Field Instructor Training: From Classroom to Practice

Tarleton State UniversitySocial Work Program

Fall, 2012

Field Instructor Training:From Classroom to

Practice

Module 1:Describe the need for field instructor trainingDefine the mission and principles of the TSU

Social Work Program and purpose of field education in the practice application of the curriculum

Demonstrate understanding of the importance of the field instructor in the professional development of students

Articulate the requirements of practicum regarding field instructor verification of credits and hours, supervision, and documentation

Training Objectives

Module 2Describe the importance of the agency orientationDefine the elements of a successful agency

orientation Identify strategies for incorporating these elements

into instruction and supervisionModule 3

Describe the impact of learning styles on the supervisory relationship

Define the characteristics of different learning stylesIdentify strategies for adapting participants’

learning styles to meet the needs of students

Training Objectives

Module 4Articulate the purpose and rationale behind the

Learning ContractDescribe ways to assess students for learning

activities that meet practicum objectivesDefine and apply the elements of writing

behaviorally specific learning goals in the contract Identify strategies for utilizing the learning

contract in ongoing supervision and evaluation

Training Objectives

Purpose of Field Instructor Training (Module 1)

Mission of Field Education (Module 1)Conducting an Agency Orientation (Module 2)Integrating Adult Learning Styles (Module 3)Developing an Effective Learning Contract

(Module 4)

Training Contents

Purpose of Field Instructor Training/Understanding

the Mission of Field Education

Module 1

Designed to provide agency-based field instructors with up-to-date and specialized knowledge and skills necessary for effective field education and supervision.

Training is required for any social work practitioner providing supervision to social work students.

Field education is ‘the signature pedagogy of social work’ as deemed by the accrediting body, the Council on Social Work Education.

Educational Policy and Accreditation Standards guidelines mandate that social work programs provide orientation and field instruction training to agency-based field instructors.

Field supervision requires advanced training due to a teaching element.

Purpose of Field Instructor Training

Being proficient with social work skills does not indicate expertise in teaching that skill.

Many studies have been conducted to identify the knowledge and skills necessary for effective field supervision.

Training models are being developed to reinforce field instructors’ focus on the development of student educational competencies in the practicum.

Transition from Practitioner to Educator

Field Education is the capstone of social work education

Students learn by doing, under the supervision of an experienced practitioner trained to instruct

Students apply social work knowledge and skills obtained in classroom

Goal of field practicum is for students to successfully integrate theory into practice

Field practicum prepares students to begin social work practice within an agency setting

The Mission of Field Education

The role of the field instructor is that of social work educator (hence, educator in the field)

The supervisory style and characteristics of the field instructor have a significant impact on students’ evaluations of the instructor and the placement experience

The quality of the field instructor is the most significant factor affecting students’ satisfaction with the field placement

Field Educator

to significantly influence the education and training of a future social worker;

to influence all of the student’s future interactions with clients;

to play a role in shaping the future of social work practice and our profession

Benefits of Field Educator

create learning opportunities for students to integrate theory and practice

teach students how to practice social work, NOT how to do a particular job in a particular agency

help students learn how to use social work skills effectively teach how to use social work knowledge and values to inform

their actions demonstrate understanding of how to use knowledge, values,

and skills for effective practice, help students see how to apply these abilities to any practice

setting: how to engage a client, how to build rapport, how to set goals, how to develop tasks to reach those goals, effective and ethical practice

Challenges

first task: to create a vision of the qualities and characteristics the student should attain by the end of the placement

immediate vision: helping the student apply all of his or her knowledge to a practice setting

larger vision: instructor’s role in the life and professional development of the student, and their client’s well-being

Field Education Vision

Instructors must understand and incorporate the mission and principles of the TSU Social Work Program and its course curriculum

Review TSU Social Work Program mission and curriculum

Identify ways into the agency mission relates to Social Work Program curriculum

Students should give instructors a copy of each course syllabus to aid understanding

Mission of Social Work Program and Curriculum

Student activities should match practicum learning objectives, which are developed from TSU Social Work Program curriculum objectives

Instructors legally obligated for work of student; need to insure adequate instruction and supervision of practice

Student Tasks to Match Curriculum Requirements and Student’s Abilities

Instructors are expected to support and reinforce the Social Work Program’s program goals: Engage in evidence-based entry level social work practice with individuals,

families, groups, communities, and organizations within a multicultural society Practice according to the principles, values, and ethics that guide the social

work profession Influence social policies with the goal of alleviating poverty, oppression, and

social injustice as well as advocating for human rights Identify and affect the biological, psychological, social, spiritual, and cultural

functioning of people Practice from a culturally-sensitive perspective which recognizes and

appreciates diverse cultures, particularly those that differ from one’s own

Help students incorporate these in practice by: Assessing agency’s integration of these goals Asking the student to compare agency and social work program missions and

the status in meeting both missions Encouraging dialogue about challenges and differences between the idea and

the read; ways to influence change

Incorporating Program’s Goals

Student activities = practicum learning objectives= Social Work Program curriculum objectives

Instructors legally responsible for work of student; insure adequate instruction and supervision of practice, documentation

Activities to Match Curriculum Requirements and Ability

BSW: Undergraduate majorGeneralist practice with micro, mezzo, macro

level assessments, interventions, evaluationPracticum Credit Hours

450 total hours (225 per semester; 16 hours per week)

Practicum Credit RequirementsTo be completed with Practicum Instructor: Individualized Learning Contract: tasks designed to build competencies Weekly instruction and supervision: to monitor progress, provide time for reflection &

feedback First Semester Mid-Term & Final Evaluation & Second Semester Final Evaluation:

to describe and rate progress towards competencies, development Evaluation cover sheet: signatures, hours, & recommendation submitted to field faculty

TSU Baccalaureate Social Work Program

New CSWE standards to better categorize necessary social work skills and practice behaviors

Ten competencies are incorporated into new Learning Contracts and Evaluations, each with detailed practice expectations

Foundation focus: generalist practice at micro/mezzo/macro levels; professional roles, behavior, ethics

BSW Competencies

Practicum education requires a three-way partnership: student, placement agency/field instructor, field faculty

Roles and Expectations focus on need for communication, coordination, understanding of Practicum as a class in which all have responsibilities and involvement

Expectations of Agencies focus on need for agency to support Field Instructor and provide a positive learning environment

Partners In Education

Conducting an Effective Agency

Orientation

Module 2

A student’s first few days in a social work agency can set the tone for many months to come.

(Some) Research Findings:1. Research indicates that students benefit

from agency orientation activities.2. Students who participate early in the

placement in activities designed to orient them to the agency, report that these activities enhance their field experience (Knight, 2001);

Importance of an Agency Orientation

3. Students who find the agency orientation helpful are more likely to believe their field instructor is helpful (Knight, 2001);

4. The majority of students who are given reading materials about their agency in the beginning of the placement report that these materials enhance their learning experience (Knight, 2001).

5. Students who have positive initial impressions of their field agencies have higher levels of overall satisfaction upon completion of the field placement (Fortune, 2001).

Importance of an Agency Orientation

Before Your Student Arrives Prepare the physical location of where the student

will be placed. a desk, phone, office supplies, etc.; at a minimum, access to a quiet workspace and all equipment

needed to do professional work.Communicate to other staff members the role and purpose

of your student. other staff members should understand that the student is not in the

agency to make copies, run errands, etc.Research on student satisfaction with field placements

indicates that students want to feel like a part of the agency and want to be treated like a professional (Fortune & Abramson, 1993).

Guidelines for Agency Orientation

Conduct a Tour of the AgencyHelp students become familiar with the physical

layout and departments of the agency.Introduce students to important staff members as

part of the tour. administrative support, other social workers, the director of the social service aspect of the agency, key personnel in other units having contact with social

work.

Guidelines for Agency Orientation

An effective agency orientation should include information addressing each of the following areas, and can be included in an information packet or given verbally:

1) Important Policies and ProceduresAgency dress codeParkingHours of work, overtime expectations, and flexibility of

hoursTimes and dates of staff meetingsPolicies regarding transportation of clientsReimbursement procedures for expensesEmergency contact informationPolicies and procedures related to social work activities

Information to Include in Agency Orientation

2. Agency Description:

Written materials that can be provided to and reviewed with the student:

Clientele the agency servesEligibility requirementsTypes of services providedServices that are not providedThe role of the social worker in the agencyOrganizational structure of the agencySources of funding and revenue for the agencyAccreditation standards or other regulatory

requirements

Information in Agency Orientation

3. Identification

How students will identify themselves to clients and on written documents;

Undergraduate students should not identify themselves as social workers. Graduate students with undergraduate social work degrees can identify themselves as social workers in graduate training.

Develop a title with your student that accurately reflects the student’s role.

In all cases, it should be clear that the student is not an employee of the agency. Clients should understand that the student is practicing under supervision of a social worker.


4. Confidentiality

Provide specific information for your student about confidentiality and potential disclosures of confidential information. If in a clinical setting, HIPPA regulations should be

described.

Most students understand general guidelines about confidentiality, but many will still have questions about specific situations.


Information in Agency OrientationConfidentiality (cont)

Do not assume that a student knows how to manage conflicts about confidentiality especially when pressed by authorities to divulge

information.

Be sure the student knows to ask you about any concerns or questions regarding confidentiality as they arise.

Provide specific examples of situations that could involve confidentiality issues and guidelines for managing these events.

5. Safety

Talk to your student about any safety precautions applicable to your agency or the surrounding area.

Many students beginning their placements have concerns about conducting home visits. This is a good opportunity for student to learn about

specific safety policies and practices.

If your agency has a security officer, arrange for the student to meet with him or her to learn about agency protocol, warning signs, prevention, and other questions.


6. Agency Terminology

Provide your student with a glossary of agency abbreviations or terminology, particularly as they start to read agency files and reports.

Clarify exact definitions and use of critical terms like ‘stat’ and ‘Code Red’, as well as how to respond to priority communications.


7. Making Referrals

Provide your student with information on how to locate and make referrals to community partners and resources.

Students can be given an orientation assignment of developing a resource packet to assist them and future students throughout the placement


8. The Supervisory Relationship

Ask the student about:Their style of learning and

communicationsPrevious supervision experiences, pro and

con;What they expect and need from

supervision;Cultural differences as possible factors in

communications


The Supervisory Relationship (cont)Tell the student about your expectations for the

supervisory relationship, including: Your style of supervision Roles and responsibilities for you and the student Your vision of the working relationship Your availability for scheduled and unscheduled

supervision Whom the student should contact when you are not

available Guidelines regarding assignments and submission

deadlines A tentative overview of how you see the placement

progressing Coordination and communication with any additional

practicum instructors or task supervisors (others involved in student learning but without BSW or MSW degrees).


If you share instructional responsibilities with another BSW or MSW field instructor or an agency task supervisor (an agency staff member involved in student learning but without a BSW or MSW degree):

Insure that you and the other supervisor or field instructor have met or talked about joint planning, expectations, monitoring of progress, and ways to share feedback with the student.

Coordination of Supervision

Develop clear lines of responsibility, authority, and reporting requirements for each of your roles;

Check frequently with the student and colleague to monitor effectiveness.

Insure the student to be open about any conflict arising with different perspectives or management styles;

Help student focus on positive aspects of learning from others.

Coordination of Supervision

Students are provided with two copies of the syllabus for both SWK 422 Field I and SWK 423 Field II along with assignment sheets and descriptions; one copy they keep and the other they are asked to provide to you.

These assignments are designed to coordinate with field experiences to enable them to apply classroom learning in their practice.

Please review these assignments. You must sign them before they are turned in. You have the authority to ask the student to modify the information they have included to complete the assignment.

Assignments for Field Seminar

Adult Learning

Module 3

Learning style differences have an influence on both students’ and field instructor’s perceptions of the field placement

Adults have specific learning needs that differ from the learning needs of children

The relationship between field instructors and students can be enhanced by recognizing and responding to learning style differences early in the placement.

Research Findings on Adult Learning Theory and Styles

Adults have a need to be self-directed Adults prefer to learn through experience

rather than passivelyAdult learners are motivated to learn what

they perceive to have real value and applicability in their lives

Adult learners must have immediate opportunities to practice

Principles of Adult Learning

Each student will have a different orientation to learning: a learning style

Learning styles refer to different ways individuals receive & process information

Learning styles differ among individuals and among cultures

Several models follow to illustrate different ways of thinking about learning

Learning Style Characteristics

VARK: -visual, auditory, reading, kinesthetic

Myers-Briggs Type Indicator / Paragon introversion or extroversion intuition or sensation thinking or feeling judging or perceiving

Learning Style Models

Kolb’s Learning Theory: Abstractness or Concreteness Reflection or Activity

Abstract Conceptualization (AC) - learning by thinking

Active Experimentation (AE) - learning by doing Concrete Experience (CE) - learning by feelingReflective Observation (RO) - learning by

reflection, watching, and listening


Gardner’s Theory of Multiple IntelligencesLinguistic Intelligence Musical Intelligence Logical-Mathematical Intelligence Interpersonal Intelligence Spatial IntelligenceIntrapersonal Intelligence Bodily-Kinesthetic Intelligence


Learn best from information they can see or read

Prefer written instructions; remember information they read

Prefer visual aids to accompany verbal instructions

Learn how something is done through theobservation of others

Enjoy information that is presented visually

Visual Learners

Need to hear information to retain itPrefer verbal instructions over written

materialsRemember information through verbal

repetitionPrefer to discuss ideas aloud in order to

further process informationEnjoy group discussions and activities

Auditory Learners

Prefer to learn through experienceObtain the greatest benefit by participation in

an activityRemember information that they experience

directlyEnjoy acting out or recreating situations,

such as role playingEnjoy hands-on activities that involve active,

practical participation

Kinesthtetic Learners

What kind of learner and teacher are you?

Incorporate characteristics of different learning styles in your teaching;

recognize and respond to the learning needs of each individual student,

particularly when your student has a different learning style than your own.

Adapting Your Learning Style

Variety of visual materials to facilitate learning process. reading materials about the agency, client population,

and interventionsDemonstrate how something is done, rather than

telling; Visual learners prefer to learn by observation

before performing the task independently. Allow students many opportunities to observe others.

Provide written instructions and encourage students to take notes during supervision sessions.

Visual learners are easily distracted by noise. find a quiet place for students to work; keep the

environment quiet

Teaching Strategies for Visual Learners

Rephrase important points to increase understanding.

Ask students to discuss in their own words their understanding of the information being addressed. Processing information and instructions aloud increases

understanding and retention of the information.

Encourage discussion and invite questions. Students may not initially indicate that they do not

understand

Provide students with opportunities to talk to others about their job functions and responsibilities.

Teaching Strategies for Auditory Learners

Students need to be involved in agency activities quickly. Provide early opportunities for students to have client

contact or meaningful projects.

Kinesthetic learners prefer to learn by doing. Use role plays to act out potential client or project

scenarios.

Kinesthetic learners may become frustrated with continued observation and want to begin practicing. assess student readiness for practice and provide

adequate supervision.

Develop assignments that will be interactive. to learn agency policies and procedures, have the

student develop a presentation to be given during a staff meeting.

Teaching Strategies for Kinesthetic Learners

Determine your teaching style by using the Grascha-Riechmann teaching styles survey (paste link into browser) http://www.longleaf.net/teachingstyle.html

Determine if you use a predominant styleExpert or formal authorityDemonstrator or Personal ModelFacilitatorDelegator

Consider how to adapt your style to different learners

Adapting Your Teaching Style

Developing the Learning Contract

Module 4

Purpose of the Learning ContractApproved Contract is required for creditDocuments three-way agreement between

student, agency and University Defines how the student will learn to apply

social work theories through practice Documents understanding that practicum

activities must relate to Practicum Learning Objectives

PurposeClarifies the professional competencies to be

achieved under each learning objective Stimulates discussion of student strengths,

goals, and learning styles Defines individualized, behaviorally specific

activities to build competencies

Agency and Student InformationNeeded on ContractSupervision days and timesContact info for student, field instructorPlacement scheduleSubmit early in semester to Faculty Liaison

for review and comment

Assessment of Studentareas of social work in which they feel strong,

relevant experience, and personal characteristics that will work to their advantage in the agency setting;

ways they learn best (see Module 3), andspecific goals for the practicum which can be

met through agency activities.

Educational Assessment of StudentConducting an assessment with individual

student can outline areas for discussion to help individualize practicum. Assessment items should include:Student life experiences and responsibilitiesProfessional development skillsCommunication stylePersonal attributes and cultural backgroundStudent learning styles and patternsInterest in different agency opportunities

Learning Contract ObjectivesReview contract and develop tasks and

activities for each TSU objective, create agency objectives, and seek input from student for his or her development of personal objectives related to self-care while in placement

Learning objectives tied to curriculum objectives at TSU Social Work Program and to coursework

Each objective must be addressed through activities and development of specific skills

Each student’s needs and development is different and requires individualization

Generalist Practice FocusEvidence-based generalist practice Micro-mezzo-macro levels of practice Professional history and identity Orientation to strengths-based and

empowerment practice, cultural competency, person-in-environment, social justice and social change

Ethical practice according to NASW CodeFit and niche of social work as a career

Writing ContractsLearning Progression Theory:

Cognitive, affective, and psychomotor awareness and skills are developed in sequence over time and with practice.

Focus on concrete tasks evolves to more abstract understanding of situations and patterns, and ability to reflect and evaluate.

Increasingly able to manage complexity about clients, social conditions, organizations, and professional interventions.

Developmental Stages of LearningBloom’s Taxonomy (1984)

http://www.nwlink.com/~donclark/hrd/bloom.html

Classification system of learning development:1) Knowledge2) Comprehension3) Application4) Analysis5) Synthesis6) Evaluation

Anderson’s Revised Classifications (2001) 1) Remembering: Retrieving relevant knowledge from memory 2) Understanding: Constructing meaning from oral, written,

messages

3) Applying: Carrying out or using a procedure through implementing

4) Analyzing: Breaking material into constituent parts, determining how the parts relate to one another

5) Evaluating: Making judgments based on criteria and standards

6) Creating: Putting elements together to form a coherent whole 7) Metacognition: Awareness of own thinking patterns and ability

to resolve difficulties and problems in thinking

Use of Learning ClassificationsField instructors should assess student

baseline thinking about different learning objectives

Students may have different levels of understanding and ability in each learning objective

Learning classifications help field instructors use verbs that more precisely acknowledge student’s current abilities and define expectations

Writing Behaviorally Specific Learning ActivitiesThe A.B.C.D. method :Audience – tailor to student ability and

University program expectationsBehavior –What you expect students to do –

must be observable, measurable Condition – How and in what circumstances

or context will learning occur? Degree –How much and to what level?

ABCD Objectives ExampleAudience: “Student will…Behavior: …teach parenting skills…Condition: …using Parent Effectiveness

Training model… Degree: …in two evening weekly groups of

five couples for ten sessions each”

Challenges in Writing ObjectivesSometimes difficult to precisely specify the

degree of mastery required; Affective objectives are difficult for many

instructors to write; emotions are not easily quantified and must be behaviorally expressed

Key verbs are needed to express the desired behavior

Problems in Writing ObjectivesToo vast/complex:

may need to be broken downNo behavior to evaluate

avoid terms like ‘understand’ or ‘learn’; find ways to demonstrate learning

Only topics are listed; conditions not described Insure students understand how to perform an

activitySet parameters for ways to approach a task

Vague assignment outcomes Expectations need to be made clear

Measuring ProgressContracts should document ways that you

plan to assess progress towards competency, e.g.:

Discussion to assess comprehension & growth

Observation of tasks and interactionsRole plays and simulations during

supervisionDocumentation review Team and/or client/constituent feedbackAssignment and review of written reports,

etc.

Incorporating the Learning ContractIn Supervision:Ensure student activities are following the

learning plan;Review how student is using the activities

to apply and practice classroom learning;Check whether activities assigned to the

student are challenging and helpful Insure learning activities are helping the

student develop and achieve required competencies

Assess your methods of measuring progress and revise for more direct involvement if needed

Incorporating the Learning ContractIn Feedback and Evaluation:Discuss student accomplishments and any

barriers to task completion Review how activities have improved the

student’s skills and competency Determine further instruction needed for

success in activities Provide specific feedback regarding student

performance and areas for growth

Tarleton State University Social Work Program, Student Handbook 2011-2012

Tarleton State University Social Work Program,

Field Instructor Manual 2011-2012Field Instructor Training, University of

Washington School of Social Work http://depts.washington.edu/sswweb/practicum/FITP/modules.html

References

http://depts.washington.edu/sswweb/practicum/FITP/modules.html

http://depts.washington.edu/sswweb/practicum/FITP/modules.html