SWRK4120 Evaluation€¦ · Web viewDemonstrated consistent integration of theory and use of professional judgement in all interventions Student an competently and confidently act

FIELD EVALUATIONB.S.W. Field Placement

SWRK 4120LEARNING CONTRACT AND SKILLS EVALUATION

SWRK4120 BSW Field Evaluation Form

IDENTIFYING INFORMATION

Field Placement Days: Mon. ☐ Tues. ☐ Wed. ☐ Thurs. ☐ Fri. ☐ Sat. ☐ Sun. ☐TIME (example: 8 a.m. – 4 p.m.; 10 a.m. – 2 p.m.): Click here to enter text.

Reflective journal frequency (e.g., daily, weekly, bi-weekly, monthly): Choose an item.

Day(s) and time(s) of weekly field supervision: Choose an item.

Student Click here to enter text. Field Instructor* Click here to enter text.

U of M Email Click here to enter text. Email Click here to enter text.

Primary Phone Click here to enter text. Primary Phone Click here to enter text.

Faculty /Field Liaison Click here to enter text. Agency Mentor*(if applicable) Click here to enter text.

Email Click here to enter text. Email Click here to enter text.

Primary Phone Click here to enter text. Primary Phone Click here to enter text.

Agency Click here to enter text. Contact Name (if applicable) Click here to enter text.

Address Click here to enter text. Email Click here to enter text.

Fax # Click here to enter text. Primary Phone Click here to enter text.

*Note: A Field Instructor must possess a social work degree and is appointed by the University to supervise the student. An Agency Mentor is the onsite person who does not hold a social work degree but is directly supervising the student and works in collaboration with the Field Instructor.

☐ Distance Delivery BSW Field Program

Joan Churley, Field CoordinatorDistance Delivery BSW Field ProgramFaculty of Social WorkUniversity of [email protected]: 204.474.6812Toll Free: 1.800.432.1960 Ext: 6812Fax: 204.474.7594

☐ Fort Garry & Inner City Field Programs

Kelly Scott, Field CoordinatorFort Garry & Inner City Social Work Field ProgramsFaculty of Social WorkUniversity of [email protected]: 204.474.8300Fax: 204.474.7594

☐ Northern Social Work Program

Janet Brady, Field Coordinator Northern Social Work ProgramFaculty of Social WorkUniversity of [email protected]: 1.204.677.1456Fax: 1.204.677.4110

Please indicate below which Field Coordinator (Program) you are submitting this Evaluation form to:

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mailto:[email protected]




LEARNING CONTRACTThe Learning Contract is an important tool in the field instruction process. Its purpose is to assist in making learning goals and expectations explicit. The student develops it, collaboratively with the Field Instructor, and in consultation with the Field Liaison. It is a working document, meant to be flexible and dynamic. It can be assessed on an ongoing basis throughout the field placement and modified if required to acknowledge changing needs and goals. The Learning Contract is to be completed prior to each of the five (5) skills sets identified in this form. In other words, the Learning Contract flows throughout the Evaluation Form. There can be several learning objectives for any section. An example of the Learning Contract is found below.

1. Professionalism/Ethical StandardsStudent practices as a professional and conducts self in a professional manner. The student is able to articulate social work ethical principles that will guide professional practice.

LEARNING CONTRACTMore than one learning objective is appropriate

Objectives Activities Timeline1- Practice personal reflection and

self-evaluation to assure continued professional development

2- Identify in practice major values that support and challenge my professional practice and identify, analyze and apply strategies to resolve ethical dilemmas

-Discussions with supervisor-Work on strategies that foster continual growth (participate in all PD opportunities)-Journaling on the strengths and challenges I have had with clients

-Review the CASW Code of Ethics-Discuss with co-workers how they face ethical dilemmas-Discuss with supervisor possible solutions to ethical problems

April 2015

April 2015

EVALUATIONOne purpose of the Evaluation Form is to provide a standardized instrument that can provide a consistent guide for Field Instructors and students to measure student performance. A Pass/Fail grade is intended to encourage students to risk themselves in their professional development without risking a lower numerical grade. The assessment of the student’s performance is meant to be progressive.

Each section contains a number of attributes that are to be evaluated. An explanation for assessing knowledge/ability/skills at a 1, 2, 3, or a 4 can be found on the next page. Boxes titled “Example” follow each attribute. Examples are mandatory whenever a student is assessed as not meeting expectations or when a student requires further development in a particular skill set. Examples can also be made in other instances as well.

There are three (3) grade recommendations to be considered. A Pass indicates that the student has met expectations and has demonstrated skills at a 3 & 4 level. A Fail indicates that the student has failed to meet expectations and has demonstrated the majority of skills at a 1 or 2level. A Fail Incomplete indicates that the student is required to continue in SWRK 4120 for a defined period, as contracted with the student, Field Instructor, and Faculty Field Liaison. Examples for the four (4) assessments levels follow on the next page. It is also acceptable to use not applicable (N/A) or not observed (N/O) if a student has not had the opportunity to demonstrate or practice this skill set, or if the Field Instructor has not been able to evaluate a particular attribute of a skill set.

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1) Does Not Meet Expectations: The student fails to demonstrate the necessary skills and abilities. Some examples are:

Unable to establish clear boundaries with clients Unable to describe criteria to determine success of

interventions Does not work collaboratively with client Cannot articulate issues related to diversity in

social work practice Unable to engage involuntary clientele Student unable to incorporate feedback/direction

in their work Does not set goals in partnership with clients Lacks initiative for their learning while in

placement

Action: Field Instructor and Field Liaison will complete the formal Learning Contract addendum, or discuss termination.

2) Needs Development: The student demonstrates potential for growth in his or her professional role, but in an inconsistent manner. Some examples are:

Documentation is not always clear or completed in a timely fashion

Student is starting to become comfortable using a range of communication skills

Student is starting to describe the theoretical frameworks that were used when developing assessments and intervention plans

Is beginning to critically examine the effectiveness of their work

Student still needs support from the field instructor before client meetings or at meetings with clients.

Needs to be reminded of agency policies and procedures

Action: Field Instructor and Field Liaison will review on a regular basis the skills that have been identified for development.

3) Meets Expectations: The student would receive a “3” when s/he demonstrates identified skills on a regular basis. Examples include, but are not limited to:

Student is able to implement interventions grounded in theory

Student demonstrates critical thinking when engaged in supervision

Student takes risks and uses a variety of strategies when engaging with challenging clients

Student recognizes and comprehends the impact of policy at the micro, macro and mezzo level

Student is able to complete documents that serve a range of purposes such as assessments or funding proposals and for a variety of readers (funders, clients, co-workers).

4) Integrates Theory and Skills: The student would receive a “4” when s/he demonstrates competence or exceptional skills on a consistent basis. Examples include, but are not limited to:

Student is able to independently design research and evaluation components on community projects and complete the projects.

Always behaving as a fully developed professional person

Demonstrated consistent integration of theory and use of professional judgement in all interventions

Student an competently and confidently act on behalf of the agency

Note: In this evaluation Client can refer to individuals, families, community groups, and/or organizations

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1 2 3 4Does Meet

ExpectationsNeeds

DevelopmentMeets

ExpectationsIntegrates Theory

and SkillsN/A

(Not Applicable)N/O

(Not Observed)

1. Professionalism/Ethical StandardsStudent demonstrates social work principles and values in practice, and actively engaged in one’s learning.


Objectives Activities TimelineClick here to enter text. Click here to enter text. Click here to enter text.

Mid Term Final

1.1 Demonstrates the use of knowledge and skills of a professional social worker. Choose

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Examples:Click here to enter text.1.2 Demonstrates confidence in carrying out the agency’s mandate.

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1.3 Documentation and practice reflects a respectful and unbiased position toward the client. Choose

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1.4 Able to clarify, develop, maintain, and reinforce professional boundaries. Choose

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Examples:Click here to enter text.1.5 Identifies ethical issues in practice and discusses them with instructor in

the context of the student’s own values, CASW Code of Ethics and a resolution to the issue.

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1.6 Respects clients’ privacy and promotes the rights of clients to self-determination. Choose

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Comments

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You must make summary comments at Midterm (include additions and changes to the learning activities and objectives):

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You must make summary comments at Final:


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1 2 3 4Does Not Meet

ExpectationsNeeds

Development Meets


and SkillsN/A

(Not Applicable)N/O

(Not Observed)

2. Assessment and Intervention Skills in PracticeThe student uses self effectively, and competently demonstrates communication, engagement, assessment, intervention, and documentation skills.



Mid Term Final

2.1 Competence in using a range of interpersonal communication skills(e.g. reflection, clarification, paraphrasing and questioning). Choose

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2.2 Demonstrates ability to work with complex situations and with involuntary and challenging clients. Choose

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2.3 Effectively conducts meetings/interviews with clients and collaterals.Choose an item.


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2.4 Student is able to articulate and intervene on relevant concerns and goals with clients. Choose

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2.5 Student is able to integrate theoretical knowledge into practice by providing rationale for their assessments and interventions. Choose

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2.6 Student identifies and actively collaborates with clients to build social networks and social supports. Choose

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2.7 Reviews and evaluates clients’ progress toward established goals and modifies goals when it is necessary and with client input. Choose

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2.8 Student is able to work collaboratively with a variety of systems and disciplines.

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Comments



You must make summary comments at Final



ExpectationsNeeds

DevelopmentMeets


and SkillsN/A

(Not Applicable)N/O

(Not Observed)

3. Reflective Capacity and Critical AnalysisThe student engages in constructive discussions and reflections of self, clients and service delivery.


Objectives Activities Timeline

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Mid Term Final

3.1 The student is able to engage in the process of critical thinking and of an examination of one’s own beliefs, values, actions, and reactions to others. Choose

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3.2 Demonstrates an ability to apply critical and constructive feedback from the Field Instructor. Choose

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3.3 Student is consistently applying theories of practice, personal judgement, and communication skills when working on the client’s behalf. Choose

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3.4 Discusses ethical dilemmas with the field instructor for the purpose of resolution. Choose

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3.5 Consistently critically evaluates one’s own practice and responds appropriately to feedback. Choose

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ExpectationsNeeds

DevelopmentMeets


and SkillsN/A

(Not Applicable)N/O

(Not Observed)

4. Promotion of Human Rights and Social JusticeStudents demonstrate an awareness of global and anti-oppressive practice as they apply to their field placement.



Mid Term Final

4.1 Articulates and demonstrates how issues of inequality in society(e.g. diversity, oppression, discrimination, power, ethno-culture, human diversity, and privilege) impact the client.

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Click here to enter text.4.2 Empowers clients to advocate for their own basic human rights

(e.g., freedom, safety, privacy, an adequate standard of living, health care, and education.)

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Click here to enter text.4.3 Respects and advocates for rights of others, and brings to the attention of

the field instructor any human rights concerns. Choose an item.


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Click here to enter text.4.4 Demonstrates the importance to practise with cultural sensitivity.

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Click here to enter text.4.5 Demonstrates leadership in promoting a safe environment for clients and

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Comments



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ExpectationsNeeds

DevelopmentMeets


and SkillsN/A

(Not Applicable)N/O

(Not Observed)

5. Integration of Policy and PracticeStudent demonstrates the knowledge and skills required to integrate policy into social work practice.



Mid Term Final

5.1 Student identifies how policies at all levels impact practice within the agency and upon clients. Choose

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5.2 Student demonstrates analytical skills through written analysis of social issue(s), including relevant social policy. Choose

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5.3 Actively involved in research and clinical evaluation.Choose an item.


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5.4 Awareness of the various Canadian social welfare programs: able to identify limitations and help clients navigate and access the programs that they may require.

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5.5 Student can conduct needs assessments/community asset mapping and can articulate relevant social issues. Choose

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5.6 Student is competent with assisting communities, groups and organizations in mobilizing on significant issues. Choose

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Comments

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Learning Contract Signatures Date

Field Instructor (BSW, MSW, PhD): Click here to enter a date.

Student: Click here to enter a date.

Agency Mentor: Click here to enter a date.

Faculty Field Liaison: Click here to enter a date.

Midterm Evaluation Signatures Date

Field Instructor: Click here to enter a date.


Agency Mentor: Click here to enter a date.


☐ Time Sheets submitted Number of Hours Completed:

☐ Journals submitted

COMMENTS: Click here to enter text.

Final Evaluation Signatures Date

Field Instructor: Click here to enter a date.


Agency Mentor (if applicable): Click here to enter a date.


☐ Time Sheets submitted Number of Hours Completed:

☐ Journals submitted

COMMENTS: Click here to enter text.

Signatures acknowledge that all parties have participated in a discussion and have an understanding of this evaluation.

Once signed, this page MUST BE SENT IN to the Faculty Field Liaison (faxed, scanned/email).

A copy of the student’s SWRK 3150 Evaluation is forwarded to the student’s second Field SWRK 4120 Field instructor. Identified skills requiring continued development will be recommended for transfer to SWRK 4120.

If at SWRK 3150 Final Evaluation the student has (2) two or more N/0’s, the skill(s) will be identified and will be recommended to be carried over to the SWRK 4120 Learning Contract.

Grade Recommendation ☐ Pass ☐ Fail ☐ Fail Incomplete

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Documents

SWRK4120 Evaluation€¦ · Web viewDemonstrated consistent integration of theory and use of professional judgement in all interventions Student an competently and confidently act