial outreach. Experienced staff can also access coaching to support their professional development goals (such as preparing for promotional opportunities).
Coaching is entirely caseworker-driven. Co-Active provides the foundation for coaching in Jefferson County, but is seen as more of an approach than a model since it was not written specifically for a government child protection agency.
The Jefferson County coaching program has two practice coaches: one who coaches permanency caseworkers and one who coaches intake caseworkers. Coaching is a full-time position, equal to a lead caseworker. Coaches must have experience as a caseworker and only internal staff are eligible to apply for this position.

While Jefferson’s coaching programs are entirely county-driven, with no formal state oversight, the state provides training on Co-Active coaching through the Kempe Center’s Coaches College. This includes three days of in-person training and six to eight weeks of meetings with other coaches for peer practice coaching via Zoom. The final step prior to certification is a simulated coaching session via Zoom where the new coach receives feedback from state training staff.

Ongoing professional development for the coaches at the county level includes coaching from their supervisor and providing peer support. The coaches receive weekly supervision that alternates between individual and group supervision. Coaches also participate in a statewide collaborative, which provides a quarterly forum for county coaches from across the state to participate in group supervision and consultation.

There is no set coach-to-staff person ratio in Jefferson County, and workloads are adjusted based on the needs of the coaches and the caseworkers. Workload depends on turnover and hiring rates. A caseload standard for coaches has not been established.
The coaching program has been in place for less than two years so there is very little data to demonstrate outcomes. Caseworkers receive a survey after six months of coaching and at the end of their coaching experience. Preliminary data from these surveys shows that caseworkers enjoy being coached and are learning from their coaches, and that they appreciate the experience and want the program to continue.
Coaches are county staff and their salaries come from the same funding stream as other caseworkers.

Ohio

Child Welfare Training Program¹⁰

Coaching for caseworkers and supervisors in Ohio began in 2010, and coaching for executive directors and resource families began a few years later. Coaching is offered to caseworkers, supervisors, resource families, executive directors, and administrators to help develop priority skills identified during state, county, and individual needs assessments. It is not mandatory and is never used as part of a progressive discipline plan. Ohio’s Regional Training Center assesses requests for coaching to determine the best way to meet the need. There are some instances when training would be more effective than coaching, or when the request is not appropriate for coaching. Once the focus of coaching is identified, the individual is matched with a coach who is certified in the requested skill set.
Coaching of staff and resource families is skills-based, time-limited, and connected directly to Ohio’s Universe of Child Welfare Competencies. The coaching model is strengths-based. Coaches develop a coaching plan with the individual and that person’s supervisor. The plan includes:
- Focus of the coaching (skill areas and competencies).
- Desired practice behaviors for the individual and the supervisor in supporting the individual during coaching.
- Action steps for achieving desired skills or competencies.
The individual and supervisor assign a rating that best describes the current behavior. When coaching is complete, they return to this rating and provide an “after” rating for each behavior to determine progress and determine next steps.

Coaching for staff can include skills such as engaging families, conducting home visits, working with relatives and extended families, the use of Ohio’s structured assessment and decision-support model, case planning, and case documentation. Coaching for caregivers includes skills such as caring for infants with neonatal abstinence syndrome, managing behaviors related to trauma, and working with parents. Executive coaching is provided through a partnership with the Public Children’s Services Association of Ohio, where directors and administrators receive coaching on skills including fiscal management, visioning, strategic planning, and leadership.
The Ohio Child Welfare Training Center already had a system of independent contractors in place for all training, which was expanded in 2010 to include coaches. All trainers and coaches go through a foundational trainer certification and approval process. An individual can choose to be a trainer, a coach, or both. Coaches generally come to the position with experience in child protection practice or mental health. All coaches attend a training for coaches that focuses on roles and responsibilities along with addressing and practicing key coaching skills. There is no set coach-to-staff person ratio. Most coaches have other employment, so they are not able to coach more than four people at any one time.
Coaching is assessed at multiple points in the process. Check-in evaluations are completed when coaching is in progress. After coaching concludes, both the individual and supervisor receive evaluation surveys. This survey data is used to assess individual progress. However, due to the lack of automation, data is not aggregated to evaluate overall program effectiveness. Testimonials from participants express the value of the experience but there is no evidence that coaching is tied to retention. The impact of resource family coaching is most evident when the placement is maintained and the child is not moved to a new family.
Coaching is funded primarily through Title IV-E training dollars. The state contract includes a mix of funds including Title XX, Title IV-B, and CAPTA.

Pensilvania

Allegheny County Office of Children, Youth and Families¹¹

Coaching in Allegheny County was first introduced in 2013, simultaneous to the county implementing a new practice model. Coaches were subject matter experts in the practice model and they worked with all supervisors and caseworkers to help them learn the model and apply the principles in their case practice. Once practice model implementation was complete, coaching became a service offered to newly hired caseworkers, who are mandated to work with a coach to learn the practice model.

The majority of coaching is done in the field, with only 25% occurring in the office. Coaches model practice behaviors with families while the staff person observes, and then they explain what they did, how they did it, and why. These conversations help the new caseworkers connect what they are learning in the classroom to their work in the field. As the new caseworkers’ comfort with practice behaviors increases, they take on more of the practice, while the coach observes and provides performance feedback. There is not a mandated timeline for coaching of new caseworkers, but most new caseworkers reach proficiency at five months to one year after starting coaching. Coaches also are available to any other caseworkers or supervisors who are interested in receiving this service.
Coaching in Allegheny County is a combination of models including GROW (Goals, Reality, Options, and Will), OSCAR (Outcome, Situation, Choices, Actions, and Review), and CLEAR (Contract, Listen, Explore, Action, and Review). When coaching was initiated in 2013, it was viewed as process-oriented with peer coaches serving as subject matter experts who partnered with staff for the purpose of transferring their expertise. The coaching program has evolved to include aspects of Intentional Change Theory as a way to help coaches focus on the holistic personal and professional development of the individual being coached. Coaching is now an opportunity to support the workforce in a way that is driven by the individual, which is more meaningful than if it was driven by the agency.

Core components of the coaching model:
- Contractual: Coaches make a contract with everyone that they coach. This working agreement sets the foundation for the coaching relationship and allows for the setting of expectations and clarification of roles for both the coach and staff person. The process of contracting helps to unearth what kind of learner the staff person is, and determine how feedback will be given and received. The contract also includes information about what the staff person wants to get out of coaching and what will make it worthwhile.
- Reflective: Coaching provides time for thoughtful reflection. All feedback is rooted in the recognition that learning happens not just in practicing a skill, but in reflecting on the action. In a coaching session, staff can reflect on what was easy, what was hard, when they felt confident, and when they did not feel confident. The staff person identifies what worked well while also leveraging and recognizing what was tricky and what could be done differently next time.
- Strengths-based: Coaches are trained to be observant and astute to the individual’s obvious strengths, as well as those under the surface. They help staff identify what they are doing well, which often is not obvious to them.
- Solution-focused: Solution-focused coaching is parallel to solution-focused practice with families. Coaches use questions to help staff think about a similar situation when they experienced a positive outcome. Staff are then asked to name and identify what contributed to that favorable outcome.
- Curious: Coaches possess an authentic curiosity about the person in front of them. Coaches are trained to develop thoughtful questions to keep the coaching conversation moving in an effort to get to root causes.
- Centrado en la persona: Coaches table their own agenda and focus on the needs of the individual being coached. The coaching interaction is all about what the staff person needs, and not about the coach or the agency’s needs.
Coaches are promoted from frontline positions. The current program supports eight coaches who are responsible for staff in five regional offices. There is no set coach-to-staff person ratio. One or two coaches are assigned to each regional office and coaching assignments are made on a rotational basis. New coaches are provided with information about the core components of the coaching model and receive coaching in their role from the unit manager.
The coaching program has not been evaluated, but the program manager is in the early stages of creating a coaching data dashboard that will include information about the topics that coaches are requesting, levels of caseworker satisfaction with their coaching experience, and retention data.
The coaching program was initially funded through a state block grant that also supported the implementation of the new practice model. It is unclear where the current funding comes from, but it appears to be the same funding source as other casework and supervisory positions.

Pensilvania

Departamento de Servicios Humanos de Filadelfia¹²

Coaching in Philadelphia began in 2013 when the Department of Human Services initiated Improving Outcomes for Children, a model for delivering child welfare, juvenile justice, and child abuse prevention services. This model required that caseworkers at community umbrella agencies (CUAs) take on new case management responsibilities (such as writing case plans, safety assessments, and risk assessments). Coaches are considered subject matter experts and provide training and technical assistance at the CUAs.

New CUA caseworkers receive the Pennsylvania state training and certification through the Philadelphia Department of Human Services University. Coaching is provided as a supplement to the training to help new caseworkers apply what they learn in training to their practice in the field. Coaching is available while they are in training or can begin after training is completed, depending on the skills and needs of the new caseworker. Coaches also provide information sessions and formal group training sessions, as needed. The topics for these sessions are elicited from quarterly case record reviews and requests from supervisors and caseworkers.
There is no defined model of coaching. Coaches have responsibilities that range from providing formal training and information sessions to one-on-one consultations, teaming meetings, and case reviews.
Coaches are employees of Philadelphia’s Department of Human Services University (formerly Staff Development), and they provide services at the six contracted CUAs. Each CUA has between 45 and 55 caseworkers, and one coach and one supervisor (for the coach) is located at each CUA. The coach’s supervisor is available to provide coaching to the supervisors at the CUA while the coach provides coaching to caseworkers. There is no set coach-to-staff person ratio, but two practice coaches for each CUA was expressed as the preferred staffing ratio.

Practice coaches receive instructor competency training from the Pennsylvania Child Welfare Resource Center, where they receive foundational training in how to be a trainer and a coach. The training covers topics such as: facilitation and consultant skills; organizational development; emotional intelligence; project management; and curriculum building. After training, coaches shadow other coaches in each of the CUAs so that they can understand the unique culture of each agency.
The coaching program is not being evaluated and data is not collected on how many new caseworkers are coached or how much training the coaches provide. Data from CUA Scorecards show that practice has improved from the onset of coaching, but there is no information to directly connect coaching with these practice improvements.
Coaching is funded through the Philadelphia budget. It is possible that some of the activities are reimbursable though Title IV-E.

4 Information in this section was gathered from personal communication with Andrea Sobrado, coach and consultant, Central California Training Academy, on May 7, 2020. ↩︎

6 Information in this section was gathered from personal communication with Nancy Hafer and Alison Book, Northern California Training Academy, on May 12, 2020. ↩︎

9 Information in this section was gathered from personal communication with Elizabeth (Liz) Huffman, Practice Coach Supervisor, Jefferson County Human Services, on February 14, 2020. ↩︎

10Information in this section was gathered from personal communication with staff at the Ohio Institute for Human Services, on March 5, 2020. ↩︎

Ver todo en Asignación de recursos, Apoyar inversiones públicas y privadas eficaces.

¿Cómo abordan el entrenamiento algunas agencias de protección infantil? (APÉNDICE)

Alabama

Programa de Becas del Título IV-E1

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

California

Academia para la Excelencia Profesional2

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

¿Cómo ha cambiado la impartición del coaching como resultado de la pandemia de COVID-19?

California

Academia del Área de la Bahía3

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

¿Cómo ha cambiado la impartición del coaching como resultado de la pandemia de COVID-19?

California

Central California Training Academy4

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

¿Cómo ha cambiado la impartición del coaching como resultado de la pandemia de COVID-19?

California

Departamento de Servicios para Niños y Familias del Condado de Los Ángeles5

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

¿Cómo ha cambiado la impartición del coaching como resultado de la pandemia de COVID-19?

California

Academia de Capacitación del Norte de California6

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

Colorado

Departamento de Servicios Humanos del Condado de Arapahoe7

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

Colorado

Sistema de capacitación en bienestar infantil del Centro Kempe8

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

Colorado

Jefferson County Human Services9

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

Ohio

Child Welfare Training Program10

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

¿Cómo se evalúa el programa de coaching y cuáles son los resultados?

¿Cómo se financia el programa de coaching?

Pensilvania

Allegheny County Office of Children, Youth and Families11

¿Cuándo comenzó el coaching y quién recibe coaching?

¿Qué es el modelo de coaching?

¿Quién desempeña el papel de coach, cuál es el número de casos que atiende y cómo se capacita a los coaches?

Programa de Becas del Título IV-E¹

Academia para la Excelencia Profesional²

Academia del Área de la Bahía³

Central California Training Academy⁴

Departamento de Servicios para Niños y Familias del Condado de Los Ángeles⁵

Academia de Capacitación del Norte de California⁶

Departamento de Servicios Humanos del Condado de Arapahoe⁷

Sistema de capacitación en bienestar infantil del Centro Kempe⁸

Jefferson County Human Services⁹

Child Welfare Training Program¹⁰

Allegheny County Office of Children, Youth and Families¹¹

Departamento de Servicios Humanos de Filadelfia¹²

¿Cómo abordan el coaching algunas agencias de protección infantil?

Programa de Becas del Título IV-E¹

Academia para la Excelencia Profesional²

Academia del Área de la Bahía³

Central California Training Academy⁴

Departamento de Servicios para Niños y Familias del Condado de Los Ángeles⁵