Field Learning & Community Partnerships
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1 Field Learning & Community Partnerships FIELD LEARNING EVALUATION: PROFESSIONAL FOUNDATION (FIRST YEAR) MID-YEAR EVALUATION FINAL EVALUATION Student: Field Instructor: Agency: Faculty Advisor: Brief Description of Agency: Learning Opportunities Available to Student: A. Direct Practice Assignments Briefly describe the student s clients and the service provided (Intake, Advocacy, Case Management, Individual, Family, Group Counseling, Information & Referral, Collateral Contacts, etc.) B. Assignments in agency and community (e.g., Resource Development, Program Planning, Outreach, etc.) C. Other Learning Opportunities (Meetings, Seminars, Consultations, etc.) 1
2 D. Special factors which may have had an impact on student s learning experience (e.g., unique learning opportunities, difficulty developing a caseload, change in field instructor, etc.) RATING SCALE POOR FAIR GOOD VERY GOOD OUTSTANDING Guidelines for evaluation scale: Very applicable = Performance is generally unacceptable. = Student has only beginning understanding of the skill and as yet performance is generally uneven. = Performance meets expectations for students at this level and continuing improvement is demonstrated. = Performance is well beyond expectations for students at this level with few gaps. = Performance is exceptional and the skill is an integrated part of the student s practice. = The student has not had the opportunity to demonstrate the skill. 2
3 I. WORK WITHIN AGENCY AND COMMUNITY 1. Carries out a range of social work roles, e.g., case manager, advocate, mediator, counselor N/A 2. Sustains disciplined, professional relationships with colleagues and members of the service community N/A 3. Functions as a member of a team and of the agency N/A 4. Utilizes agency services on behalf of clients N/A 5. Understands agency s mission, goals and function and role of agency within social welfare system N/A 6. Understands and works within organizational structure of agency N/A 7. Utilizes entitlement programs and community resources N/A 8. Seeks to understand the communities to which client population and agency belong N/A 9. Adjusts preconceived notions regarding social work role to meet agency purpose and client need N/A 10. Organizes, prioritizes, and meets workload demands N/A 11. Understands and meets administrative requirements including documentation N/A 12. Organizes information and presents material in clear oral form N/A 13. Organizes information and presents material in clear written form N/A 14. Recognizes the affect of policy on social work programs and practice N/A 15. Planning, Organization and Provision of Services (POPS) Project a. Attempts to analyze the organization/community in the interest of enhancing client services N/A Very b. Has identified an appropriate gap in services or community need to address through the POPS Project N/A c. Has assumed new or enhanced professional roles, e.g., change agent, systems negotiator, troubleshooter, through the POPS Project N/A d. Has implemented the proposed POPS Project and evaluated its effectiveness N/A 3
4 II. KNOWLEDGE AND SKILL IN DIRECT SERVICE TO INDIVIDUALS, FAMILIES & GROUPS 1. Understands the ways in which biological, psychological, developmental, socioeconomic and environmental factors may affect an individual, family or group N/A 2. Appreciates the significance of racial, ethnic, cultural, religious, gender, disability and sexual orientation factors in understanding clients N/A 3. Conveys sensitivity to and non-judgmental acceptance of clients of different races, ethnicities, cultures, religions, abilities, ages, genders and sexual orientations N/A 4. Shows commitment to social and economic justice in assessing and intervening with clients N/A 5. Appreciates the significance and impact of oppression, discrimination and poverty on individual, family and community life N/A 6. Uses a broad understanding of diverse individuals, families and larger systems in the selection, planning and application of interventions N/A 7. Distinguishes between fact and inference in evaluating data N/A 8. With guidance, can formulate plans appropriate to: client strengths and limitations; presenting problem; and agency function N/A 9. Prepares appropriately prior to client encounter N/A 10. Listens to clients thoughts, feelings and perceptions of presenting problem N/A 11. Supports clients self-determination N/A 12. Explains agency s purpose, policies, procedures and role of social worker to clients N/A 13. Considers appropriate tasks for self, client and others N/A 14. Engages clients in a contract of mutually agreed upon goals N/A 15. Renegotiates the plan with clients as needed N/A Very 4
5 Very COMPLETE THIS SECTION ONLY IF STUDENT IS WORKING WITH FAMILIES SKILLS SPECIFIC TO FAMILY WORK 16. Elicits problem definition from individual family members N/A 17. Communicates respect for each member s viewpoint N/A 18. Addresses differences in perception among family members N/A 19. Detects and addresses patterns of family interaction N/A 20. Identifies cultural aspects of family dynamics N/A 21. Maintains a neutral stance avoiding collusion with individual family members N/A 22. Considers application of family theory to practice N/A COMPLETE THIS SECTION ONLY IF STUDENT IS WORKING WITH GROUP(S) SKILLS SPECIFIC TO GROUP WORK 23. Facilitates member-to-member interaction N/A 24. Defines group s purpose and goals with group members N/A 25. Fosters group cohesiveness and group identity N/A 26. Identifies commonalities and differences among group members N/A 27. Collaborates consistently and effectively with co-leaders, if any N/A 28. Considers application of group work theory to practice N/A 5
6 III. PROFESSIONAL ROLE AND ETHICS 1. Understands and practices in accordance with the NASW Code of Ethics N/A 2. Considers ethical issues/dilemmas, their implications for practice and appropriately seeks consultation N/A 3. Is aware of own values and biases and prevents/resolves their intrusion into practice N/A 4. Considers effectiveness of own practice N/A 5. Is aware of own gaps in knowledge and seeks additional relevant knowledge, including professional literature N/A 6. Applies research to practice (e.g., research on practice effectiveness) N/A 7. Understands that professional development is an ongoing process N/A Very IV. USE OF FIELD INSTRUCTION 1. Submits process recordings in a timely manner N/A 2. Process recordings are thorough N/A 3. Reflects upon interventions and considers alternatives N/A 4. Takes an active role in the learning process N/A 5. Follows through on supervisory recommendations N/A 6. Is open to addressing problems encountered in work N/A 7. Is receptive to constructive criticism from field instructor N/A 8. Is able to carry over learning from one situation to another N/A 9. Demonstrates beginning professional self-awareness N/A 10. Is aware of own role in the learning process N/A 6
7 IV. USE OF FIELD INSTRUCTION (continued) 11. Evaluates own work in a self-reflective manner N/A 12. Is able to modify work as learning proceeds N/A 13. Appropriately utilizes other sources of supervision and consultation, (e.g., task supervision) N/A 14. Seeks additional learning opportunities N/A Very PLEASE SUMMARIZE YOUR ASSESSMENT OF THE STUDENT S PERFORMANCE IN FIELD PLACEMENT: (Attach additional pages if necessary) 7
8 BASED ON YOUR ASSESSMENT OF THE STUDENT S PERFORMANCE AND POTENTIAL FOR FURTHER PROFESSIONAL DEVELOPMENT: AT MID-YEAR EVALUATION, INDICATE YOUR PLANS FOR THE NEXT SEMESTER. AT FINAL EVALUATION, INDICATE YOUR RECOMMENDATIONS FOR FUTURE LEARNING AND DEVELOPMENT. Field Instructor Signature: Date: Student Signature Date: 8
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