INSTRUCTIONS

Advanced Standing Summer MACRO Evaluation Instrument

The Advanced Standing Summer MACRO evaluation instrument is comprised of nine competencies for which students have to demonstrate proficiency of social work practice skills: Demonstrate Ethical and Professional Behavior; Engage Diversity and Difference in Practice; Advance Human Rights and Social, Economic and Environmental Justice; Engage in Practice-informed Research and Research-informed Practice; Engage in Policy Practice; Engage with Groups, Organizations and/or Communities; Assess Groups, Organizations and/or Communities; Intervene with Groups, Organizations and/or Communities; Evaluate Practice with Groups, Organizations and/or Communities. Students are evaluated on a continuum of skills at one interval throughout the summer semester. The skills are applicable to groups, organizations and community assignments.

For each evaluation period, please rate a student on every item by entering the number that corresponds to your assessment of the student’s demonstrated performance in the box or boxes to the right of each item.

Ratings

1  Unacceptable (never or rarely meets criteria)

2  Needs improvement (meets criteria inconsistently)

3  Satisfactory (meets criteria most of the time)

4  Very good (consistently meets criteria)

5  Outstanding (consistently exceeds criteria)

9 Not applicable in practice setting

Summarize the student’s overall performance for each section by placing an X at the point on the bar graph that represents his or her overall performance for that section. Space for comments is included after each section.

The last page includes an overall student rating, with space for comments and goals for the next evaluation period. The student and field instructor are required to sign each evaluation. When a student disagrees with the contents of the evaluation, he or she may submit an addendum stating the reasons for disagreement. The addendum is attached to the evaluation in the student’s file. The field liaison reads all evaluations and is available to meet at the student’s or field instructor’s request.

Any time a student receives a summary rating, in any section, of “needs improvement” or “unacceptable,” it is important to provide supporting documentation in the comments section.

Your careful attention to completing the evaluation form is greatly appreciated. Evaluation is a crucial part of a student’s professional training and provides an opportunity for feedback and educational planning.

Field Education

Advanced Standing Summer MACRO Evaluation Instrument

Student’s Name:

Agency Name:

Field Instructor’s Name:

Field Liaison’s Name:

Evaluation: Summer ☐

Evaluation Period (Month)

Program Year

Describe the student’s assignments for this evaluation period:


Demonstrates Ethical and Professional Behavior – Evaluates student’s ability to demonstrate ethical and professional behavior in professional practice.

The student is able to / Aug







Aug
complete agency records and forms in a timely manner.
identify the primary duties and responsibilities of various staff positions with whom the student has contact with.
make appropriate use of other available learning opportunities.
identify the primary duties and responsibilities of various staff positions with whom the student has contact.
take an active role in collective work such as team meetings, staff meetings and committees.

Summary for Demonstrates Ethical and Professional Behavior (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:

Engages Diversity and Difference in Practice – Evaluates student’s ability to demonstrate diversity and different in professional practice.

The student is able to / Aug
identify personal values about race, creed, sexual orientation, gender identity, age, natural origin, socio-
emotional factors and/or disabilities and the impact on work with clients.
articulate some of the emotional, social (including effects of racism, sexism and ageism), economic and cultural facets of a presenting problem.
apply self-awareness and self-regulation to eliminate the influence of personal biases and values in work with diverse client systems.
apply and communicate an understanding of the importance of diversity and difference in shaping life
experiences in the practice with groups, organizations and communities.

Summary for Engages Diversity and Difference in Practice (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:


Advances Human Rights and Social, Economic and Environmental Justice – Evaluates student’s ability to advance human rights and social, economic and environmental justice in professional practice.

The student is able to / Aug
seek out relevant agency policies and procedures.
describe the demographic characteristics of the field agency’s service population and implications for service delivery.
understand complex cultural, political, economic and power dynamics within communities.
integrate knowledge about the community (e.g. cultural, political, economic and power differentials that enhance the community’s well-being).
demonstrate a commitment to the promotion of social and economic justice.
describe the inadequately served or marginalized groups in the service population.

Summary for Advances Human Rights and Social, Economic and Environmental Justice (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:

Engages in Practice-informed research and Research-informed practice – Evaluates student’s ability to engage in practice-informed research and research-informed practice in professional practice.

The student is able to / Aug
understand the relation of the field agency to other agencies or organizations in the community.
organize, interpret and summarize collected information.
assess the effects of the agency’s regulations, policies and procedures on accessibility to services and
service delivery by consumers and other service agencies.
use theoretical and practice knowledge in developing a plan and subsequent goals (entails the specification of policy objectives and procedures, and the development of action alternatives, along with
estimates of their probably effectiveness and cost).
identify immediate, short-term and long-range goals as well as related organizational or community interventions for achieving these goals.
analyze interventions
select systems of intervention based on assessment, including larger system.
use strategies that recognize client, organization and community strengths and empower individuals and groups.
demonstrates ability link theory with practice and translate concepts into specific action.
identify experiences in the field agency that address the learning needs and relate to coursework.


Summary for Engages in Practice-informed research and Research-informed practice (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:

Engages in Policy Practice – Evaluates student’s ability to apply policy perspectives in professional practice.

The student is able to / Aug
seek out relevant agency policies and procedures.
identify the field agency’s structure, goals, sanction and target population.
keep goal planning within the constraints of the agency’s function.
demonstrate advocacy skills and mobilize services for clients/client groups.
understand the relation of relevant social policy to the agency.
assess the effect of regulations, policies, and procedures on service delivery.
identify the formal and informal channels of communication in the field agency.
identify the range of relevant services (formal and informal) available in the community and the ways in
which these services are used for referrals by the field agency.
act as a representative of the organization in interpreting its services and conditions of eligibility within
the community and with treatment teams.
identify ways in which changes in the agency’s regulations, policies and procedures could enhance service delivery
Describes and appropriately navigate the operations and structures of an organization through the effective use of:
formal lines of authority and communication.
written rules and regulations.
agency mission and vision.
applied knowledge of the impact of the organizational culture/climate.
make formal and/or informal oral reports/presentations related to agency work (e.g. conference
presentations, community meetings, coalition meetings, advisory groups or agency staff meetings).

Summary for Engages in Policy Practice (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:

Engages with Groups, Organizations and/or Communities – Evaluates student’s ability to engage with groups, organizations and/or communities.

*Please note: client system, in all cases, may refer to a group, organization or community.

*The student is able to / Aug
recognize and elicit information that will contribute to the understanding of the client system and situation.
share collegial work responsibilities, including meeting deadlines and accepting assignments.
recognize the importance of nonverbal communication with the client/client system.
listen empathetically to client/client system.
appropriately respond to questions about agency policies and practices.
demonstrate ability to write and complete written agency communications (e.g. memoranda, letters,
reports, proposals, newsletter article, etc.).
establish working relationships, as directed, with appropriate agency staff, boards of directors,
volunteers, colleagues from other agencies and individuals from the community at large.






Summary for Engages with Groups, Organizations and/or Communities (See Instructions)

☐ / ☐ / ☐ / ☐ / ☐
unacceptable
Comments: / needs improvement / satisfactory / very good / outstanding

Assesses Groups, Organizations and/or Communities – Evaluates student’s ability to assess groups, organizations and/or communities.

The student is able to / Aug
gather data related to the presenting problem.
use different sources of information, including nonverbal data, client system, tracking and collateral contacts in the assessment process.
involve the client system in establishing desired goals.
summarize session content with client system.
identify immediate short-term and long-range goals.
reduce larger problems into manageable parts.
develop a plan of intervention based on the problem definition.
revise the plan based on new information.
elicit client system responses to the contract/treatment plan.
set priorities in plans for intervention.
consider appropriate tasks for the client system and collateral contacts.
base goals on assessment conclusions.
identify group dynamics.
identify sources of strengths and stress in the client system.


Summary for Assesses Groups, Organizations and/or Communities (See Instructions)

□ ☐ ☐ ☐ ☐

unacceptable needs improvement satisfactory very good outstanding

Comments:

Intervenes with Groups, Organizations and/or Communities – Evaluates student’s ability to intervene with groups, organizations and/or communities.

The student is able to / Aug
understand the concept of contracting to clarify client system’s expectations and objections regarding service needs.
demonstrate proficiency in the use of intervention skills in collaboration with the community.
negotiate the terms of the work with the client system, including time, place and frequency of contact.
recognize and address client system hesitancy to seeking help.
help client/client system elaborate on problems.
respond to crisis situations.
utilize crisis intervention skills.
demonstrate skills in interdisciplinary teamwork.
identify and attempt interventions in a group, organization or community setting.
determine when to terminate intervention.
propose alternative strategies.
recognize need to focus and interview, group or community meeting.
focus an interview, group or community meeting.
carry learning from supervisory conference to work with groups, agencies and communities.
use her or his knowledge of group dynamics to help clients build a positive group culture.
understand the types of purposes of groups within the agency setting.
identify the purpose and use of agency records and forms.
communicate clearly and productively with agency personnel and referral sources.

Summary for Intervenes with Groups, Organizations and/or Communities (See Instructions)

☐ / ☐ / ☐ / ☐ / ☐
unacceptable
Comments: / needs improvement / satisfactory / very good / outstanding

Evaluates Practice with Groups, Organizations and/or Communities – Evaluates student’s ability to evaluate practice with groups, organizations and/or communities.

The student is able to / Aug
demonstrate proficiency in the use of evaluation skills in collaboration with the community.
use constructive criticism to try new skills to improve practice.
demonstrate an ability to generalize learning from one case or situation to another.
use theoretical and practice knowledge in determining goals.
evaluate, with client/group, the extent to which the objectives of the intervention plan were achieved.
Skills for Implementing Quality Assurance (QA), Quality Improvement (QI) or Continuous Quality Improvement (CQI) processes within an organization, program or unit/department:
The student will be able to articulate knowledge of QA/QI/CQI processes and identify how those processes impact different outcomes.


Summary for Evaluates Practice with Groups, Organizations and/or Communities (See

Instructions)
☐ / ☐ / ☐ / ☐ / ☐
unacceptable / needs improvement / satisfactory / very good / outstanding
Comments:
Overall Student Rating
☐ / ☐ / ☐ / ☐ / ☐
unacceptable / needs improvement / satisfactory / very good / outstanding

Comments:

Goals for Next Evaluation Period:

Field Instructor Attestation

At this time, would you like to talk to your field liaison regarding field concerns?

☐ Yes ☐ No, unnecessary at this time

Please verify that your assigned field liaison made an attempt to contact you this year via email, voice mail, phone conversation or in-person.

☐ Yes ☐ No

Field Instructor’s signature Date

Student Attestation

At this time, would you like to talk to your field liaison regarding your field experience?

☐ Yes ☐ No, unnecessary at this time

Please verify that your assigned field liaison made an attempt to contact you this year via email, voice mail, phone conversation or in-person.

☐ Yes ☐ No

I have read and understand the contents of this evaluation.

Student’s signature Date