Institute for the Advancement of Family Support Professionals (IAFSP) Curriculum Development Overview

Key People & Partnerships

At the Institute for the Advancement of Family Support Professionals (IAFSP), curriculum development is a collaborative, multi-layered process refined over more than a decade. Our approach brings together expert leadership, university partnerships, and real-world practitioners to create high-quality, relevant learning experiences.

Internal Leadership
A Master’s-prepared Director of Education leads all curriculum development efforts (see attached resumé). This role ensures every module is grounded in best practices, aligns with the Institute’s strategic direction, and meets the needs of our diverse learners. Our Creative Director promotes newly released modules through social media, newsletters, and email campaigns, helping learners stay informed and engaged.

University Partnerships
We maintain strong collaborations with two major institutions:

• James Madison University (JMU)
  JMU contributes videography, graphic design, and instructional design expertise. Their continuing education department also offers CEUs for learners who request them.

• University of Kansas (KU)
   KU supports module implementation, testing, platform maintenance, and integration with the KU School of Social Welfare, allowing learners to earn college credit. KU also maintains the proprietary software that powers our Career Compass.

Subject Matter Experts (SMEs)
SMEs play a critical role as reviewers and content creators. They include home visitors, supervisors, quality improvement professionals, and topic-specific experts (e.g., reproductive health). Their insights ensure that content is both accurate and grounded in real-world practice.

Curriculum Development Process

1. Topic Selection & Course Outline
   The Director of Education identifies course topics based on learner needs and available funding. Each proposed topic is reviewed with the Executive Director to ensure alignment with organizational priorities and the Institute’s strategic plan.
    Course outlines are anchored in the National Core Competency Framework to ensure every module supports essential professional competencies. The Director of Education develops the narrative outline in consultation with SMEs and JMU as needed.

2. Storyboarding & Creative Design
   The Director of Education collaborates with JMU staff to create a storyboard based on the narrative outline. Together, they identify opportunities for videography, animation, and interactions to make key concepts more memorable and engaging.
   Scripts are developed to ensure realistic, practical scenarios. 

3. Professional Production
    We use professional actors and voice-over talent to create a polished, high-quality learning experience. Instructional designers ensure all elements reinforce learning objectives and support retention.

4. Learning Supports & Assessments
    Every module includes a downloadable learning guide and resource guide to extend learning beyond the screen.
    Quiz questions are developed to assess comprehension. Learners must complete quizzes to earn a certificate, and results feed into the Career Compass system, which visually maps each learner’s strengths and growth areas.

5. Testing & Launch
    All modules undergo rigorous testing to ensure optimal functionality. IAFSP and JMU collaborate on final quality checks before launch.
   Once released, the Creative Director leads a promotional campaign to share the new module with the broader community.

Module Maintenance & Continuous Improvement

Maintenance is driven by Help Desk data and learner feedback. When an issue is reported:

1. The Help Desk attempts to replicate the problem.

2. If confirmed, the issue is escalated to IAFSP and JMU.

3. JMU diagnoses the problem and provides a timeline for repair.

4. Modules requiring significant work may be temporarily placed “under construction.”

We also analyze assessment data—quizzes, pre-assessments, and certification exams—to identify patterns. If learners consistently struggle with a particular competency, content and test questions are re-evaluated. Every five years, external researchers with Ph.D.-level expertise in home visiting review our data for long-term trends and opportunities for improvement.

Our Guiding Philosophy

• Model Neutrality
   All curriculum is designed to be model-neutral, enabling broad use across home visiting programs and beyond.

• A Diverse Learner Base
   Although home visiting professionals are our primary audience, nearly half of our learners come from fields such as Part C Early Intervention, clinical practice, childcare, preschool, public education, and law enforcement.

• Adult Learning Principles
   Our curriculum leverages adult learning theory—ensuring content is practical, interactive, relevant, and respectful of learners’ existing experience.