FINAL EVALUATION Second Year Advanced Field

Transcription

1 FIELD EDUCATION PROGRAM FINAL EVALUATION Second Year Advanced Field HEALTH GENERAL INSTRUCTIONS: This fm is designed to be completed as a fillable PDF document, and it is fully functional in the free Acrobat Reader ( Please avoid using in-browser viewers such as Preview (Mac) File Viewer (Windows). If you need technical assistance with this fm, please contact Liz Taing at Please the completed fm to your assigned Field Consultant. Thank you! Today s Date Student Last Name Student First Name SID# Applicable Specialty Areas Check all that apply: PPSC/School Social Wk MSW-MPH Joint Degree Program MSW-PHD Combined Program Name of Field Placement Agency Address/Program Location of Student s Primary Placement Assignment Primary Field Instruct Name Address Phone # Secondary Field Instruct Name Address Phone # Berkeley Social Welfare Field Consultant Name Address Phone # FIELD PLACEMENT HOURS VERIFICATION: First Year Foundation Field students are expected to have completed a minimum of 720 hours by the end of field placement. Weekly instruction is expected to have occurred at intervals of no less than one dedicated hour per week. Total number of hours student completed by end of placement: Weekly instruction occurred at intervals of no less than one dedicated hour per week: Yes No Plan to make up deficient placement hours and/ weekly instruction, if applicable:

2 How to Complete This Evaluation: The Final Evaluation is intended to open a summative dialogue between the student and field instruct about the student s acquisition and application of professional skills, knowledge, behavi, and competencies. This discussion should occur in a meeting scheduled specifically f this purpose, and requires advance preparation by both the field instruct and the student. To prepare f this discussion the field instruct and student should review the learning agreement; become familiar with this evaluation tool, the 12 holistic competencies and their component parts; refer to relevant samples, observations of the student s wk; and collect observations from other colleagues with whom the student has wked. After reviewing these items together, the field instruct should decide a rating f each of the component items (improvement desired, competence, mastery, unable to ), and then enter a global rating f each holistic competency area on a 1 to 5 scale (1-not proficient, 3-competent, 5-exceptional mastery, unable to ). Field instructs may approximate to the nearest.50 increment. F each holistic competency area, field instructs should comment in the boxes provided on specific behavis observations that demonstrate strengths; and describe in behavial terms how competence in this area could be strengthened. F numerical sces in the low range (<1.5) high range (>4.5), please substantiate the low high ratings with greater specificity. Frank evaluation of professional competency ment is extremely imptant to student learning. Although your student may be graduating, your evaluation will help him her to set new learning goals as an entry level MSW professional. Feld instructs are encouraged to round down, and to avoid inflating ratings. At the end of the fm, field instructs must recommend that the student receive a Satisfacty Unsatisfacty Grade ( make a Request f Consultation ) to the assigned field consultant who is responsible f making the final grade determination. Field instructs, students, and field consultants are all provided with a box to provide any closing summary thoughts concerns. If you have questions about how to evaluate your student, please contact your assigned field consultant. If you need technical assistance in completing the fm, please contact Liz Taing at swfield@berkeley.edu. Tips f Wking with Fillable PDF Fms: 1. Use the free Adobe Acrobat Reader (version 8 higher) to complete this fm. Features have been enabled to allow you to save and print a copy of the completed fm in Reader. Adobe Acrobat Reader is available f free download from the following web site: 2. Save the fm to your computer befe completing it. Avoid completing this fm online within your web browser you run the risk of losing fm data and having to start over. Instead, complete it in the Acrobat Reader application on your computer hard drive, independently from your browser your Internet connection. 3. Use the zoom-in (+) and zoom-out (-) features in the Reader toolbar to magnify the fm and make it easier to read and complete. 4. To make fm fields easier to identify, click the Highlight Fields button on the purple document message bar. Fm fields appear with a light blue coled background. 5. Click inside a text field to type. F check boxes selection buttons, click the option you want to select. 6. Press Tab to move fward Shift + Tab to move backward. 7. To save the fm, click the disk icon in the toolbar at the upper left of the window. Then rename the file and save the fm with your infmation. Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 2

3 1. Engagement with Individuals, Families, Groups, Organizations, and Communities: Establishes contact, builds rappt, fms wking relationships, and invites a diverse array of clients, stakeholders, and/ community partners to participate in clinical services and/ administrative projects. introduce self, role and goals to clients Introduces self, role and goals to clients in a reasonably clear manner Introduces self, role and goals to clients clearly, concisely, and fluidly establish rappt and trust; unable to discover the clients perspective alter approach to different clients; does not demonstrate cultural humility age proficiency achieve an acceptable rate of engagement with clients Establishes rappt with most clients; elicits the clients perspective Recognizes the imptance of difference and adjusts approach to different individuals Achieves an acceptable retention rate and/ level of engagement with clients Establishes rappt and trust quickly, even with reluctant clients; elicits and clarifies clients needs, values, and strengths Quickly adjusts approach to fit a wide range of clients, demonstrating high levels of creativity, responsiveness, and respect Achieves an impressive retention rate and/ level of engagement with clients Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to engagement? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 3

4 2. Consultation, Codination, and Collabation: Obtains infmation from a variety of collaterals, stakeholders, and/ other environmental sources, both fmal and infmal, and integrates into a codinated service and/ project plan. establish rappt and trust with client's family members natural suppts; unable to discover their perspectives exchange infmation appropriately with other providers including docts, allied health professionals, therapists, teachers, lawyers, social wkers in other systems, etc. integrate infmation provided by collaterals into ment and care plan Establishes rappt and trust with most client's family members natural suppts; elicits their perspectives Appropriately exchanges infmation with other providers including docts, allied health professionals, therapists, teachers, lawyers, and other social wkers, etc. Integrates infmation provided by collaterals into the client's ment and care plan Establishes rappt and trust quickly, even with disengaged family members and/ natural suppts; elicits their perspectives and cooperation Establishes a high level of effective collabation with other providers including docts, allied health professionals, therapists, teachers, lawyers, social wkers in other systems, etc. Efficiently ganizes, analyzes, and applies infmation provided by collaterals to guide client care influence collaterals and social systems with which the client interacts Provides effective collabation and codination with and advocacy services to environmental suppts Provides strategic advocacy so clients optimize suppt from and exchanges with environment Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to consultation, codination, and collabation? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 4

5 3. Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant infmation to promote the effective delivery of clinical services and/ the effective execution of administrative and planning projects. Overlooks biological, developmental, psychological, social, cultural, community, and/ spiritual facts Considers facts on multiple levels including biological, developmental, psychological, social, cultural, community, and spiritual facts Selects the most critical facts on biological, developmental, psychological, social, cultural, community, and spiritual levels Undervalues the client system s experience of diversity including poverty, oppression, disability, and related discrimination f clinical risks related to abuse, neglect, suicidality, dangerousness Difficulty identifying strengths, resilience, and protective facts in clients and/ their families ganize, analyze, and communicate ment infmation Considers most relevant diversity facts including poverty, oppression, disability, and related discrimination Identifies indicats of all key clinical risks and es and consults appropriately Often identifies strengths, resilience, and protective facts in clients and/ their families Organizes, analyzes, and communicates ment infmation sufficiently Thoughtfully includes subtle and/ interactive diversity facts that impact the client's psychosocial well-being Perfms complex ments related to clinical risks; mobilizes protective resources Always selects key strengths, resilience, and protective facts to suppt health and development Efficiently ganizes, analyzes, and communicates ment infmation with concision Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to ment? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 5

6 4. Intervention Planning: Develops clinical and/ administrative project goals that include input from clients, multiple stakeholders, and/ infmation sources. Identifies specific, measurable, and achievable goals and integrates the best available evidence and/ knowledge. Fails to establish goals that are relevant to the client systems fit the context; may impose personal majity values Identifies goals that are vague, difficult to measure, and/ unattainable; fails to identify goals Does not understand and/ is uninterested in identifying intervention approaches suppted by evidence; relies solely on intuition Only able to identify intervention goals f the individual child client Identifies goals that match the values, ideas, and needs expressed by the client systems and fit the context Identifies goals that are mostly specific, measurable, and/ achievable Emerging ability to consider best practices and high quality evidence when developing the intervention plan Considers intervention goals f the client s family natural suppt system and/ other providers Consistently establishes goals that are highly relevant to clients and context and promote health and well-being Consistently selects goals that are specific, measurable, and achievable Critically appraises and applies the best available knowledge from research and/ practice wisdom to guide the intervention plan Thoughtfully constructs multiple level intervention goals f the child client, his/her family, interacting service systems, and community Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to intervention planning? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 6

7 5. Intervention Implementation and Evaluation: Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced, and responsive manner. Modifies activities, pacing, methods, and/ goals so as to increase the likelihood of reaching the intended outcome(s). Unable unwilling to execute activities that suppt goal acquisition and fit the context provide evidencebased intervention of any kind Does not respond to client system resource needs Does not gather feedback establish review indicats; does not modify approach Selects activities, techniques, and/ intervention methods that generally suppt goal acquisition and fit the context Able to provide motivational solution-focused interviewing and brief, coping-focused supptive interventions Provides infmation about related benefits, programs, resources, and makes referrals to assist clients Periodically gathers feedback from key sources, reviews basic indicats, modifies approach, and discusses Selects the best available and most relevant activities, techniques, and methods Provides advanced evidencesuppted intervention f a range of common health mental health concerns f clients families Advocates, codinates, and facilitates the utilization of comprehensive benefits and services as needed Consistently elicits feedback from key sources, reviews key indicats, synthesizes, modifies, and communicates Demonstrates impatience lack of persistence with the intervention process; imposes change on client Usually demonstrates patience and persistence with the intervention process; respects clients stage of change Consistently demonstrates high levels of patience and persistence with the intervention process Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to implementation and evaluation? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 7

8 6. Systemic Intervention: Demonstrates interest, understanding, and/ effective participation in the ganizational, institutional, policy, and/ community contexts that shape the delivery of social wk services to vulnerable populations. Lacks interest in how health care and related systems wk and sees role in individual terms only Appears aware of and interested in how health and related systems wk Demonstrates a high degree of knowledge, passion f, and savvy related to how health and related systems wk Does not recognize social trends technological advances related to health care health promotion Does not engage with others about health policy and/ systems change Recognizes emerging social trends and technological advances related to health care health promotion Participates in discussions about how health other systems policies could change Fecasts future social trends and technological advances related to health care health promotion; prepares f future Makes significant contributions to changing health other systems and policies through collabation with others Does not participate in advocacy effts to promote health social equity Participates in advocacy effts to promote health social equity Initiates leads coalition effts to promote health social equity Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to systemic intervention? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 8

9 7. Evaluation of Systemic Effts and/ Interventions: Collects, analyzes, and applies data on the effectiveness of program, system, and/ community-wide effts so as to shape the overall delivery of social wk services. Accepts system functioning as optimal; adapts to it without seeking to improve it Inquires about ganization, delivery, and model of services to understand rationale and evaluate effectiveness Asks thoughtful, critical questions to look at underlying assumptions about how care is delivered; considers alternative delivery models Sees wk only in individual terms; does not ganizational arrangements Cannot identify gaps in knowledge identify discuss how agency could improve modify approach Emerging ability to the purpose, and effectiveness of the ganization s ability to meet client needs Emerging ability to identify gaps in knowledge understanding of impact on how services are could be delivered Considers and recommends how agency could improve modify approach Seeks, appraises, and applies knowledge and practice wisdom from a wide variety of sources to improve health psychosocial outcomes Actively seeks to build and expand knowledge to improve services and health psychosocial outcomes through collabation Wks with a variety of partners and stakeholders to actively modify agency s approach and improve health psychosocial outcomes Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to evaluation of systemic effts? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 9

10 8. Planning f Completion Transition: Facilitates endings and transitions to clinical and/ administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/ project success. Lacks sufficient capacity to plan, priitize, ganize, manage time, and/ meet deadlines Avoids thinking about planning f transitions Fosters dependency when unnecessary unhelpful; communicates pessimism Client administrative project needs go unmet because of failure to communicate Generally plans, priitizes, manages time, ganizes self; meets most deadlines Thinks about and plans f endings in advance, anticipates most needs Promotes appropriate level of independence and/ sustainability Communicates sufficiently to most affected parties during transitions Demonstrates exceptional planning, priitization, time management, and ganization skills; always completes wk in advance on time Thoughly plans f endings and transitions from the beginning, anticipating and meeting all needs Actively fosters independence and/ sustainability; promotes positive adaptation to disability, loss, and stress Makes certain client administrative project needs are well-communicated Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to planning f completion transition Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 10

11 9. Written and Verbal Communication Skills: Communicates ally and in writing in an ganized, complete, and timely manner. Delivers communication in an effective manner given its purpose and context. Verbal communication is late, absent, disganized, incomplete, aggressive, delivered ineffectively Written wk is not completed to standard and requires excessive amounts of time and multiple revisions Fails to respond to phone calls Electronic communication lacks judgment respect f client system privacy adapt communication style accding to purpose, situation, context; may lack diplomacy and/ cultural age-related proficiency Verbal communication is mostly timely, ganized, complete, assertive, and effective Completes written wk in a reasonably efficient and complete manner Responds to communication from others in a timely manner Utilizes electronic sources of communication appropriately with respect to client system and agency context Often adapts style and delivery of communication to fit a diverse array of persons, situations, and contexts Verbal communication skillfully presents infmation in a complete, ganized, concise, and persuasive manner Written wk is exceptional in its quality, clarity, comprehensiveness, brevity, and timeliness Consistently responds to communication from others in a timely and complete manner Utilizes electronic sources of communication in an efficient, thoughtful, and ethical way to promote codinated wk Consistently demonstrates superi diplomacy, crosscultural, and/ crosssituational effectiveness Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to communication? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 11

12 10. Professional Ethics: Considers and applies the professional code of ethics f social wkers so as to recognize ethical conflicts and arrive at principled decisions Does not understand, adopt, and/ abide by key ethical values and principles Fails to recognize manage personal values biases related to health/disability status other diversity facts tolerate ambiguity and/ to engage in appropriate resolution strategies identify discuss the needs of underserved groups populations Consistently demonstrates the key values of the profession of social wk Able to recognize most ethical dilemmas, review standards, and initiate consultation Able to tolerate ambiguity and discomft so as to exple sensitive topics during instructional and consultation processes Exples continued access to health services f underserved groups populations Instills social wk values in colleagues and social systems through contributions and example Provides others with consultation and training on key ethical values and principles Accepts ambiguity and fully engages in consultative conversations about highly sensitive matters Advocates f continued access to prevention and services f underserved groups populations Makes decisions that are reflexive, secretive, and/ unethical Able to openly weigh, consider, and balance competing needs and arrive at a principled decision Consistently resolves complex dilemmas through a reasoned, principled, transparent, and interactive process Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to ethics? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 12

13 11. Professional Conduct: Demonstrates professional behavi, appearance, and communication in accdance with standards identified by the School of Social Welfare, field agency, and professional codes. Po attendance, punctuality, and preparation f tasks Easily triggered by clients and family members; not aware of in control of reactions Demonstrates po selfmanagement skills and judgment related to communication, interpersonal behavi, boundaries maintain constructive collegial relations Does not hold self to sufficiently high standards of behavi, appearance and communication; makes excuses blames others Meets standards of attendance, punctuality, and preparation f tasks f agency context Manages emotional reactions to clients so as to stay in professional helping role Manages emotions, communication, behavi, and boundaries well in most situations Able to maintain constructive interpersonal relations in most instances Meets standards of professional behavi, appearance, and communication f agency context Seen by others as a role model f attendance, punctuality, task preparation, and professional integrity Displays exceptional insight about emotional reactions; appropriately uses reactions to infm high quality clinical care Displays consistently excellent judgment and manages communication, emotions, behavi, and boundaries well even in difficult situations Handles conflicts in a skillful, diplomatic, professional manner Seen by others as a role model of professional behavi, appearance, and communication; raises standards f others Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to professional conduct? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 13

14 12. Professional Growth and Development: Takes responsibility f learning and demonstrates initiative. Receives, considers, and integrates feedback from instructs. Demonstrates commitment to continual professional development and life-long learning. Approaches learning in an overly anxious overly confident manner Unprepared f the instructional hour; participates passively Does not sufficiently review own wk; lacks insight Appears personally wounded by feedback and responds defensively with helplessness Unwilling unable to crect perfmance at expected rate Does not appear interested in assuming future leadership roles; prefers to follow Demonstrates an appropriate level of initiative and independence Prepares f the instructional hour most of the time; actively participates Able to reflect on perfmance strengths and challenges Receptive to suggestions and accepts constructive feedback when offered Demonstrates observable improvements at expected rate Demonstrates emerging capacity to occupy future clinical administrative leadership roles Challenges self with diverse assignments that are within reach Prepares thoughtful questions f the instruction; links conceptual and practical aspects of social wk Consistently demonstrates rigous self-reflection Consistently invites feedback from others and demonstrates high levels of emotional maturity and responsiveness Consistently integrates feedback and improves perfmance at a rapid rate Perceived by others to have passionate convictions, to be inspiring, and to possess strong leadership potential Considering the above items and other relevant facts, how would you rate the student s overall level of competence related to professional development? Not Proficient Competent Exceptional Mastery Student strengths accomplishments: Specific ways student could enhance improve competency in this area: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 14

15 FIELD INSTRUCTOR COMMENTS Please recd any summary comments recommendations here: STUDENT COMMENTS Please recd any summary comments concerns here: FIELD CONSULTANT COMMENTS Please recd any summary comments, concerns recommendations here: Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 15

16 FIELD INSTRUCTOR S GRADE RECOMMENDATION Please check the appropriate box below. Note: If you are uncertain about which grade to recommend, please check the Request f Consultation box and your assigned field consultant will contact you. SATISFACTORY: Student s overall learning and perfmance is of passing quality and proceeded at an appropriate rate without apparent problems UNSATISFACTORY: Student s overall learning and perfmance is not acceptable of passing quality REQUEST FOR CONSULTATION: I have concerns about the student s overall learning perfmance and would like to speak to the assigned field faculty member to these concerns befe making a grade recommendation. SIGNATURES By signing affixing your electronic signature you are indicating that you understand this document and its contents are confidential and protected under the Family Educational Right to Privacy Act (FERPA); and that you have read this document and have not altered any sections authed by another party. Field Instruct Signature Date Student Signature Date Field Consultant Signature Date Berkeley Social Welfare Second Year Advanced Field Final Evaluation: HEALTH Page 16