SENIOR FIELD PLACEMENT SCHEDULE Spring 2008

Section IV – Final Evaluation

SENIOR FIELD PLACEMENT SCHEDULE Spring 2008

January 7 Classes resume this week. Student resume 2^nd semester placement and will begin to identify second semester Learning Contract goals

and strategies.

January 21 Monday, Dr. Martin Luther King, Jr. Holiday.

January 22 First draft of Learning Contracts are due.

January 29 Final SIGNED Learning Contracts are due.

January 28-Feb 10 Professor Wilgus will make an agency visit for a preliminary evaluation.

February 19 Mid-term evaluations are due. Field Instructors complete period C on evaluation form.

March 3-7 Spring Break. Classes resume Monday, 3/10/08.

March 20-24 Easter Break. Classes resume Tuesday, 3/25/08.

April 7-22 Most students will conclude their field placements during this period. Students will have completed 240 hours in field placement.

April 14-28 Final evaluations are due. Professor Wilgus will

schedule joint meetings with each student and her/his Field

Instructor to review learning contracts and final evaluations. Field Instructors complete the final period on the progressive evaluation form and students complete period 2 on their self-evaluation forms, along with Appendix U of the Field Instruction Manual.

April 28-May 1 Finals Week

May 3 BACCALAUREATE AND COMMENCEMENT!

The University of Findlay Social Work Program FIELD EVALUATION FORM SOWK 410: Field Instruction II

Field Instructor Form

Student’s Name: ____________________________________________

Field Agency: ______________________________________________

Field Instructor: _____________________________________________

This evaluation form is designed to be a cumulative assessment of student performance and will be used two times during the senior field placement. (Evaluation periods: A = Mid-term, B = Final evaluation) Since the goal of the University of Findlay Social Work Program is to prepare students for entry-level generalist social work practice, students are being evaluated based on expectations for performance of entry-level practitioners. It is expected that the student will be able to demonstrate improved or sustained performance over the course of these four evaluations and that the student will demonstrate

competence in these areas by the end of the second semester.

Additionally, at each evaluation period, a copy of the student’s learning contract should be attached with a notation of the date of successful achievement of each goal or plans for goal achievement if not yet accomplished.

Section I

Briefly outline the tasks the student performed as part of his/her field placement. Include responsibilities and activities in direct service as well as those in community

organization, planning, and administration. For evaluation period B, list only those that were added since the previous evaluation.

A: _____________________________________________________________________

Section II

At each of the evaluation periods, use the following scale to rate the student’s

competence related to the following criteria. When possible, add examples in which the student demonstrated the competency related to the field placement setting. It is not necessary to add examples for each evaluation period. Any area related with a “2” should be addressed in the final summary of that particular evaluation period.

Level of Competence

5 – Excellent performance; superior to many entry-level practitioners 4 – Performance above acceptable; meets expectations for entry-level

practice

3 – Acceptable level of performance and competency for a field student 2 – Unacceptable level of performance

1 – Not applicable at this time; no opportunity to observe Evaluation Periods:

A B Practice

___ ___ Demonstrates the professional use of self.

Example: _____________________________________________

______________________________________________________

___ ___ Maintains appropriate work habits, e.g. punctuality, minimal absences, appropriate dress, contact with agency prior to missing scheduled hours, and rescheduling of same.

Example: _____________________________________________

______________________________________________________

___ ___ Plans work hours to fit assignments, sets priorities, and completes work without reminders.

Example: _____________________________________________

______________________________________________________

___ ___ Applies critical thinking skills within the context of professional social work practice.

Example: _____________________________________________

______________________________________________________

___ ___ Applies the knowledge and skills of generalist social work to practice with systems of all sizes.

Example: _____________________________________________

______________________________________________________

___ ___ Demonstrates skill in conducting interviews with individuals and families.

Example: _____________________________________________

______________________________________________________

___ ___ Demonstrates skill in conducting or co-leading a group session.

Example: _____________________________________________

______________________________________________________

___ ___ Uses communication skills differentially with a variety of client populations, colleagues, and members of the community.

Example: _____________________________________________

______________________________________________________

___ ___ Demonstrates ability to assess the needs of the client system.

Example: _____________________________________________

______________________________________________________

___ ___ Develops and implements an intervention plan designed to address the needs of the client system.

Example: _____________________________________________

______________________________________________________

___ ___ Demonstrates adequate knowledge of community resources and services in order to appropriately address identified client needs.

Example: _____________________________________________

______________________________________________________

___ ___ Makes appropriate referrals to community resources on behalf of the client system.

___ ___ Works collaboratively with agency staff and/or consultants.

Example: _____________________________________________

______________________________________________________

___ ___ Functions within the structure of organizations and service delivery systems, and under supervision, seeks necessary organizational change.

Example: _____________________________________________

______________________________________________________

___ ___ Completes required written records, reports, etc.

Example: _____________________________________________

______________________________________________________

Policy

___ ___ Analyzes the impact of social policies on client systems, workers, and agencies.

Human Behavior in the Social Environment

___ ___ Applies knowledge of bio-psycho-social variables that affect individual development and behavior, and uses theoretical

frameworks to understand the interactions among individuals and between individuals and social systems (i.e. families, groups, organizations, and communities)

Example: _____________________________________________

______________________________________________________

Human Diversity and Work with Populations at Risk

___ ___ Demonstrates ability to work with persons of diverse backgrounds (age, gender, race, ethnicity, etc.)

Example: _____________________________________________

______________________________________________________

Social and Economic Justice

___ ___ Understands the forms and mechanisms of oppression and

discrimination and the strategies of change that advance social and economic justice.

Example: _____________________________________________

______________________________________________________

Research and Evaluation

___ ___ Evaluates research studies and applies findings to practice, and, under supervision, evaluates his/her own practice interventions and those of other relevant systems.

Example: _____________________________________________

______________________________________________________

Social Work Values and Ethics

___ ___ Practices within the values and ethics of the social work profession and with an understanding and respect for the positive value of diversity.

Example: _____________________________________________

______________________________________________________

Professional and Personal Growth

___ ___ Uses supervision appropriate to generalist practice.

Example: _____________________________________________

______________________________________________________

Section III

Please summarize the student’s functional level at each evaluation period. Include any important factors related to student performance below, within, or beyond expectations.

Also include recommendations for performance improvement.

A: _____________________________________________________________________

Number of hours of Field Placement completed at this time:

A: _________ B: _________

Section IV – Final Evaluation

Overall in this setting, do you feel the student has demonstrated a level of competence required of entry-level social workers? _____ Yes _____ No

If not, please explain: ______________________________________________________

________________________________________________________________________

Dates of Evaluation:

A: _________ B: _________

Signatures: Initial for each evaluation period:

A. B.

_______________________________________ _____ _____

Field Instructor

________________________________________ _____ _____

Student

________________________________________ _____ _____

Director of Field Instruction

The University of Findlay Social Work Program FIELD EVALUATION FORM SOWK 410: Field Instruction II

Student Form

Student’s Name: ____________________________________________

Field Agency: ______________________________________________

Field Instructor: _____________________________________________

This evaluation form is designed to be a cumulative assessment of student performance and will be used at the end of the Senior Field Placement. (Evaluation periods: 1=Final evaluation 1^st semester, 2=Final evaluation 2^nd semester) Since the goal of the University of Findlay Social Work Program is to prepare students for entry-level generalist social work practice, students are evaluated based on expectations for performance of entry-level practitioners. It is expected that students will be able to demonstrate improved or sustained performance over the course of the semester and that the student will

demonstrate competence in these areas by the end of the Field Placement.

Additionally, at the evaluation period, a copy of the student’s learning contract should be attached with a notation of the date of successful achievement of each goal.

Section I

Briefly outline the tasks you, as a student, performed as part of your field placement.

Include responsibilities and activities in direct service as well as those in community organization, planning, and administration.

________________________________________________________________________

Section II

Use the following scale to rate your competence related to the following criteria. When possible, add examples in which you have demonstrated the competency related to the field placement setting. Any area related with a “2” should be addressed in the final summary of that particular evaluation period.

Level of Competence

5 – Excellent performance; superior to many entry-level practitioners 4 – Performance above acceptable; meets expectations for entry-level

practice

3 – Acceptable level of performance and competency for a field student 2 – Unacceptable level of performance

1 – Not applicable at this time; no opportunity to observe Evaluation Periods:

___ Maintains appropriate work habits, e.g. punctuality, minimal absences, appropriate dress, contact with agency prior to missing scheduled hours, and rescheduling of same.