Field Liaison Contacts
Field Liaison Midterm Progress Report
Guidelines for meeting:
Meetings may take place for a variety of reasons such as clarifying responsibilities, reviewing the learning plan, addressing challenges and successes, discussing areas for growth, and reviewing evaluations. Additionally, a visit is scheduled once each semester at midterm point at which time an assessment is made regarding the student’s progress. If needs are identified, the liaison may assist in developing a plan to ensure that every student is exposed to opportunities to gain competencies outlined in our program objectives.
The assessment is conducted through a series of questions in which students and the field instructor share narrative experiences related to the areas listed below. The expectation is that students will over the course of their time in both the foundation and concentration years be able to demonstrate both depth and breadth in their growth, knowledge and skills in these areas. Liaisons will record brief descriptions of the narratives students and field instructors share to ensure that all areas are being addressed. If an area has not yet been addressed, the liaison will work with the student and field instructor to help them to add learning opportunities to the learning plan if they are not already present to ensure that the student will focus on this area prior to the completion of field and make note of it in that area on this form.
Field Liaison’s Name: Student’s Name:
Field Instructor’s Name: Task Supervisor’s Name:
Date of Contact: Duration of Contact:
Type of Contact: q Phone q Office q Agency q Email
Participants: q Student q Field Instructor q Task Supervisor q All
Purpose: q Midterm Evaluation q Problem solving q Other:
SW 59__ Fall Semester q Spring Semester q Summer Semester q
What are the student’s responsibilities in field? (Ask about a typical day; client activities; participation in agency meetings, community groups, etc. If an activity is not done now, is it planned for later?)
____ # of individual clients or average individual contact hours per week
____ # of family contacts, note type:
____ # of groups, note type:
____ # of staff or team meetings, note type:
Community task force, coalition, or inter-agency collaboration?
Other:
How are the student’s learning experiences related to the competencies? Can the student describe examples for each?
q Demonstrate ethical and professional behavior.
q Engage diversity and difference in practice.
q Advance human rights and social, economic, and environmental justice.
q Engage in practice-informed research and research-informed practice.
q Engage in policy practice.
q Engage with individuals, families, groups, organizations, and communities.
q Assess individuals, families, groups, organizations, and communities.
q Intervene with individuals, families, groups, organizations, and communities.
q Evaluate practice with individuals, families, groups, organizations, and communities.
Field Instruction and tools for Supervision
q How often do the student and field instructor meet for supervision? (If less than weekly, note concerns
below and alert the field work office)
q Is the field instructor familiar with the required assignments?
q How is supervision going / what has been discussed in supervision?
q What is the role of the task supervisor (if applicable)?
q How is the student integrating field and class work?
q Process recordings (Are they completed and discussed in supervision?)
q Supervision Log (Encourage the use of the log)
q Other (ex., reflective journal)
q Is the student on track with hours?
Comments/Concerns: (Please feel free to use additional paper if needed)
Field Liaison’s Signature: ______
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