The Skill Competencies Tracker can be used in three different ways: 1) by staff as a self-monitoring device; 2) by an outside observer or supervisor to document areas of professional development; and 3) by organizers of professional development activities to document training and development activities provided to professionals and direct support staff. Professional Development: Professional development refers to attainment of skills and knowledge for personal or job growth. Professional development encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences, workshops, discussion forums, and informal learning opportunities situated in practice. It has been described as intensive and ideally incorporating an evaluative component. While the Skill Competencies Tracker is designed to help monitor professional development activities and opportunities, it does NOT ensure mastery of the knowledge or skills outlined within the document. This document is NOT intended nor designed to serve as a formal evaluation tool. It is designed to help the user record and track areas of strength and need in addition to teaching opportunities that may be targeted appropriately. The ultimate goal is proficiency of the Virginia Behavioral Support Skill Competencies. Proficiency is defined as demonstration of the combination of skills, abilities, and knowledge needed to perform a specific task. To demonstrate proficiency, more than participation in a training activity is needed. Training Received - is for the purpose of documenting learning experiences and training activities. From these experiences and trainings the person is able to identify and explain the content and procedures involved in the Skill Competency and begin to apply it in practice. Implemented Skills - is the integration of learning experiences in which knowledge and skills interact and are applied and the person is able to demonstrate the skill in practice. It is at this level where direct teaching and coaching result in demonstrated abilities and staff is beginning to perform the skill independently and with fidelity with questions asked to improve performance and gain clarity. Proficiency Determined - is the consistent and accurate application of knowledge, skills, and abilities. It is in this phase the staff is able to demonstrate the competency with fidelity across people and contexts and can integrate content within a collaborative team framework. It is recommended for staff to be considered proficient that his or her performance is assessed by someone who is skilled and knowledgeable in the content (e.g. supervisor, lead professional, specialist). Documentation of Skills, Abilities, and Knowledge
The Skill Competencies Tracker can be used in three different ways: 1) by staff as a self-monitoring device; 2) by an outside observer or supervisor to document areas of professional development; and 3) by organizers of professional development activities to document training and development activities provided to professionals and direct support staff. Professional Development: Professional development refers to attainment of skills and knowledge for personal or job growth. Professional development encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences, workshops, discussion forums, and informal learning opportunities situated in practice. It has been described as intensive and ideally incorporating an evaluative component. While the Skill Competencies Tracker is designed to help monitor professional development activities and opportunities, it does NOT ensure mastery of the knowledge or skills outlined within the document. This document is NOT intended nor designed to serve as a formal evaluation tool. It is designed to help the user record and track areas of strength and need in addition to teaching opportunities that may be targeted appropriately. The ultimate goal is proficiency of the Virginia Behavioral Support Skill Competencies. Proficiency is defined as demonstration of the combination of skills, abilities, and knowledge needed to perform a specific task. To demonstrate proficiency, more than participation in a training activity is needed. Training Received - is for the purpose of documenting learning experiences and training activities. From these experiences and trainings the person is able to identify and explain the content and procedures involved in the Skill Competency and begin to apply it in practice. Implemented Skills - is the integration of learning experiences in which knowledge and skills interact and are applied and the person is able to demonstrate the skill in practice. It is at this level where direct teaching and coaching result in demonstrated abilities and staff is beginning to perform the skill independently and with fidelity with questions asked to improve performance and gain clarity. Proficiency Determined - is the consistent and accurate application of knowledge, skills, and abilities. It is in this phase the staff is able to demonstrate the competency with fidelity across people and contexts and can integrate content within a collaborative team framework. It is recommended for staff to be considered proficient that his or her performance is assessed by someone who is skilled and knowledgeable in the content (e.g. supervisor, lead professional, specialist). Documentation of Skills, Abilities, and Knowledge
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