Welcome to Field Education At. The Mandel School of Applied Social Sciences. Fall 2010

Transcription

1 Welcome to Field Education At The Mandel School of Applied Social Sciences Fall 2010

2 Especially presented for. Full Time Students with Advanced Standing.

3 Our Goals To provide an Orientation to Field Education in the context of the MSASS curriculum. To share our philosophy, forms & procedures, manuals, and learning contracts.

4 Introducing the Field Office

5 What is Field Education? Affords students opportunities to apply theories, knowledge, skills and values from the classroom to professional practice sites structured to enhance opportunities for skill development.

6 What is Field Education? Provides students with a forum to develop social work skills, integrate & operationalize the values and ethics inherent in professional practice, & confront social & economic injustice as self-reflective, competent developing practitioners.

7 What is Field Education? Our Goal is to prepare graduate students in social work to practice competently. Field Education provides structured, supervised field learning opportunities to integrate and apply the knowledge, skills & values learned in coursework.

8 Field Education is not. Teaching students how to do a particular job in a particular agency. A place to do homework from class. Filling in with a student when the agency is short of staff. Clerical support. A volunteer experience / Slave labor.

9 The Focus in Field Education Is on the student s learning

10 In Field The student will have the opportunity to observe & practice, under supervision, the eight MSASS Abilities in a social service setting. Together with the Field Instructor (agency based) & the Field Faculty Advisor (MSASS based), the student will develop, implement & evaluate an abilities based learning program.

11 Field is important in Integrating the knowledge, skills & values that are core to social work practice, into a concept of oneself as a professional social worker and into a style of practice consistent with the values and ethics of the social work profession.

12 Objectives of Field Education To Acquire a professional knowledge base. To Develop a professional identity as a social worker. To Integrate the knowledge, skills & values that are central to social work practice. To Reflect a practice consistent with the values and ethics of the social work profession.

13 SCHOOL-ORGANIZATION PARTNERSHIP REMAINS OUR CORNERSTONE STUDENT MSASS-BASED FIELD FACULTY ADVISOR ORGANIZATION-BASED FIELD INSTRUCTOR

14 Field Roles & Responsibilities Student Provide FI with syllabi from all courses Schedule and participate in weekly field instruction, including agenda preparation. Arrange and participate in a field conference for each field period. Perform all tasks & activities defined in the learning contract by the designated due date. Submit journal entries during the first semester by the established due dates. Submit time logs or time sheets each month. Attend Field Education Seminar. Complete & submit integrative assignment Complete field hours and field evaluation by designated deadline. Keep copies of all field documents for your records. Notify Field Advisor of any issues/ problems. Consult Field Faculty Advisor regarding any concerns.

15 Field Roles & Responsibilities Field Faculty Advisor Develop working relationships with students and agencies. Participate in Field Conference with student & Field Instructor during each field period. Explore and develop new field sites Be accessible to students and field agencies. Facilitate & offer consultation in all aspects of placement process. Teach Field Seminar course. Review field evaluations and assign grades for field performance.

16 Roles Field Instructor Primary responsibility for student s learning in the field placement to reinforce the student s identification with the purposes, values and ethics of the profession. Foster the integration of research and practice-based knowledge. Promote the development of professional competence. Task Supervisor Assume specific responsibilities for a student s learning on particular assigned tasks, projects, or experiences. The Task Supervisor does not replace the Field Instructor, & must work in collaboration with FI to ensure that the student s learning goals are met & that regular feedback is provided.

17 Field Roles & Responsibilities Field Instructor Orient student to agency Provide regularly scheduled field supervision to each student (min minutes/week) Actively participate in developing Learning Contract & in Field Conference during each field period. Maintain open dialogue with Field Faculty Advisor. Notify ASAP when issues / problems arise NO SURPRISES! Complete Field Evaluation collaboratively with student to meet MSASS deadlines.

18 Field Roles & Responsibilities Task Supervisor (if applicable) Orient student to agency Provide ongoing task supervision to student. Actively participate in developing Learning Contract & in Field Conference. Maintain open dialogue with Field Faculty Advisor & Field Instructor. Notify ASAP when issues / problems arise NO SURPRISES! Provide input to FI & Student on Field Evaluation.

19 Field Roles & Responsibilities For all parties: Adhere to the NASW Code of Ethics; and The MSASS Code of Professional Conduct.

20 Be Your Own Best Advocate Make sure you use this time to your best advantage. Seek assignments that are clear and challenging to help you learn in new areas, and that will help you integrate what you are learning in the classroom.

21 Our Curriculum

22 MSASS Eight Abilities- Our Learning Outcomes Valuing a Diverse World Effective Communication Community-based Social Work Practice Succeeding in the World of Work Critical Thinking Social Work Values and Ethics Advocating for Social Justice Professional Use of Self

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24 ABLE in the Classroom. Course syllabi identify Abilities addressed. Assignments offer opportunities to strengthen Abilities. Students provided opportunities to selfassess and to document learning on various abilities.

25 ABLE in the Field Learning contract directly tied to Eight Abilities. Opportunity to set learning goals congruent with achievement of Abilities Assessment by Field Instructor and Field Faculty Advisor will give feedback on achievement of Abilities and opportunity to set new learning goals

26 Other learning opportunities Learning takes place in many different venues. Student will be encouraged to seek out additional learning opportunities to help achieve competence in practice.

27 Here s how it works.

28 Students with Advanced Standing Advanced standing students have BSW. Go directly to Advanced level courses. Generally can finish master s degree in 12 or 18 months. Complete field seminar in first semester.

29 Students with Advanced Standing Typically have one placement for all three semesters. The placement must be designed to provide for increasingly advanced levels of practice beginning at the generalist level and progressing to the advanced level.

30 Two Concentrations Community & Social Development Direct Practice

31 Community & Soc. Development indicates the importance of community in understanding the context of social challenges and opportunities and as a critical component to lasting solutions. for students who are interested in promoting social change and social justice in communities and societies in both the domestic and international arenas.

32 Community & Soc. Development Students will focus on the community and policy level rather than directly on individuals & families. Issues that are addressed include globalization, poverty, inequality and oppression, cultural diversity, women s issues, and human right concerns.

33 CSD Core Courses CSD I: Strategies for Assessing, Bldg and Organizing Community. CSD II: Strategies for Designing & Implementing Community and Social Change. Legislative & Political Processes Community & Social Development Perspectives Analytic tools for Community Social Development Resources for Community and Social Development

34 Direct Practice Concentration Prepares students to address complex human needs in the context of an evolving practice environment. Focuses on skill development and fosters the integration of knowledge about diverse populations and problems as they occur in a variety of practice settings.

35 Direct Practice Concentration 5 Specializations Aging Alcohol & Other Drugs Children, Youth & Families Health Adult Mental Health Child & Adolescent Mental Health

36 Direct Practice Concentration Two Core Courses Problem Identification, Screening, and Assessment / Diagnosis Theory / Practice Approaches in Direct Practice Social Work

37 Direct Practice Concentration Each Specialization 2 additional required courses 3 electives

38 International Travel & Study Courses

39 Field Education Curriculum Students should be able to demonstrate foundation or advanced levels of competence in each of the Eight Abilities at the end of their Foundation & Advanced practica. Field Instructors & students must select student learning activities that provide students the opportunity to develop and demonstrate competencies identified.

40 Field Learning Opportunities Often requires that student be exposed to multiple levels of the organization and have a variety of assignments. Should be progressive and allow for students to develop higher levels of skills within each field period.

41 Advanced Level Placements Should provide learning opportunities in each of the Eight Abilities at the advanced level. Aim is to help student develop advanced level skills in her or his area of specialization. Should have indepth learning opportunities in student s area of concentration / specialization.

42 Advanced Level Direct Practice Placements Should provide opportunities for students to develop competence at all stages of the social work process (Engagement, Assessment, Planning, Intervention, Evaluation & Termination) Students should be exposed to practice at a variety of levels individual, family & group.

43 Advanced Level CSD Placements Should provide opportunities for students to develop competence at all stages of the social work process (Engagement, Assessment, Planning, Intervention, Evaluation & Termination) Students should be exposed to practice at a variety of levels group, organization & community.

44 How do you show what you know? Must also determine how competence in the Ability will be demonstrated. Must make outcomes measureable.

45 Details

46 What s on the Field Website?

47 Field Education web page All Field Related Forms (Word and pdf formats) Field Manual Field Calendars Field Related Resources Important Links.

48 Field Hours Hours 602, 603, hours in agency + 24 hours in professional development Hours must be spent in meaningful field learning activities that are in the Student s Learning Contract.

49 Your Required Field Periods. As an Advanced Standing student beginning Fall hours Fall hours Spring hours Summer 2011 OR Fall 2011

50 Professional Development Each semester a portion of your field hours are spent in professional development. 24 of the 336 hours of field for each semester. Goal is to strengthen you in your role as a life long learner. Learning must occur in a group setting with the opportunity for real time interaction. Learning goals must connect to content areas which are salient to the social work profession

51 Professional Development Hours Encourage you to participate in colloquia, special lectures, etc. at MSASS. May also participate in Mandel Council activities (if reflected in the student s learning contract). Can include agency/community based opportunities. Document on Professional Development log.

52 Tracking Hours Student responsible for completing all required hours of Field Education. Must make up hours missed due to illness, vacation, etc. Plan to be developed by student, Field Instructor, Field Faculty Advisor. Time Sheets with Field Instructor s signature must be submitted monthly.

53 Banking Hours May bank hours from fall to spring semesters with approval of field instructor & field faculty advisor. 12 month advanced standing students may also bank hours from spring to summer semesters. See manual for specific information.

54 User s Guide to Learning Contract & Evaluation

55 Learning Contract & Evaluation Abilities based Designed to be completed electronically using Adobe Acrobat Professional 9.0. (Students have access to this software for free through CWRU) Must have original signatures

56 Learning Contract Two Functions.. Plan for learning during the semester. Completed in the first third of the semester. Evaluation Evaluation of learning at the end of the semester.

57 Learning Contract The Learning Contract For Field Conference early in field period Select tasks based on student s learning needs Do NOT need to select ALL tasks. Add others if appropriate. Develop implementation plan prior to field conference. Implementation plan 601 and 603 Implementation of advanced tasks for 602 and 604.

58 The Evaluation Field Evaluation Complete at the end of the field period. Describe what you ve learned at end of 601 & 603. Evidence of integration into practice at end of 602 & 604. Ratings completed by Student & FI Comments on student ability completed by FI.

59 Ratings for each task Exceeds expectations Meets expectations Marginal performance Does not meet expectations No opportunity to undertake this assignment.

60 Modal rating should be Ratings

61 Summary Statements Student describes pivotal learning experience, it s impact on practice & implications for future learning. FI describes notable accomplishments and challenges to student s learning, assesses evidence of integration into practice & readiness to move to next level of practice.

62 Small Group Exercise Break into small groups Share with each other your field placement sites. Select one person from the group to model. Define the educational plan. Develop tasks for a section of the learning contract.

63 Will meet for 4 sessions. Field Seminar September 20, October 4, October 25, November 22 Your seminar attendance will count for your PD hours or field placement hours for the fall semester. Two main assignments: Field Journals (3) Integrative Assignment

64 Field Education Grading Grades assigned by Field Faculty Advisor based on review of: Student s self assessment Successful completion of required field hours, written assignments, attendance & participation in field seminar, learning contract & evaluation in compliance with specified due date. Field Instructor assessment and recommendation Field Faculty Advisor assessment.

65 Pass Field Education Grading Meets or exceeds expectations in all aspects of Field Education. No Pass Does not meet expectations for Field Education. Incomplete Student is unable to meet requirements due to extenuating circumstances; or Field performance is of sufficient concern to warrant a remediation plan to provide additional evidence of satisfactory performance.

66 For Every Field Period. Schedule Field Conference early. Prepare Learning Contract. Agree on learning tasks during Field Conference. Assure 1 hour of protected field instruction time weekly. Submit completed time sheet monthly. Report any changes / challenges to Field Faculty Advisor immediately. Submit completed evaluation by specified due date.

67 Important Information About Deadlines!!!!

68 Field Deadlines All Field Materials must be in on time each field period or you will receive a No Pass!!! We will not remind you. It is the student s responsibility to be mindful of all due dates.

69 Questions?

70 Next Steps For Students Make sure your placement has been finalized. You should begin Field the week of August 30 th. Make sure to schedule Field Conference early.

71 Enjoy, Be Challenged, Learn