Student - Learning Plan and Assessment Report - Part 1 - Learning Plan - 2014

8/12/2019 Student - Learning Plan and Assessment Report - Part 1 - Learning Plan - 2014

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1 © The University of Melbourne 2014Produced by the Department of Social Work, School of Health Sciences

SCHOOL OF HEALTH SCIENCESDEPARTMENT OF SOCIAL WORK

MSW FIELD EDUCATION PROGRAM 2014

SUPERVISED FIELD PLACEMENT

SCWK90048, SCWK 90049SCWK90050, SCWK90051

LEARNING PLAN AND ASSESSMENT REPORT

PART 1 – LEARNING PLAN

STUDENT DETAILS

Student Name: Student ID:

Student email: Student phone no:

AGENCY DETAILS

Placement Agency:

Field Educator (Qualified SW):

Email: ph:

Task Supervisor (if any):

Email: ph:

University Practice Teacher:

Email: ph:

PLACEMENT DETAILS

SFP1 (SCWK90048 and/or SCWK90049) SFP2 (SCWK90050 and SCWK90051)

Placement start date: Anticipated completion date:

Full-time

Part-time If part time, number of days per week:

Please highlight subject code/s and whether full time or part time




INTRODUCTION

The Learning Plan and Assessment Report forms a core element of the placement

assessment process. The Learning Plan and Assessment Report template is in three parts:

Learning Plan (Part 1), Mid-Placement Report (Part 2) and Final Assessment Report (Part

3). The other core element is the Field Education Student Workbook – Part A and Part B.

The Report template is designed to be utilised in conjunction with the Field Education

Program Student Workbook Part A and Part B.

These documents have been developed using the seven key learning areas articulated

by the AASW:

1. Values, ethics and professional practice

2. Organisational context

3. Use of knowledge in practice

4. Processes, skills and relationships

5. Self learning and professional development

6. Research

7. Social policy

This document provides you with a template to record your Learning Plan (Part 1) for

placement. This is the first assessment piece and is due by Day 15 of your placementblock.

The following information has been provided by the Combined Schools of Social Work in

Victoria to inform the use of the Learning Plan and Assessment Report.

This document has been developed by the Combined Schools of Social Work in Victoria

(CSSW) and is aligned with the AASW Practice Standards and Accreditation requirements.

The Learning Plan and Assessment Report is to be used for all social work studentsundertaking first and final field education placements.

Universities will provide information on any additional, university specific requirements or

processes.

Students should, together with their Field Educator/Task Supervisor develop a learning plan

that identifies tasks and ways to measure performance against each of the 7 broad

learning areas. The Learning Plan & Assessment Report will not list all tasks undertaken by

the student on placement however it is important to use the plan to identify specific tasks

that student will undertake to demonstrate their achievements against the core learning

areas.

While some learning areas will be more directly relevant to some placements than others,

students are required to develop tasks for all 7 areas, relevant to placement focus (eg in a

direct service placement student may only identify 1- 2 tasks related to learning areas 6and 7).

Refer to “Sample Learning Tasks” for ideas that can be used in development of the

Learning Plan (please note that these are on LMS under the Field Education Community

site ).

The Learning Plan & Assessment Report is a working document and students and Field

Educators should refer to it throughout placement to assess progress and identify any

additional learning needs.

A draft of this plan should be developed by day 10-15 and made available to the university

liaison visitor prior to the first liaison meeting, and once finalised the plan should be

submitted to the Field Office.

A mid placement assessment should occur to review progress and/or areas in need of

improvement/greater focus for second half of placement. This written assessment is submitted to the Field Office at day 35 as the Mid Assessment Report




A final assessment should be completed by the student and field educator at the end of

the placement. This written assessment is submitted to the Field Office on day 70 as the Final

Assessment Report.

Students also need to complete mandatory teaching and learning tools as in the student

workbook.

A rating scale that identifies level of achievement against each of the 7 core learning areas is to

be used to assist students and field educators assess the level of the student’s performance at

day 35 (Mid Assessment Report) and at day 70 (Final Assessment Report). This scale is designed

for the purpose of indicating minimum standards expected for SFP 1 and 2. It is general nature,

providing a broad rating against each of the core learning areas. The scale is as follows:

Rating Level Descriptors

Not capable 0 Performance not at basic level expected. Poor understanding of

requirements. Practice unsafe or inappropriate. Knowledge or

skills undeveloped. Little application to learning.

Some

capability

1 Performance not yet capable. Some requirements understood.

Further work needed to demonstrate beginning capability.

Beginning

capability

2 Performance at beginning level expected. Requirements

understood. Practice capable under close guidance and

supervision. Limited adaptability.

Capable 3 Performance at level expected of newly qualifying practitioner.

Requirements integrated into practice. Can perform

independently. Demonstrates adaptability and critical

appreciation of own/others’ practice.

Highly capable 4 Performance beyond level expected of newly qualifying

practitioner. High levels of independence. Engages strongly in

critical reflexivity. Exhibits ethical fluency. Generates new

understandings of practices.

Unable to be

assessed

U/a The work has either not been undertaken or the supervisor has not

had an opportunity to assess capability in this area.

To pass SFP1 students must at least reach a level of ‘beginning capability’ for all 7 areas,

appropriate to the setting, by the end of the first placement. To pass SFP2 students must at least

reach a level of ‘capability’ across all 7 areas, appropriate to placement setting, by the end of

the placement.




LEARNING PLAN

Student Name: Student ID:

LEARNING PLAN SUMMARY

Brief description of the organisation or program focus

Summary of your learning goals for this placement

Summary of learning activities specific to this placement that will support learning goals

(which are additional to those in the Student Workbook)

Summary of mechanisms for critical reflection and supervision that will support reflective

practice and learning (formal and informal supervision, practice forums, etc)

Supervision agreement completed: YES/NO




KEY LEARNING AREAS, TASKS AND METHODS OF ASSESSMENT

LEARNING AREA 1: Values, Ethics and Professional Practice: awareness of contextually

relevant ethics in accordance with the AASW Code of Ethics

1.1 Demonstrates an awareness of the relevance of the AASW Code of Ethics withinthe placement setting (eg, promotion of social justice and commitment to the

dignity, value and uniqueness of individuals, social units, communities and

cultures).

1.2 Demonstrates an understanding of power relationships and structures that cangive rise to and perpetuate relationships of inequality and social marginalisation

for the target population, and demonstrates an ability to work constructively with

issues of power and authority.

1.3 Maintains an open and respectful perspective towards the values, views and

opinions of others and is able to seek to incorporate notions of individual rights

and needs and collective responsibilities.

1.4 Demonstrates an ability to recognise and understand one’s own assumptions and

values and their ability to impact on practice (especially within situations of

conflict of values and interest).

1.5 Demonstrates an understanding of social work as a profession and how it differs

from other related professions.1.6 Demonstrates an understanding of issues such as privacy and confidentiality in

relation to the ethical management of client records, including relevant

legislation and agency policies.

Tasks and methods of assessment for Learning Area 1: Values, Ethics and Professional

Practice

1.1 Student Workbook Part B Core Learning Activity 7: Ethical Issues in Practice

1.2 Student Workbook Part B Core Learning Activity 8: Analysis of an Informative

Practice Event

1.3

LEARNING AREA 2: Organisational Context: an understanding of the organisational,legal and political contexts of human services processes

2.1 Demonstrates an understanding of the local and wider context in which the

organisation operates (in particular, the direct practice and social policy priorities

of people living in the local region).

2.2 Demonstrates an appreciation of the connection between individual problems,

public issues and structural disadvantage.

2.3 Demonstrates an awareness of and adherence to the organisational policies and

procedures relating to workplace health and safety, risk management and duty

of care obligations to consumers (this includes awareness of human rights and

other legal obligations).

Tasks and methods of assessment for Learning Area 2: Organisational Context

2.1 Student Workbook Part A Core Learning Activity 1: Organisational Context

presentation and write-up

2.22.3

LEARNING AREA 3: Use of Knowledge in Practice: an understanding of theories and

methodologies relevant to practice and an ability to reflect critically upon their use and

application

3.1 Demonstrates ability to identify a range of social work theories relevant to the




practice setting.

3.2 Demonstrates ability to articulate the relationship between theory and social work

practice within the practice setting.

3.3 Demonstrates ability to articulate the relationship between social work practice at

a macro-level (eg, community and societal implications).

Tasks and methods of assessment for Learning Area 3: Use of Knowledge in Practice

3.1 Student Workbook Part A Core Learning Activity 3: Psychosocial Assessment or

Community Needs Assessment

3.2 Student Workbook Part A Core Learning Activity 4: Relevant Health/CommunityService Sector Structure and Policy Impacts

3.3 Student Workbook Part B Core Learning Activity 6: Case Presentation

LEARNING AREA 4: Processes, Skills and Relationships: an ability to form constructive

relationships with individuals, groups and communities, including user groups,

colleagues, professionals and people in other significant roles/positions.

4.1 Communication Skills

4.1.1 Demonstrates clear and effective interpersonal communication skills (both verbal

and non-verbal) with individuals, groups and communities.

4.1.2 Demonstrates ability to conduct single or joint interviews and practice

strategically (to engage, mobilise, challenge and encourage people in the

change process.

4.1.3 Demonstrates ability to deal with situations involving anger, conflict and

challenging behaviour.

4.1.4 Demonstrates ability to write analytically and to distinguish between fact and

opinion.

4.1.5 Demonstrates ability to incorporate formal knowledge and professional principles

into documentation.

4.1.6 Demonstrates ability to prepare written assessment reports that gather relevant

information about and with the client/group/community.

4.1.7 Demonstrated ability to use information technology for recording information,word processing and data analysis.

4.1.8 Demonstrated ability to adhere to documented policies within the agency,

including necessary recording processes – reports, assessment schedules,

administrative documentation, statistical procedures, letters, etc.

Tasks and methods of assessment for Learning Area 4.1: Communication Skills

4.1.1 Student Workbook Part A Core Learning Activity 2: Case Record of Client

Interview or Group/Community Activity Meeting (and critical reflection)

4.1.2 Student Workbook Part A Core Learning Activity 3: Psychosocial Assessment or

Community Needs Assessment Record

4.1.3

4.2 Assessment, Intervention, Referral and Evaluation

4.2.1 Demonstrates ability to undertake an assessment of individuals and groups across

a diverse range of life circumstances.4.2.2 Demonstrates ability to use relevant organisational assessment and referral

frameworks.

4.2.3 Demonstrates understanding of both formal and informal methods for evaluation

Social Work interventions and ability to articulate these to both service user and

supervisor.4.2.4 Demonstrates ability to implement intervention plans, engaging in activities such

as facilitation, mediation, negotiation and advocacy on behalf of service users,




counselling, education and skills transference, co-ordination and liaison with

other service providers (in collaboration with the client/service user), crisis

intervention and working with interpreters.

4.2.5 Demonstrates ability to implement strategies to support and assist clients to find

new ways of coping.

Tasks and methods of assessment for Learning Area 4.2: Assessment, Intervention,

Referral and Evaluation

4.2.1 Student Workbook Part A Core Activity 3: Psychosocial Assessment or Community

Needs Assessment Record4.2.2 Student Workbook Part B Core Activity 6: Case Presentation

4.2.3 Student Workbook Parts A and B Core Activity: Supervisor’s Feedback on

Interview/Activity Performance

4.3 Group and Team Skills

4.3.1 Demonstrates an understanding of group processes within organisational groups

and committees, consumers, consumer groups and authority figures.4.3.2 Demonstrates capacity to work collaboratively with colleagues and/or team

members in task-focused work groups, committees and networks.

4.3.3 Demonstrates the skills required to achieve the balance necessary for the efficient

and effective chairing of productive meetings.4.3.4 Demonstrates ability to participate in the management of meetings through

assuming formal roles, eg, secretary/scribe, note-taker, chairperson.

4.3.5 Demonstrates ability to co-ordinate and liaise with other service providers, in

collaboration with the client/service user.

Tasks and methods of assessment for Learning Area 4.3: Group and Teamwork Skills

4.3.1

4.3.2

4.3.3

LEARNING AREA 5: Self Learning and Professional Development: the ability to take

responsibility for one’s own learning and development and to perform at a level of

competence appropriate to a beginning social work practitioner, including the skills tomanage one’s future career and the transition from university to professional practice.

5.1 Demonstrates ability to participate proactively in negotiating and developing the

supervisory relationship.

5.2 Demonstrates ability to formulate and articulate one’s own learning needs and

objectives.

5.3 Demonstrates a willingness to take risks and expose own practice for scrutiny from

supervisor (and other team members)

5.4 Demonstrates and awareness of personal feelings and experience and how these

affect practice.

5.5 Demonstrates understanding of the theory of critical reflection and an ability to

use this approach to critically examine own practice.

5.6 Demonstrates the capacity to work with increasing autonomy and professional

responsibility.5.7 Demonstrates ability to identify areas for future learning and development and

recognise the importance of future professional development as a social worker.

5.8 Demonstrates appropriate responsibility, accountability, reliability and initiative

within the work setting.

Tasks and methods of assessment for Learning Area 5: Self Learning and Professional

Development

5.1 Negotiation and completion of key learning goals, learning activities and




mechanisms for critical reflection and supervision to support reflective practice

(Learning Plan and Assessment Report – Parts 1, 2 and 3)

5.2 Student Workbooks Part A and B: Completion of summary of critical reflection

and supervisor feedback in supervision components of learning activities

5.3 Student Workbook Part B Core Learning Activity 10: Critical Reflection on

Placement

LEARNING AREA 6: Research: recognition of research as an integral part of social workpractice, demonstrating knowledge and understanding of all types and stages of social

research

6.1 Demonstrates understanding of how research knowledge informs practice (eg,

consulting published literature).

6.2 Demonstrates ability to locate literature relevant to practice area (evidence-

informed practice).

6.3 Demonstrates ability to identify researchable topics/issues within a practice setting.6.4 Demonstrates ability to conduct research and program evaluation using sound

methodological approaches (if placement includes a research or evaluation

component).

6.5 Demonstrates ability to seek out and establish collaborative partnerships(networks) with others working in the field or related fields in order to obtain

relevant information.

Tasks and methods of assessment for Learning Area 6: Research

6.1 Student Workbook B Core Activity 9: Research/Quality Activity

6.2 Research/Quality report or other deliverable (provided to the Agency)

6.3

LEARNING AREA 7: Social Policy: an understanding of the legislative and social policies

which influence the different fields of practice including knowledge or relevant

legislative and policy frameworks

7.1 Demonstrates ability to identify relevant legislation, policies and regulations

relevant to practice area and whether these are consistent with social work values

and principles.

7.2 Demonstrates ability to analyse the impacts of relevant legislation, policies and

regulations on practice.

7.3 Demonstrates understanding of the current debates, social issues and/or politics

which impact on the field of practice.

7.4 Demonstrates ability to understand policy development, community and political

processes involved in linking direct practice experience with broader social

change objectives.

Tasks and methods of assessment for Learning Area 7: Social Policy

7.1 Student Workbook A Core Activity 4: Relevant Health/Community Service Sector

Structure and Policy Impacts

7.2

7.3

Documents

Student - Learning Plan and Assessment Report - Part 1 - Learning Plan - 2014