MSW ADVANCED PRACTICE FIELD EDUCATION LEARNING CONTRACT AND ASSESSMENT

Transcription

1 MSW ADVANCED PRACTICE LEARNING CONTRACT AND ASSESSMENT Date: Semester: Fall Winter Spring/Summer Field Agency: (Name) (Signature) Student: (Name) (Signature) Faculty Field Liaison: (Name) (Signature) Field Supervisor: *All parties sign this page at the beginning of the semester upon agreeing to the student s recorded learning activities*

2 DEVELOPMENTAL MODEL OF Field Education is the signature pedagogy of social work education. Field Education offers students the opportunity to practice skills necessary to demonstrate achievement of social work competencies as observed through associated behaviors. Field Education and the Learning Contract are based on the nine competencies identified by the Council on Social Work Education (CSWE) as the standards for social work education. Each competency has specific behaviors to guide a student s learning activities. The Learning Contract guides the Field Education Supervisor and student in establishing tasks/activities that align with the competencies as observed through the more specific behaviors. Field Education is intended to be developmental. This implies that during Field Education, students will progress through three (3) phases of learning. PHASE ONE: In the first phase, learning is foundational. Students are learning about the scope of agency practice, the agency policies and procedures, population(s) served, as well as, learning about the broader network of agencies involved in the field of practice. In this beginning phase, it is critical that students receive consistent supervision and feedback to foster professional growth and development. PHASE TWO: In the second phase, students continue to build on competencies learned in phase one. Students should function with slowly increasing autonomy and responsibility. Supervision and feedback continues to be crucial for professional growth and development. Activities in this phase could include doing assessments; developing treatment plans; maintaining a small caseload; co-facilitating a group; contributing to the grant writing process; reviewing policies and procedures; exploring the community network of resources; and community engagement. PHASE THREE: In the third phase, students should continue to build on competencies learned in phases one and two. Students are expected to demonstrate an advanced understanding of the competencies. Students should be able to assess, engage, intervene, and evaluate at a micro, mezzo, and macro level; maintain an appropriate size case load; integrate multiple theories into practice; and use research to inform practice. Students should be able to function autonomously. Supervision and feedback continue to be used as a tool to augment professional growth and development. DIMENSIONS OF COMPETENCE: DEFINITIONS KNOWLEDGE: The extent to which the student demonstrates a knowledge base for the competency. VALUES: The extent to which the student demonstrates an understanding of social work values in relation to a specific competency and the ability to perform within a standard of professional values. Core values, as defined by NASW, include service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. SKILLS: Assessment of the student s skill set, what they are capable of doing, in relation to the competency. COGNITIVE AND AFFECTIVE PROCESSES: Dimensions include: 1. Critical thinking: The student s ability to look at a person or situation from an objective and neutral standpoint, obtain as much data as possible from interviews, case notes, observations, research, supervision and other means, to assemble a plan of action, without allowing biases or prejudices to interfere. 2. Affective reactions: the way in which the student s emotions influence their thinking and behavior. 3. Exercise of judgment: the capacity to perceive and discern multiple sources to form an opinion.

3 INSTRUCTIONS FOR COMPLETING LEARNING CONTRACT AND ASSESSMENT A new Learning Contract is required for each semester of Field Education. The student (under the guidance of the Field Education Supervisor) is responsible for generating the tasks/activities that the student will complete over the course of the semester. Tasks and activities will assist the student in developing the observable behaviors and the development of the competency as a whole. At the end of the semester, the Learning Contract becomes the basis for evaluating student progress during Field Education. The assessment requires input from both the Field Education Supervisor and student. The rating scale provided below should be used by the Field Education Supervisor and student in assigning numeric scores to progress for each behavior and assessment of the overall competency. The Field Education Supervisor rates student progress in the column titled Field Education Supervisor Rating and the student self-assesses their progress in the column titled Student Rating. The Field Education Supervisor rating is the basis for recommending a grade to the Faculty Field Liaison, benchmarks, and program assessment. Student rating is used for self-awareness and professional growth. SCORE DEFINITION ASESSMENT SCALE D Unacceptable Competence: Student has not developed in relation to this behavior/ competency. The student was unable to demonstrate a basic level of understanding and proficiency. Performance Improvement Plan required in collaboration with student s Faculty Field Liaison. Minimal Competence: Student is aware of and demonstrates minimal evidence of competence, growth, and change; unable to demonstrate an adequate level of understanding and proficiency. Performance Improvement Plan required in collaboration with student s Faculty Field Liaison. Emerging Competence: Student meets baseline expectations and is progressing. The student has demonstrated an adequate level of understanding and proficiency. Competence: Student demonstrates consistent growth and development, increased levels of understanding and proficiency. Able to function with independence. Advanced Competence: Student demonstrates a high degree of competence, understanding, and proficiency. Able to initiate and add significant value. Deferred: Student has little or no opportunity to engage in activities that would develop this behavior. More than 2 scores of D in an assessment results in a Performance Improvement Plan. No deferred allowed in the final semester of field education. Performance Improvement Plan If a score of 1 unacceptable competence or 2 minimal competence is given for a behavior, a performance improvement plan is required. Please develop and attach a performance improvement plan for each behavior/competency where a score of 1 or 2 was given. Practicum Review Committee Meeting If 9 or more scores on the Field Education Supervisor Assessment are at a 2 or lower, the student will be referred for a Practicum Review Committee Meeting with the Field Education office.

4 COMPETENCY 1: DEMONSTRATE ETHICAL AND PROFESSIONAL Advanced Generalist social workers demonstrate ethical and professional interactions based upon training in multiple evidence-based and best-practice perspectives at all levels of practice. They use current and emerging technology as appropriate to engage with others to effect social change. Advanced Generalists engage in self-reflection and seek collegial critique of their professional skills and integrate this feedback regularly into autonomous practice. They analyze complex, multi-dimensional situations and utilize ethical frameworks to guide their interactions with constituents. The Advanced Generalist embraces holistic and collaborative inter-professional relationships in which the contributions of each profession are combined to optimize outcomes. They are committed to lifelong learning and critical thinking, and understand the social environment is constantly evolving and they must evolve as well. Critically evaluate professional supervision from colleagues regarding practice effectiveness to develop a professional identity and optimize professional use of self. Engage in self-reflection that deepens their understanding and implementation of professional values, ethics and boundaries. Resolve ethical dilemmas encountered in practice situations by applying a multi-systemic understanding of social work values. Critically evaluate the use of technology to engage with others and make their practice more efficient and effective. 2-4 MINIMUM LEARNING ACTIVITIES/TASKS WITH TIME FRAME AND MEASUREMENT ASSESSMENT OF S

5 COMPETENCY 2: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE Advanced Generalists consistently examine the consequences of systemic oppression and their impacts of implicit bias on all populations served and their social environments. They assess the strengths of all cultures from an empowerment perspective to effectively advocate with and on behalf of all client populations. Advanced Generalists structure interventions to increase the choices and opportunities of all populations, especially those who are vulnerable, oppressed, or disadvantaged. They translate their knowledge of ecological systems into culturally responsive services and service delivery systems, utilizing well-developed self-awareness to recognize the influences of their own cultural backgrounds and manage the influences of their personal biases and values. Advanced Generalists understand and respect their constituents points of view. They understand diversity as comprising multiple perspectives, and strive to achieve inclusiveness and respect for differences of all types. Develop and implement interventions that incorporate different perceptions of social problems and issues across diverse cultures and initiate proactive strategies to address discrimination. Recognize the roles of language and communication style in promoting and sustaining oppression at all levels; consistently use non-oppressive, empowering language. Identify and challenge systemic forms and mechanisms of oppression and discrimination. Provide leadership that affirmatively contributes to the development and growth of culturally responsive practices. Recognize and effectively manage or eliminate personal biases and oppressive behavior in personal practices and spheres of influence. 2-4 MIMINUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT ASSESSMENT OF S

6 COMPETENCY 3: ADVANCE HUMAN RIGHTS AND SOCIAL, ECONOMIC, AND ENVIRONMENTAL JUSTICE Advanced Generalist social workers advocate for fundamental human rights and justice. They examine the impact of historical legacies, global interconnections, economic systems, and the political context which impacts human rights. Advanced Generalists critically synthesize theories of human need and social justice to promote justice and human rights and stand in solidarity with disenfranchised groups. They create strategies and advocate for change so that goods and services are distributed equitably; and civil, political, environmental, economic, social, and cultural rights are recognized and protected. Critically evaluate historical contexts, global interconnections, economic systems and political contexts that impact the human rights of all. Engage with constituents to jointly analyze create and advocate for practices that advance social, economic, and environmental justice. Provide leadership in advocating for human rights and social, economic and environmental justice. ASSESSMENT OF S 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

7 COMPETENCY 4: ENGAGE IN PRACTICE-INFORMED RESEARCH AND RESEARCH INFORMED PRACTICE Advanced Generalist social workers are educated to function as responsible consumers, producers and evaluators of research. They think critically about the protection of vulnerable populations and are culturally sensitive when designing and evaluating research processes. Advanced Generalists critically evaluate published research and outcome studies to identify strong evidence-based practices for use with constituents. They design systematic, reflexive research consistent with ethical standards and informed by multi-disciplinary sources. Generate conclusions based on research that promote linkages between research and theory, practice, and policy. ASSESSMENT OF S Formulate and articulate implications for research, practice and policy to advocate for constituents based upon the synthesis of research. Produce professional reports demonstrating intellect, integrity, honesty and justification for conclusions and contribute to the knowledge base of social work practice. 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

8 COMPETENCY 5: ENGAGE IN POLICY PRACTICE Advanced Generalist social workers consume, produce and evaluate social policy. They theorize how human rights, social justice, and social welfare are directed and influenced by both private and public policies at all levels. Advanced Generalists discern emerging trends, anticipate consequences, apply their understanding of the myriad influences that impact policy, and actively engage in change strategies to help shape efforts to provide for the common good. Develop, implement and evaluate policies at the organizational level. ASSESSMENT OF S Provide leadership in shaping emerging organizational policies that impact systems and constituents. Integrate into practice the connection between social welfare policies, human rights, and social and economic justice. 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

9 COMPETENCY 6: ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES Advanced Generalist social workers engage with, and on behalf of, diverse constituencies as a fundamental component of autonomous social work practice. Engagement with constituents based upon strengths and excellent professional judgment forms a critical underpinning to successfully address issues or problems. An understanding of systemic barriers, oppression, and often conflicting interactions between multiple systems is critical to the ability of the advanced generalist practitioner to effectively engage with others. Develop professional relationships to engage with constituents in a collaborative, strengths-based approach. ASSESSMENT OF S Adapt best practices to engage key stakeholders across all systems. 1-2 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

10 COMPETENCY 7: ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES Advanced Generalist social workers design and utilize interactive assessment processes grounded in collaboration and partnership with constituents. They understand constituents are multidimensional and that change emanates from a holistic, culturally-grounded, empowering assessment. Advanced Generalists differentiate their assessments through an examination of human behavior in the social environment, and include a variety of perspectives from significant others involved with the constituent. Analyze constituent issues from a multi-systemic framework and mutually identify goal areas and best practice intervention strategies. Design and implement evidence-based assessments that embody holistic and culturally- grounded approaches. ASSESSMENT OF S 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

11 COMPETENCY 8: INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES Advanced Generalist social workers are autonomous professionals who develop interventions using knowledge of human behavior and the social environment as well as evidence-based/best-practice approaches to advocate and intervene for various constituencies. Autonomously plan and intervene with constituents in practice settings, utilizing inter-professional approaches. ASSESSMENT OF S Utilizing advanced practice roles implement evidence-based practice approaches to intervene with constituencies. 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

12 COMPETENCY 9: EVALUATE INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES Advanced Generalist social workers embrace formative and summative evaluation as critical to effective and efficient service delivery. They design and/or apply models of research and evaluation and select appropriate processes to evaluate engagement, assessment and/or interventions. Advanced Generalists demonstrate understanding and self-awareness of their socialization to various beliefs, attitudes, stereotypes, and biases that may affect their professional judgment about research and evaluation. Analyze and implement evaluation instruments. ASSESSMENT OF S Apply evidence-based methodologies to evaluate efficacy and efficiency of practice outcomes. Integrate evaluation outcomes into practice to continuously improve effective approaches with constituents. 2-3 MINIMUM LEARNING ACTIVITIES/TASK TIME FRAME MEASUREMENT

13 ASSESSMENT SUMMARY Instructions: The End of Semester Field Education assessment is an important tool for assessing student performance during Field Education. Field Education Supervisors are strongly recommended to give accurate and candid feedback. The End of Semester Field Education assesment should be reviewed and signed by the student and Field Education Supervisor, before being submitted to the Faculty Field Liaison for their review and assigning a final grade. The student s signature does not imply agreement with the assessment, it is an indication that the student has had the opportunity to review it. Field Education Supervisor Narrative: Field Education Supervisor Recommendation for the future (please provide feedback on areas of growth for the student):

14 Please check the appropriate recommendation: Meets expectations for semester Performance Improvement Plan required Recommend repeat semester (See Field Education Manual for details) Student Narrative (students reflect on their professional development during Field Education): This assessment has been reviewed by Student, Field Education Supervisor, and Faculty Field Liaison: Student Signature Date Field Education Supervisor Signature Date Faculty Field Liaison Signature Date