BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK, 264 BAY STATE ROAD, BOSTON, MA 02215
FIELD EDUCATION DEPARTMENT (617) 353-3754 fax: (617) 353-8348 email:
FIELD INSTRUCTOR FINAL EVALUATION OF STUDENT
FOUNDATION (FIRST) PLACEMENT
Student Status: Full-time Campus: Charles River
Part-time Fall River
Advanced Standing Cape Cod
Chelmsford
Online Program
Date Placement Started:
Date:
Student: Advisor:
Agency: Field Instructor(s):
I. Brief description of agency:
II. Brief description of assignments:
III. Other learning opportunities:
IV. Supervisory structure:
Primary (MSW) Field Instructor: Individual Group
Secondary Supervisor (if relevant): Individual Group
Directions for completing evaluation tool.
The following categories are based on a multidimensional framework for assessing the student’s competence which takes into account the following dimensions of performance: consistency; quality; level of Independence; time needed to accomplish tasks; steady progress; integration of knowledge, value and skills; ability to transfer learning from one activity to another. Each of the specific bulleted items should be evaluated using the competency rating scale as well as determining an overall competency rating. By the end of the placement students are expected to achieve an overall rating of “competence” (at a minimum) in all ten competencies. Individual bulleted items under each competency may be rated as “emerging competence” or even an occasional “pre-competence” as long as the overall rating is “competent”. Clear evidence should be provided to support all ratings.
PC Pre Competence
Does not or rarely demonstrates and integrates values, knowledge and skills; needs constant supervision; quality of work uneven; tasks not completed in reasonable time; knowledge/skills not transferred from one assignment to another; progress uncertain
EC Emerging Competence
Beginning to demonstrate values, knowledge and skills; integrates and applies learning from one activity to another inconsistently or inappropriately some of the time; requires regular supervision; progress is evident; learning is becoming more efficient; quality of work uneven but moving in a positive direction
C Competence
Usually demonstrates and integrates values, knowledge and skills with sufficient mastery and independence; uses supervision for consultation appropriately, appropriately applies learning from one activity to another; uses time well to accomplish tasks and assignments; ready to move to advanced placement or beginning practitioner level
AC Advanced Competence
Consistently demonstrates, integrates and applies values, knowledge and skills in all activities independently and expertly. Uses consultation appropriately; performs activities in a timely and efficient manner; able to teach others.
Competency 1: Identify as a professional social worker and conduct oneself accordingly.
The student:
• advocates for client access to the services; PC EC C AC
• demonstrates self-reflection that supports professional growth; PC EC C AC
• functions within clearly defined professional roles and boundaries; PC EC C AC
• demonstrates professional demeanor in behavior, appearance, and communication; PC EC C AC
• engages in opportunities that set the stage for career-long learning, PC EC C AC
e.g., agency seminars, conferences, workshops;
· uses supervision and consultation within the agency structure and lines of authority
and the student role; PC EC C AC
• is familiar with and practices according to safety protocols and procedures. PC EC C AC
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• Competency 1: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 2: Apply social work ethical principles to guide professional practice.
The student:
• identifies personal values and biases to ensure behavior consistent with PC EC C AC
professional values;
• makes ethical decisions by applying NASW Code of Ethics; PC EC C AC
• tolerates ambiguity in resolving ethical conflicts; PC EC C AC
• applies strategies of ethical reasoning in consultation with field instructors, PC EC C AC
and others with expertise and authority.
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• Competency 2: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 3: Apply critical thinking to inform and communicate professional judgments.
The student:
• identifies, evaluates, and integrates multiple sources of knowledge; PC EC C AC
· recognizes underlying values, biases, and assumptions in oneself, other PC EC C AC
people and in sources of knowledge;
• critically analyzes models of assessment, prevention, intervention, and evaluation; PC EC C AC
• demonstrates effective communication:
-in writing PC EC C AC
-verbally PC EC C AC
-electronically PC EC C AC
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• Competency 3: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 4: Engage diversity and difference in practice.
The student:
• recognizes how cultures may support or oppress clients/consumers and PC EC C AC
communities;
• demonstrates self-awareness to minimize the influence of personal biases PC EC C AC
and values in working with people;
• understands how differences can shape life experiences and applies this PC EC C AC
understanding in social work practice;
• learns about culture from multiple sources including clients/consumers. PC EC C AC
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• Competency 4: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 5: Advance human rights and social and economic justice.
The student:
• understands how oppression and discrimination impact the agency, community PC EC C AC
and clients/consumers;
• engages in practices that advance social and economic justice and human rights for PC EC C AC
clients/consumers and communities.
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• Competency 5: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 6: Engage in research-informed practice and practice-informed research.
The student:
• uses research evidence to inform practice; PC EC C AC
• understands how practice experience can inform the research process. PC EC C AC
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• Competency 6: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 7: Apply knowledge of human behavior in the social environment (HBSE).
The student:
· applies and critiques relevant HBSE theory to guide prevention, assessment, PC EC C AC
intervention and evaluation;
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• Competency 7: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
The student:
· analyzes, formulates, and advocates for policies (e.g., agency, program, legislative) PC EC C AC
that advance client/consumer and/or community well-being;
• collaborates with colleagues and clients/consumers for effective policy action. PC EC C AC
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• Competency 8: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 9: Respond to contexts that shape practice.
The student:
• recognizes how social, cultural, economic and technological changes PC EC C AC
impact services provided;
• provides leadership, appropriate to the student role, to promote improved PC EC C AC
service delivery.
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• Competency 9: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
Competency 10 (a)-(d): Engage, asses, intervene, and evaluate with individuals, families, groups, organizations, and communities.
The student:
(a)- Engagement
• applies social work knowledge to engage individuals, families, groups, PC EC C AC
organizations, and communities;
· uses professional and interpersonal skills to facilitate engagement. PC EC C AC
(b)- Assessment
• collects, organizes, and interprets client/consumer/community data; PC EC C AC
• assesses client/consumer/community strengths and limitations; PC EC C AC
• develops mutually agreed-on interventions goals and objectives; PC EC C AC
• writes an assessment in agency format appropriate to the focus PC EC C AC
of the assignment;
· selects appropriate intervention strategies. PC EC C AC
(c)- Intervention
· implements appropriate prevention and intervention strategies that
build upon and enhance client/consumer/community capacities; PC EC C AC
· helps clients/ consumers/ communities resolve problems; PC EC C AC
· negotiates, mediates, and advocates with and on behalf of clients/ PC EC C AC
consumers/ communities;
· facilitates transitions and endings. PC EC C AC
(d)- Evaluation
· critically analyzes, monitors, and evaluates interventions . PC EC C AC
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• Competency 10: Overall Rating PC EC C AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
SUMMARY OF EVALUATION AND REVISED LEARNING GOALS
Field instructor’s comments: Please include comments addressing the student’s strengths, challenges, and suggestions for future learning and professional development.
Student’s comments: Please include comments addressing your strengths, challenges, use of supervision and goals for future learning.
Please type in names and dates:
Student: Date: Field Instructor: Date:
3.20.13