Evaluation of training content by expert judgment the north carolina curriculum review project
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Evaluation of Training Content by Expert Judgment: The North Carolina Curriculum Review Project. Dr. Elizabeth Lindsey UNC Greensboro Department of Social Work. N.C. Curriculum Review Project. In-depth curriculum review of 2 or more curricula by trainers and curriculum developers including

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Evaluation of Training Content by Expert Judgment: The North Carolina Curriculum Review Project

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Evaluation of training content by expert judgment the north carolina curriculum review project

Evaluation of Training Content by Expert Judgment: The North Carolina Curriculum Review Project

Dr. Elizabeth Lindsey

UNC Greensboro

Department of Social Work


N c curriculum review project

N.C. Curriculum Review Project

  • In-depth curriculum review of 2 or more curricula by trainers and curriculum developers including

    • Reading curricula

    • Attending training

    • Completion of a Global Template that identifies important elements for review

  • Comparison of curriculum content with policy and other curricula

  • Facilitation of review process by university consultant


Purposes of curriculum review

Purposes of Curriculum Review

  • Ensure child welfare curriculum adherence to policy

  • Identifying instances of inconsistency or unnecessary duplication between curricula

  • Documenting how training addresses CSFR outcomes and other elements of interest as well as gaps in training

  • Assessment of attendance and satisfaction data for specific training courses


Precipitants of curriculum review

Precipitants of Curriculum Review

  • Reorganization of training system in 1998, including addition of many new courses

  • Child welfare reform

    • Multiple (Alternative) Response System based on 7 specific strategies

    • Application of family-centered and system of care principles to child welfare practice

  • Training as systemic factor in CFSR reviews


Global template

Global Template

  • Evaluation of specific elements for each curriculum

    • Family-centered principles of partnership

    • Diversity

    • CFSR outcomes

    • MRS strategies

  • Comparison of competencies and learning objectives between curricula

  • Participant satisfaction data

  • Training attendance data

  • Other elements

    • Overlap, redundancy

    • Language and terms

    • Policy

    • Practice


Process of curriculum review

Process of Curriculum Review

  • Training manager identifies curricula to be reviewed and reviewers

  • Facilitator convenes meeting to discuss process, facilitator takes and distributes minutes

  • Reviewers

    • receive and review copies of all curricula

    • attend trainings (participant/observer)

    • complete Global Template on all curricula

  • Entire work group meets to discuss the reviews and agree on modifications

  • Reviewers

    • revise Global Template with feedback

    • revise curricula and submit to training manager

  • Facilitator writes final report, including final versions of Global Templates


Inconsistency where when and how to interview children

Inconsistency: Where, When, and How to Interview Children

  • Forensic approach

    • Court as a primary client

    • Tends to “err” on side of child safety

    • Children interviewed “alone” (outside the vicinity of parents)

  • Family assessment approach

    • Family as primary client

    • Tends to “err” on side of parents

    • Children can be interviewed “alone” (in another room than parents)


Recommendations

Recommendations

  • Clarify how CFI fits into overall family assessment and how social worker makes judgment about when, where, and how to interview children

  • Clarify when different approaches to interviewing children are most appropriate

  • Change language in one curriculum because same language is used differently in the other


Family centered meetings and shared parenting

Family-Centered Meetings and Shared Parenting

  • Confusion about various meetings

    • Family-centered meetings (FCMs)

    • Child and Family Team Meetings (CFTMs)

    • Team Decision-making Meetings (TDMs)


What is shared parenting

What is shared parenting?

  • Is it a meeting or a process?

  • Initial meeting cannot occur during a Child and Family Team Meeting because purpose is relationship development

  • First CFTM takes time to organize; SP meeting must be held within 7 days of placement

  • After initial SP meeting, CFTMs can be considered as a part of the SP process


Policy recommendations

Policy Recommendations

  • Policy should more clearly define and describe shared parenting

  • Policy should clarify that SP contacts can be made at CFTMs as long as purposes of SP are addressed (but not initial SP meeting)


Curricular recommendations

Curricular Recommendations

  • Need to combine 2 curricula dealing with working with foster parents

  • Clarify relationship between CFTMS and shared parenting

  • Add strategies for operationalizing family-centered principles

  • Add practical material on how to “do” shared parenting

  • Documentation


Benefits of curriculum review

Benefits of Curriculum Review

  • Brings together different perspectives

  • Highlights misunderstandings of concepts, terms, policy

  • Opportunity to resolve tensions around practice differences

  • Highlights needs for policy clarification

  • Highlights instances when same activities and/or handouts are used in trainings


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