There are pre-implementation materials to measure organizational or provider readiness for Teaching-Family Model (TFM) as listed below:

Please contact the Teaching-Family Association via the website or directly via the Executive Director at michele@teaching-family.org

There is formal support available for implementation of Teaching-Family Model (TFM) as listed below:

The Teaching-Family Association provides extensive support to all agencies, programs, administrators, and to support and direct care staff in their implementation of the Teaching-Family Model (TFM). For all organizations seeking accreditation, support is required.

• Scheduled training and consultation
• In-person access, including first-hand observations and staff/client interviews
• Technical support, including written resources, summary reports, feedback regarding areas of strength and those areas in need of further development/improvement, data and outcomes reviews, critical incident prevention and response, and consumerism
• On-call support related to implementation, often available 24-hours a day

TFM is an organizational transformation model, built on systems of facilitative administration, training, support and supervision, and quality assurance through program and staff evaluations and assessments. Fidelity in implementation is critical and is paired with the training of program staff on-site to build sustainability and consistency. Programs seeking accreditation by Teaching Family Association must provide one year of data posttraining to demonstrate fidelity in all TFM Standards. Formal support is typically anywhere from 12–24 months based on the individual needs of the agency working on implementation.

Formal program evaluation and effectiveness are assessed via a completed application for initial accreditation which entails a comprehensive review of data, outcomes, materials, training, support, evaluation, and all practices associated with implementation and fidelity across all TFM standards. Following receipt of the application for accreditation, an on-site assessment is conducted by a team of reviewers all trained and vetted through Teaching Family Association’s Accreditation and Ethics Committee and overseen by the Board of Directors. Reviewers undergo many years of rigorous training, demonstrating reliability and fidelity in the process and in measuring and evaluating TFM Standards.

Agencies desiring TFM training without accreditation can work with a qualified trainer to secure this training. This also requires ongoing, regular support and assistance to measure and manage fidelity and effectiveness.

There are fidelity measures for Teaching-Family Model (TFM) as listed below:

The Teaching-Family Model (TFM) has a written set of Standards and Ethics. TFM Standards include Goals, Systems, and Elements. There are 78 Indicators across the Standards, each one measuring the fidelity of implementation at the agency, across its programs, and of staff. First-hand observations, training, supervision, staff development, evaluation, consumer satisfaction records, interviews with external consumers (clients, families, partners, stakeholders, and other involved persons/agencies) and internal consumers (agency-wide staff, Boards, others) are all required. Demonstration of all Standards to criteria (using a 4-point rating scale) is required.

Additional information can be obtained by contacting the Executive Director, Michele Boguslofski, at michele@teaching-family.org.

There are implementation guides or manuals for Teaching-Family Model (TFM) as listed below:

As a full organizational and system-driven model, the Teaching-Family Model (TFM) builds rigor, consistency, and sustainability into all training and implementation processes. This begins immediately, at the time an agency expresses interest. Implementation is required from a 360-degree perspective. Members of the Board of Directors are engaged, as are agency leaders and supervisors. Feedback and information from stakeholders, partners, contractors, and other external parties is included in the initial assessment and at regular intervals throughout TFM implementation and accreditation.

Specific skill development for staff is designed and managed in service delivery plans, individualized care and service plans for clients, ongoing and in-service training, evaluation processes and data, and cultural competencies including trauma-informed environments, voice and choice for clients, consumer questionnaires, and a list of other related implementation-specific strategies and guidelines. The TFM is involved in ongoing Implementation Science research to maintain and build upon implementation success including fidelity, effectiveness, and long-term sustainability.

Research has been conducted on how to implement Teaching-Family Model (TFM) as listed below:

The Teaching-Family Model has more than 50 years of research in the areas of implementation, feasibility, and sustainability:

Fixsen, D., Blasé, K., Timbers, G., & Wolf, M. (2007). In search of program implementation: 792 replications of the Teaching-Family Model. The Behavior Analyst Today, 8(1), 96–110. https://doi.org/10.1037/h0100104

Additionally, the Teaching-Family Model is actively engaged and is a participatory organization in implementation science with Dr. Lisa Saldana (Oregon Social Learning Center).