FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE 113 W. 60 th Street, 726B, New York, NY

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1 FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE 113 W. 60 th Street, 726B, New York, NY FIELD WORK EVALUATION FOR COMMUNITY-BASED PRACTICE AND LEADERSHIP [LEADERSHIP AND MACRO PRACTICE/TRACK B] Student Name: Agency Name: Field Instructor: Faculty Advisor: Period Covered: Fall Date Spring Date Description of basic agency services: Description of learning assignments: (individuals, families, groups, team meetings, task group participation, organization and community involvement) Please indicate the type of clinical practice tasks the student has been involved with. (Check all that apply for this semester.) Intakes Treatment conferences Psychosocial assessments Case consultation Group facilitation Crisis intervention Couple counseling Friendly visiting Hotline crisis calls Work with caregivers Information and referral Linking clients w/resources Case advocacy Work w/natural support systems Case finding Evaluating/monitoring of ongoing practice

2 Home visits Family meetings Individual counseling/ OTHER (please specify) supportive therapy Please indicate the type of macro practice tasks the student has been involved with. (Check all that apply for this semester.) Represent agency/ program/unit on a committee, task force, coalition. Work with an agency or community policy-making body. Staff a committee or task force. Develop a new service or program. Supervise a staff member or volunteer. Improve agency procedures, policies, or systems. Organize and implement training for staff or constituents. Enhance participation and influence of clients/consumers. Plan a public awareness or outreach initiative. Prepare/present recommendations to community or agency. Engage in fundraising. Prepare a program or agency manual. Plan and conduct a needs assessment in agency or community. Develop a resource directory. Design or conduct staff or program evaluation. Plan an improvement of services to clients. Design a procedure to monitor service delivery. Prepare a proposal for funding. Organize a community project/event. Use an assessment tool to identify current situation or future issues. Engage in a community capacity building project. Other (specify) Evaluation rubrics 1. Not Competent: Student does not demonstrate any evidence of competency in this area 2. Developing Competency: Student performance is below the expected level; student provides inconsistent evidence of competency. 3. Competent: Student is able to demonstrate proficiency on a consistent basis in the

3 Understanding of key concepts or acquisition of skills taught. 4. Advanced Competence: Student exceeds basic standards for competency on a consistent basis. 5. NR: Not rated. Assessor has insufficient evidence to rate competency in this area. Evaluation of Advanced Skills: At mid-year (January), a student with an overall rating of Developing Competency may be required to have an administrative review. Field instructors should indicate whether they recommend a review. By the end of the year, the student is expected to demonstrate overall proficiency in each competency that is evaluated, i.e. an average rating of 3 for the competency. Ratings of 4 are not expected and should be reserved for truly remarkable performance. All ratings should be substantiated through specific examples. COMPETENCY #1: STUDENT IDENTIFIES AS A PROFESSIONAL SOCIAL WORKER AND CONDUCTS HIM/HERSELF ACCORDINGLY A.. Practice Behavior: Demonstrates professional use of self in relation to client, agency, and others, including other professionals. 1. Seeks and responds to feedback about professional performance. 2. Accepts and tolerates differences among clients and between client and self. 3. Maintains effective working relationships with staff and colleagues. 4. Demonstrates understanding of one s role in the agency s structure. 5. Represents the agency in a professional manner. 6. Takes initiative in engaging with new people and learning experiences. 7. Uses relationship effectively in helping clients meet goals 8. Maintains appropriate boundaries with clients and staff. 9. Participates in the establishment of an educational contract. 10. Prepares and submits process recordings promptly. 11. Completes required agency documentation in a timely manner. 12. Plans and organizes work, using time productively. 13. Prepares adequately for meetings, conferences, and supervision. B. Practice Behavior: Perform leadership and macro practice roles and activities in ways that reflect the social work profession and its ethical standards.

4 1. Works collaboratively with colleagues and stakeholders on projects, in meetings, etc. 2. Maintains/follows agency protocol for resolving problems. Please comment on student s overall professional behavior, with specific examples supporting ratings. COMPETENCY #2 : STUDENT APPLIES SOCIAL WORK ETHICAL PRINCIPLES TO GUIDE PROFESSIONAL PRACTICE. A. Practice Behavior: Identify ethical issues in clinical practice and demonstrate ability to resolve such dilemmas and/or to seek consultation as needed. 1. Practices in accordance with the NASW Code of Ethics 2. Consults appropriately with field instructor relative to ethical dilemmas. B. Uses ethical frameworks and reasoning to analyze policy and practice issues affecting macro and advanced generalist social work practice. 1.Understands and applies the Code of Ethics in the leadership role and tasks. Please comment on student s overall ethical behavior, with specific examples supporting ratings. COMPETENCY #3: STUDENT APPLIES CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGMENTS. A. Practice Behavior: Engage in reflective practice including developing critical awareness of personal and institutional biases and their impact on practice. 1.Demonstrates commitment to self-awareness and reflection. 2. Identifies and explores soci-cultural assumptions that influence practice (i.e., ageism, sexism, ableism, cultural traditions, etc.)

5 3. Honors clients self-determination and self-actualization in practice. 4. Identifies transference as a variable in the helping process. 5. Identifies countertransference as a variable in the helping process. B. Practice Behavior: Communicate professional judgments to other social workers and to professionals from other disciplines in both verbal and written formats. 1. Conceptualizes and organizes ideas clearly and concisely in speech. 2. Conceptualizes and organizes ideas clearly and concisely in written work. C. Practice Behavior: Apply critical thinking to a range of leadership and macro practice challenges in the context of organizations and communities and those affected by these contexts. 1. Applies appropriate decision-making frameworks to guide actions. 2. Considers multiple courses of action relevant to assigned leadership activities. Please comment on student s overall ability for critical thinking, with specific examples supporting ratings. COMPETENCY #4: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE A. Practice Behavior: Work with diverse client values, beliefs, and practices in clinical social work. 1. Views clients as unique individuals within their families and communities. 2. Recognizes strengths and dilemmas which stem from cultural, racial and religious origins. B. Promote policies and practices to facilitate a multicultural workplace and culturally competent service delivery. 1. Supports program practices that encourage the development of culturall sensitive policy changes and/or program development, especially with reference to oppressed, discriminated and vulnerable groups. 2. Demonstrates culturally sensitive awareness in regard to staff and

6 constituents. 3. Demonstrates respect to cultural differences in interactions and power inequities in interactions with colleagues, staff and constituents. Please comment on student s overall ability for engaging diversity in his/her practice, with specific examples supporting ratings. COMPETENCY #5: ADVANCE HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE A. Practice Behavior: Use knowledge of the effects of oppression, discrimination, and historical trauma on clients and client systems to guide treatment planning and intervention. 1. Demonstrates understanding of how oppression, discrimination and historical trauma shapes clients views and perspectives. 2. Develops culturally appropriate treatment and intervention plans. B. Practice Behavior: Identify and address agency structures and programs that promote human rights. 1. Demonstrates the ability to analyze an agency policy or practice relative to human rights and social justice. 2. Demonstrates ability to enhance current agency policies or practices that promote human rights. Please comment on student s overall ability for advancing human rights and social and economic justice in his/her practice, with specific examples supporting ratings. COMPETENCY #6: ENGAGE IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH

7 A. Practice Behavior: Select, evaluate, and use relevant research to inform clinical practice. 1. Consults literature regarding appropriate interventions with clients. 2. Utilizes evidence-informed interventions to the extent possible in work with clients. 3. Demonstrates ability to transfer knowledge from one situation to another. B. Practice Behavior: Promote collaborative leadership practices in organizations and communities that are research-informed. 1. Consults and uses existing research literature prior to implementation of administrative assignments (program planning, proposal writing, evaluation, supervision, etc). Please comment on student s overall ability for using research-informed practice and practiceinformed research, with specific examples supporting ratings. COMPETENCY #7: APPLY KNOWLEDGE OF HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT. A. Practice Behavior: Utilize theoretical frameworks that promote well-being to guide advanced clinical practice. 1. Identifies appropriate theoretical framework appropriate to the individual s phase of development in work with clients. B. Practice Behavior: Identify and respond to the impact of power, privilege, and oppression in clinical practice. 1. Elicits clients perspectives and feelings about help-seeking and/or the treatment relationship. 2. Recognizes and articulates the impact that power differential(s) within the treatment relationship may have on client response and engagement. 3. Works effectively with clients who are mandated to treatment. 4. Displays willingness to sensitively reach out to vulnerable people.

8 C. Practice Behavior: Apply multi-axial diagnostic classification when appropriate. 1. Demonstrates ability to formulate an appropriate diagnosis. D. Practice Behavior: Apply theoretical models of individual, group, community and organizational behavior for the design and development of effective organizational and community programs and policies. 1. Demonstrates ability to select and apply appropriate theoretical frameworks in designing and implementing agency policies and/or programs Please comment on student s overall ability for applying knowledge of human behavior in the social environment, with specific examples supporting ratings. COMPETENCY #8: ENGAGE IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL BEING AND TO DELIVER EFFECTIVE SERVICES. A. Practice Behavior: Advocate for the adaptation of organizational policies, procedures and resources to facilitate the provision of clinical services. 1. Uses appropriate means to suggest the need for changes and/or revisions to current agency policies/practice that would benefit clients. 2. Supports clients in self-advocacy. B. Practice Behavior: Analyze public, organizational and community policies to determine the extent to which they are reflective of human rights and social justice and advocate for change. 1. Organizes colleagues and constituents in advocacy actions to create an equitable, effective and inclusive environment. 2. Develops program models or leadership tasks that advance human rights for all consumers. Please comment on student s overall ability to engage in policy practice, with specific examples supporting ratings.

9 COMPETENCY #9 RESPOND TO CONTEXTS THAT SHAPE PRACTICE A. Practice Behavior: Proactively engage in multi-disciplinary and trans-disciplinary collaboration to promote responsive systems. 1. Demonstrates awareness of the impact of social, economic, and policy changes on clinical practice. 2. Participates actively in an agency or community task force. 3. Contributes to the development of a prospective plan for change with key stakeholders in the agency and community. B. Practice Behavior: Design programs and/or policies that respond to changes in agency and community envir and address trends in the larger political, economic and social environments. 1. Evaluates current trends in leadership and policy practice and their impact on planning and implementation. 2. Invites and accepts input from constituents on organizational policies and practices. 3. Utilizes input in policy and program planning and implementation. 4. Demonstrates flexibility in thinking and actions when completing administrative tasks. Please comment on student s overall ability to respond to contexts that shape practice, with specific examples supporting ratings. COMPETENCY #10: ENGAGE, ASSESS, INTERVENE AND EVALUATE INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES 10.1 ENGAGE INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Demonstrate the use of differential evidence based, culturally relevant engagement strategies to develop and maximize the therapeutic alliance with diverse client systems, for example culture, conditions, gender, sexual orientation.

10 1. Engages in self-education in advance of engaging with client systems. 2. Encourages clients to express concerns regarding the presenting problem. 3. Elicits clients expectations and understanding about service. 4. Engages clients in ways that respect their state of development and/or life circumstances. 5. Demonstrates ability to engage with clients who do not perceive the need for help. B. Practice Behavior: Engage multiple and diverse stakekholders in capacity building, problem-solving and decision-making processes. 1. Takes initiative in identifying and promoting involvement of relevant stakeholders. 2. Demonstrates ability to listen to others and respond empathically NR NR Please comment on student s overall ability to engage with the client system ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Use theoretical and empirical knowledge to complete bio, psycho, social, spiritual, and cultural assessments relevant to client well-being. 1. Elicits pertinent data from client system (cognitive, affective, behavioral and historical). 2. Demonstrates ability to assess non-verbal cues. 3. Identifies areas of strength as well as areas of stress and conflict. 4. Identifies environmental, psychological, and social and cultural influences on client. 5. Clarifies problem definition, case formulation, and priorities. B. Practice Behavior: Use differential diagnoses to inform interventions. 1. Demonstrates ability to use assessment tools to reach diagnosis. 2. Demonstrates ability to select intervention strategies appropriate to the diagnosis, client preference, situation and context. 3. Discusses plan of intervention with client system, encouraging

11 feedback. C. Practice Behavior: Develop assets-based inclusive organizational and community assessments. 1. Facilitates inclusive community or organizational assessments that are strengths-based and collaborative. Please comment on student s overall ability to assess the client system and problem/situation INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Identify, critically evaluate, select, and apply evidence-based change strategies across the stages of clinical practice. 1. Establishes goals for work with the client system. 2. Accepts necessary and limited goals. 3. Demonstrates flexibility in developing alternative or contingency plans as needed. 4. Demonstrates ability to work through challenges presented by the client system, situation, and context. 5. Demonstrates ability to implement an evidence-informed intervention with the client system, situation, and context. 6. Recognizes manifest and latent communications and is able to respond appropriately after assessing their meaning. 7. Helps clients consider pros/cons of thoughts, emotional responses and behavior, and assess opportunities for change. 8. Demonstrates ability to tolerate silences, ambivalence, and ambiguity (not knowing) in treatment setting. 9. Deals with difficult and/or sensitive issues skillfully. 10. Refrains from pre-emptive problem solving for clients when appropriate. 11. Engages in active collaborative problem solving when appropriate. 12. Demonstrates appropriate use of teaching strategies to provide

12 information, teach skills, and support competent coping. 13. Demonstrates ability to enhance reciprocity in client systems, such as mutual aid. 14. Facilitates clients actions to establish a positive relationship in the community, utilizing needed social services. 15. Prepares client system for positive endings. 16. Explores future application of any newly acquired skills. 17. Makes appropriate referrals if necessary. B. Practice Behavior: Engage in inclusive planning and advocacy to improve opportunities, increase resources, change institutions increase empowerment and build capacity for individuals, families, groups, organizations and communities. 1.Engages collaboratively with various stakeholders around targeted or desired change. 2. Develops plans for program models, organizational change or policy advocacy that are well-thought out and researched. 3. Develops plans for program models, organizational change or policy advocacy that reflect values of human rights and social justice. Please comment on student s overall ability to intervene with the client system EVALUATE WORK WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Use relevant tools to evaluate the process and outcomes of clinical practice to develop best practice interventions for a range of client conditions. 1. Evaluates progress and areas needing further work with client. 2. Encourages client assessment of services provided. 3. Utilizes appropriate measures to document treatment outcomes. B. Practice Behavior: Use collaborative evidence-based research to evaluate services and programs for access, responsiveness, effectiveness and relevance.

13 1. Selects appropriate method(s) to evaluate programs, service or policies completed as part of the student s administrative assignment. 2. Analyzes the results of the evaluation relative to the assignment 3. Completes self-assessment of skills developed in field placement. Please comment on student s overall ability to evaluate his/her work with the client system. General Summary: Please individualize the student, commenting on learning patterns and on areas where additional effort is needed. Student s Comments Regarding the Learning Experience: (Students should refer specifically to those experiences found to be most productive.) Overall, this student has performed in the field instruction course for the semester at the following level: Not Competent : Student does not demonstrate any evidence of competency overall At mid-year, this rating will require an Administrative Review. At end-of-year, this rating represents a failing grade for field work. Developing Competency: Student performance is below the expected level overall; student provides inconsistent evidence of competency. This rating is a valid option only for mid-year, at which point an Administrative Review may be required Student is performing at a level expected at mid-year. Student is expected to be competent by the end of placement. Administrative review is not recommended at this time.

14 Student s performance below level expected at mid-year. Student performance may not improve sufficiently by end of placement. Administrative review is recommended. A student performing below expected levels/inconsistently at end-of-year should be rated as Not Competent. Competent: Student is able to demonstrate proficiency on a consistent basis in the understanding of key concepts of acquisition of skills taught. At end-of-year, this rating represents a passing grade for field work. Advanced Competency: Student exceeds basic standards for competency on a consistent basis. This rating is reserved for exceptional performance. Signature of Field Instructor: Date: Signature of Student: Date: To the Student: Your signature indicates that you have read this evaluation. In the event you do not agree with any aspect of this judgment of your performance by your field instructor, append a statement describing your specific disagreements and reasons for them.