Scheduling your Facilitation Observation
We will be looking at your knowledge on the content, your engagement and facilitation skills, and your ability to deliver material in a concise manner. Essentially, this is a “mock” training based on the standardized curriculum outlined in the Observation Guidelines. Let me know if you have any questions.
Please select from the available dates/times in our calendly.
*Should you need to cancel or reschedule, please communicate with us to let us know within 24 hours prior to your schedule. There is no guarantee of rescheduling an observation if you fail to attend your scheduled observation on the initial date/time.
Preparing for your presentation
Purpose: The purpose of this observation is to help the Workforce Management Development (WMD) team learn more about your facilitation skills and style. It helps us to determine if and/or how we can support your development goals. This observation also allows you to experience a simulation of the type of training you would deliver as a service provider with CWDS.
Instructions: Conduct a 20 to 25 minute “mock” facilitation using the standardized Fairness & Equity curriculum content below. We are no longer allowing applicants to self-select topics. Your delivery should include a clear introduction, a review of the content, and a short activity. Your audience will consist of two WMD team members acting as learners in your classroom. You are encouraged to “make this content your own” through use of examples, stories, activities, and discussion questions to engage learners. Below is the guide for the training content and your corresponding PowerPoint slides can be accessed through this link:
Observation Feedback: You will have an opportunity to self reflect immediately following the conclusion of your facilitation; in addition, you’ll receive feedback from each observer in reference to your preparation, delivery, engagement, and time management skills. The observation will conclude with next steps in the hiring/onboarding process.
Fairness & Equity (training content)
Audience – public child welfare social workers completing new employee training
Learning Objectives:
- The trainee will be able to develop understanding as to the importance of fairness and equity in provision of culturally relevant service interventions.
- The trainee will be able to recognize indicators of disproportionality in child welfare.
- The trainee will be able to develop questions to assess the unique needs of families for delivery of equitable services.
Trainer Guide (use attached corresponding PowerPoint slides)
Slide 1 – Introduction
Slide 2 – Pose the following question to the group: “What is Fairness & Equity”? • Chart the group’s responses.
Slide 3 – Display the images on the slide and facilitate a discussion about the meaning behind the image. Which image demonstrates Fairness (Equality)? Why? (Trainer Point: The image that demonstrates ‘fairness’ is the one where the intervention is the same for all people, regardless of impact.) What is the difference with the image depicting equity? (Trainer Point: The image that demonstrates ‘equity’ is the one where the intervention meets the need of a given individual, in order for all of the individuals to reach a similar vantage point.)
Slide 4 – Summarize the previous discussions about Fairness and Equity. Highlight learning points (on slide) that were not mentioned from the previous discussion
Slide 5 – Read the slide aloud to define the difference between Equity and Equality.
Slide 6 – Pose the question to learners and facilitate discussion. Share statement:
The issue of fairness is not in persons, but in places or systems. Ask how places and systems are unfair.
Slide 7 – Review the definitions of Disparity and Disproportionality. Ask learners what they think contributes to over- or under-representation of certain populations in child welfare? Why is this still a problem, even though people with good intentions work for child welfare and do training on cultural humility?
Slide 8 – Over-representation: When the representation of a given group is greater than their actual representation in the general population. Using the chart, give examples of over-representation. Note how disparity exists across all child welfare outcomes as children move through the system. In particular, point out the disparities for African Americans and Native Americans when compared to white counterparts.
Slides 9 & 10 – What is Fair & Equitable Practice?
Read the content of each slide and select from the following questions to facilitate discussions:
How might privilege impact disparity and disproportionality?
How does privilege relate to economic status/power?
What are some ways that lack of awareness of our power and privilege may affect our assessments, engagement, and interventions with families?
Slide 11 – Closing