400 Hour Evaluation of Student Learning Form Concordia University Social Work Practicum Program

Transcription

1 400 Hour of Student Learning Form Concordia University Social Work Practicum Program Date: Name Name Agency Name This evaluation is intended to help monitor the student s development of professional practice skills, as well as the effectiveness of Concordia s Social Work Program. Please complete the following steps: (1) Student completes a self-evaluation first, entering a rating for each item under the Student Self- column and answering the open-ended questions. (2) The field instructor then completes the evaluation form, entering a rating for each item under the Field Instructor column and answering the open-ended questions. (3) The student and field instructor discuss their evaluations prior to the 200-hour site visit. Additional comments can be added to the form as a part of this conversation. (4) The student, field instructor, and faculty liaison review the evaluation and sign the final version during the site visit. For each item listed, please write in a rating based on the following scale: 5 = Exceeds Typical Competence Level 4 = Competent 3 = Achievement of Competence in Progress 2 = Needs Additional Attention and Learning 1 = Of Concern, Needs Immediate Attention N/O = Not Observed or No Opportunity NOTE: A rating of 3 is the expected level of practice for a student at the 200-hour mark. A rating of 4 is the expected level of practice for a graduating student. It is understood 1

2 that students may still be achieving competence (or at a 3 ) on a small number of items at the 400-hour mark, but the majority of items are expected to reflect a competent level of practice prior to graduation. The comments section at the end allows students and field instructors to elaborate further on particularly high or low ratings. 2

3 For each item listed, please write in a rating based on the following scale: 5 = Exceeds Typical Competence Level 4 = Competent 3 = Achievement of Competence in Progress 2 = Needs Additional Attention and Learning 1 = Of Concern, Needs Immediate Attention N/O = Not Observed or No Opportunity Student Adaptation to and Understanding of Agency Self- a. demonstrates an understanding of the agency s purpose, goals, history, funding, programs, staffing roles, and organizational structure b. understands and facilitates the flow of work in the organization, including a realistic perception of one s own role c. relates professionally with the client or consumer system, co-workers, and community stakeholders, establishing and maintaining constructive working relationships d. demonstrates knowledge of relevant community resources Social Work Competencies and Behaviors (Council on Social Work Education) I. Demonstrates ethical and professional behavior. 1. makes ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, and a model for ethical decision-making 2. uses self-awareness and self-regulation to recognize and reduce the influence of personal bias, privilege, and participation in systems of oppression 3. works effectively as a member of a team, including taking responsibility for one s own behavior, reliable and timely completion of work, maintaining confidentiality, and inter-professional collaboration as appropriate 4. adapts professional behavior and communication to work effectively across various settings and cultural contexts Self- 5. demonstrates professional written communication 3

4 (continued) 6. seeks out and welcomes constructive feedback (i.e. supervision and consultation) to guide professional judgment and behavior 7. develops and engages in a practice of self-care which recognizes the impact of exposure to people and communities experiencing trauma Self- II. Engages diversity and difference in practice. 8. demonstrates cultural humility by approaching clients as a collaborator, empowering them as the 'experts' in their own lives 9. demonstrates cultural empathy by seeking to understand the thoughts and feelings of others given their cultural context, and effectively communicating this understanding 10. tolerates ambiguity when resolving ethical conflicts and interacting with clients, colleagues, and constituencies (e.g. comfort with discomfort) Self- III. Advances human rights and social, economic, and environmental justice. 11. understands the dynamics of prejudice, discrimination, oppression, and privilege and potential strategies for interrupting those 12. works with and in the service of clients to advance social, economic, and environmental justice (in both direct and macro-level practice) Self- IV. Engages in practice-informed research and research-informed practice. 13. uses practice experience to inform scientific inquiry 14. uses and translates research evidence to inform and improve practice, policy, service delivery, and research Self- 4

5 V. Engages in policy practice. 15. identifies social welfare and economic policies that impact human well-being, service delivery, and access to social services 16. applies critical thinking and strategies for policy practice to analyze, formulate, and advocate for policies that advance human well-being and social justice Self- VI. Engages with individuals, families, groups, organizations, and communities. 17. uses empathy, reflection, and interpersonal skills to build on client strengths and effectively engage diverse clients, colleagues, and constituencies 18. attends to professional roles and boundaries when engaging diverse clients, colleagues, and constituencies Self- VII. Assesses individuals, families, groups, organizations, and communities. 19. collects and organizes relevant data, and applies critical thinking to interpret information from clients, colleagues, and constituencies 20. applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients, colleagues, and constituencies 21. develops mutually agreed-upon goals and objectives based on the critical assessment of strengths, needs, and challenges within clients, constituencies, and their environments Self- 5

6 VIII. Intervenes with individuals, families, groups, organizations, and communities. 22. selects appropriate intervention strategies that build on client strengths, based on a systematic assessment, research knowledge, and values and preferences of clients and constituencies 23. applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies 24. negotiates, mediates, and advocates with and on behalf of diverse clients and constituencies 25. facilitates effective transitions and endings Self- IX. Evaluates practice with individuals, families, groups, organizations, and communities. 26. understands the difference between practice and program evaluation 27. selects and uses appropriate methods for practice evaluation and research 28. applies evaluation findings to improve practice effectiveness Self- 6

7 Open Ended Questions (1) What are this student s social work practice strengths? Student Response: Field Instructor Response: (2) If there are any ratings of N/O, 1, or 2, please explain your concerns, questions, and/or recommendations for the student s professional growth moving forward. Student Response: Field Instructor Response: 7

8 (3) What learning and/or practice might this student benefit from in order to reach his/her fullest professional potential? Student Response: Field Instructor Response: Additional Question for the Field Instructor (4) Do you recommend that this student receive a BSW degree, based on his/her practicum work? Yes No Unsure If no or unsure, please share any concerns you have: 8

9 Additional Questions for the Student (5) In what ways was your practicum site and/or field instructor particularly effective at supporting your learning? (6) Would you like to share any recommendations for how the learning environment in this practicum placement could be enhanced or improved for future students? Student Signature Date Field Instructor Signature Date Task Supervisor or Supplemental Supervisor Signature (as needed) Date Faculty Liaison Signature Date 9