TABLE OF CONTENTS
I. Department of Social Work Mission AND GOALS................................................. 3
A . Department of Social Work Mission...................................................................................... 3
B. Department Goals...................................................................................................................... 3
iI. Field Program
mission.................................................................................................... 4
iii. descriptions of
field i and field ii.......................................................................... 4
A. What is Field I about?............................................................................................................. 4
B. What is Field II about?............................................................................................................ 4
iv. field i objectives................................................................................................................ 4
V. FIELD II
Objectives.............................................................................................................. 5
VI. PRE-REQUISITES...................................................................................................................... 6
VII. CONCURRENT PLACEMENTS............................................................................................... 7
VIII. BLOCK PLACEMENTS............................................................................................................ 7
IX. FIELD PLACEMENT
POLICIES............................................................................................... 7
A. Agency Affiliation................................................................................................................. 7
B. Process..................................................................................................................................... 7
C. Criteria for Selection of Agencies....................................................................................... 7
D. Criteria for Selection of the Agency Supervisors............................................................. 8
E. Ongoing Agency Responsibilities...................................................................................... 11
F. Agency Terminations........................................................................................................... 12
G. Student Responsibilities...................................................................................................... 12
H. Insurance............................................................................................................................... 13
I. Hours...................................................................................................................................... 14
J. Compensatory Time.............................................................................................................. 14
K. Field Days.............................................................................................................................. 14
L. Holidays/Other Days Off.................................................................................................... 14
M. Absences............................................................................................................................ 14
N. Transportation..................................................................................................................... 14
O. Seminars................................................................................................................................. 14
P. Periods in Field..................................................................................................................... 15
Q. Duration of Placement........................................................................................................ 15
R. Credit for Hours Worked................................................................................................... 15
S. Repeating Placements......................................................................................................... 15
T. Using Employment for Field Placement........................................................................... 15
U. Students with Handicaps..................................................................................................... 16
V. Using an Outside MSW-Supervisor..................................................................................... 16
W. Child Welfare Scholar Placement Requirements...................................................... 16
X. No Field Credit for Previous Work Experience............................................................... 17
Y. Application of Kolb Learning Style Theory................................................................... 17
Z. Four Step Teaching Process Model.................................................................................. 18
AA. International Field Placements........................................................................................ 18
X. DIRECTOR
OF FIELD/FACULTY LIAISON RESPONSIBILITIES.................................. 18
A. Director of Field:................................................................................................................. 18
B. Faculty Liaison:.................................................................................................................... 19
XI. FIELD PLACEMENT
PROCEDURES.................................................................................... 20
A. Background Checks............................................................................................................ 20
B. First Year Placements......................................................................................................... 20
C. Second Year Placements..................................................................................................... 20
D. Early Termination of Placement....................................................................................... 21
E. Requests for Approval for Using Employment as Field................................................. 21
F. Requests for Approval for Using an Outside
MSW-Supervisor..................................... 22
G. Questions Which Students Should be Prepared to Answer
When They Interview with the Field Agency Supervisors 22
H. Updating of Field Agency Application................................................................................. 23
XII. THE LEARNING
CONTRACT.............................................................................................. 23
A. Purpose.................................................................................................................................. 23
B. Field Guidelines Explained................................................................................................ 23
C. How to Develop a Learning Contract............................................................................... 24
D. First Year Learning Contract Guidelines....................................................................... 25
E. Second Year Learning Contract Guidelines................................................................... 33
A. Evaluation of Student
Performance.................................................................................... 41
B. Student’s Evaluation of
the Agency.................................................................................... 41
C. Summer Field Placement
Evaluations.................................................................................. 42
D. Calendar for Student
Evaluations...................................................................................... 42
XIV. Grading Procedures for Field................................................................................. 44
APPENDIX A: Agency
Application...................................................................................... 46
APPENDIX B: Agency
Contract......................................................................................... 52
APPENDIX C: Student
Evaluation.................................................................................... 56
APPENDIX D: Student
Evaluation of Field/Agency................................................ 68
APPENDIX E: Background check
forms....................................................................... 75
APPENDIX F: CSWE Educational
Policy and Accreditation Standards..... 79
appendix g: self-assessment of concentration year practice behaviors
survey 101
UMD SOCIAL WORK FIELD MANUAL
A. Department of Social Work Mission
The mission of the Department of Social Work at the University of Minnesota
Duluth is to promote human well-being and advance social justice in northern
Minnesota and neighboring regions through
teaching, research, and service. We prepare competent and effective advanced
generalist social workers who are leaders both in expanding the profession’s
knowledge base and in developing socially just service delivery systems. Our
graduates are committed to pursuing culturally competent practice among and
within diverse populations with an emphasis on working with American Indians,
especially in rural communities. The education we provide is based on the
knowledge, values, and skills of social work and is grounded in the
profession’s history, purposes, and philosophy.
The Department’s mission is closely linked to that of the university as-a-whole
in that the latter also includes emphases on serving northern Minnesota and the
region; preparing students “for active
roles in a multiracial and multicultural world”; combatting “racism, sexism,
and other forms of prejudice and intolerance”; and addressing “community
problems” as part of a larger commitment to “public service.”
In order to prepare advanced generalist practitioners who
are grounded in the values and ethics of the social work profession, the
Department of Social Work at the University of Minnesota Duluth has the
following six goals:
1. To prepare advanced generalist social workers who are committed to actively
pursuing culturally competent practice and social justice.
2. To conduct research that contributes to the social work knowledge base and
promotes effective social work practice.
3. To promote learning and community service through engagement with diverse
communities on the local, regional, national, and international levels.
4. To promote American Indian family and community preservation as part of a
larger effort to achieve social justice through teaching, research, and
service.
5. To prepare advanced generalist social workers for effective practice with
American Indians, especially in rural communities.
6. To promote best practices in child welfare practice through teaching,
research, and service.
Based on general systems theory and the understanding of the
person-in-environment, the general program goal is to graduate students with
advanced knowledge and skills in strengthening individuals, groups and
families, and organizations and communities, through interventions at the direct
service, administration and community levels. Furthermore, graduates will have acquired skills to move
into positions of leadership, both within the profession, as well as in the
community. To accomplish this
goal, an integrated sequence of courses has been developed to meet the needs of
the students.
Effective helping at any system level requires a combination
of approaches. The effective
helping process requires that students have a broad base of knowledge in
psychological, social, economic, political and societal problems and the skills
to solve them.
Graduates will have developed self-awareness, as well as
have acquired an “advanced generalist” base of knowledge and skills. Accordingly, students are prepared to
work in a variety of social and health settings, and at a variety of levels of
system intervention. Working with
American Indians receives a special emphasis in the program.
Field I is the equivalent of the Field experience that the
BSW students received. The focus
is on generalist social work at the direct practice, organizational and
community level. This year is also
referred to as the foundation year.
The learning experiences and content are operationalized in the student’s
learning contract. They must prepare the student for the concentration year by
including the core interviewing skills and the development and application of
the problem-solving model, within the context of systems theory. Case management and individual/family
advocacy are appropriate assignments, as well as work on agency committees and
community organizing projects.
Field
II is designed to help students develop the knowledge and skills needed for
effective advanced generalist practice. Accordingly, the seminar is focused on integrating classroom
theories and intervention methodologies with applied agency practice at the
micro and macro levels of the advanced generalist model.
1. Integrate within a social work practice
setting the theories and principles of generalist practice learned in the
classroom, including the ecological-systems perspective, the strengths
perspective, and multi-level intervention and the use of eclectic theory.
2. Effectively utilize a problem
–solving process within a generalist practice framework, including the
steps of engagement, data collection assessment, planning, intervention,
termination and follow-up.
3. Examine social work values and ethics
in a critical manner and to apply them in a professional setting and tolerate
ambiguity in resolving ethical conflicts.
4. Demonstrate knowledge and skills for
working with diverse populations, especially with American Indian people (i.e.
ethnic, racial, cultural, spiritual, sexual orientation, socioeconomic and
gender diversity).
5. Effectively practice within an
organizational structure by developing a working knowledge of the mission,
policies, procedures and structure of the agency, effectively using supervision
and consultation, and attending to professional social work roles and
boundaries.
6. Demonstrate the knowledge and ability
to appropriately use health and social service resources available in the community,
including scientific and technological developments relevant to the field
setting.
7. Utilize effective interpersonal skills
in relating to clients and colleagues, including the ability to receive and
provide feedback.
8. Demonstrate a beginning understanding
regarding the impact of social policy issues and promote changes to improve the
quality of social services.
9. Identify as a professional social
worker and conduct oneself accordingly by engaging in career long learning.
In order to satisfactorily complete Field II, students must
demonstrate the following practice behaviors in relationship to Advanced
Generalist Practice.
1.
Take independent
initiative to negotiate, mediate, and advocate with client clients.
2.
Engage in
self-reflection, self-monitoring and self-correction with particular
attention to issues of diversity.
3.
Assume appropriate professional roles and
maintain appropriate boundaries with particular attention to diverse
populations
4.
Demonstrate professional demeanor in behavior,
appearance, and communication in challenging and difficult situations
5.
Develop a plan for post-MSW, career-long
learning and ways to contribute to the professional knowledge base
6.
Apply social work ethical principles to guide
professional practice
7.
Autonomously apply models of assessment, prevention,
intervention and evaluation
8. Demonstrate clear and concise oral and written communication
9. Seek
out situations beyond one’s comfort zone in an attempt to broaden cultural
understanding and professional competence.
10. Plan
for ongoing professional development of cultural competence both in one’s
practice and
within
agency and community settings.
11. Actively
participate in a variety of community activities and events to promote social
and
economic
justice
12. Systematically
collect, analyze and report information that can inform relevant practice
decisions
13. Apply
policy practice skills to advanced generalist practice
14. Apply
scientific and technological knowledge to effectively serve clients
15. Provide
leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social
services
16. Demonstrate empathy and other interpersonal skills in
advanced generalist practice
17. Utilize
a problem-solving model to autonomously collect, organize, and interpret client
data, assess strengths and limitations,
develop mutually agreed upon outcomes, goals and
objectives, implement appropriate
prevention and interventions strategies, facilitate
transitions and endings and critically
analyze, monitor and evaluate interventions in order
to help diverse clients to resolve
problems and enhance client capacities.
18. Initiate actions to achieve organizational goals in advanced
generalist practice.
8801 Field Placement I (3 cr/sem. or credit arranged; enrollment
required for entire academic year or summer sessions; pre-req, admission to MSW
program; co-reqs., SW 8111 & 8112) (S-N only). Students may, with special practice faculty approval,
complete SW 8111 and 8112 (our foundation practice methods courses) before
enrolling in Field I. At a
minimum, this requires having had six months of paid social work related
experience (so that they can adequately participate in SW8111 & 8112).
8802 Field Placement II (4cr/sem. or credit arranged;
pre-reqs. admission to MSW program and completion of SW 8801; co-reqs. SW 8441,
8551, & 8661; enrollment required for entire academic year or summer
sessions (S-N only).
These placements span 16 hours per week over the course of
the nine-month academic year. A
full classroom course load is carried by full-time students.
Only the summer sessions can be used for block placements,
which require twelve weeks of placement at forty hours per week. All prerequisites apply.
The Social Work Department seeks formal affiliations with
public and private non-profit agencies whose policies and programs are
consistent with the mission of the Social Work Department.
The potential placement agency's capability to provide the
setting, experiences, supervision and instruction, is assessed and approved by
the Field Staff using the following procedure:
- Identification
of Potential Placement: Agency personnel, community persons, students and
faculty may identify potential placements by contacting the Director of
Field.
- Application: Application materials are sent to
identified agencies by the Director of Field (Appendix A).
- Agency
Review and Determination of Acceptance: The Director of Field reviews
completed application materials and generally follows this with a
telephone or face-to-face discussion with the agency applicant. An important factor to assess is
whether the agency can provide the appropriate resources and learning
opportunities required by the Department. A determination is made concerning the appropriateness
of the learning experiences.
- Agency
Confirmation and Agreement: If the evaluation is mutually satisfactory to
the agency and the Director of Field, students may be referred to the
agency for placement.
- Agency
must sign an Affiliation Agreement with the University that covers a 5
year time period.
- Agencies
are re-contacted annually to determine their interest in having field
students for the next year.
Field staff evaluates the match between the agency and the program.
Agencies are selected based on their ability to give a
student the opportunity to gain practice experience through directed
instruction and supervision in activities and settings reflective of the Field
Guidelines for each level of the Field Program. The following criteria are used to assess the agency's
capability to provide appropriate field placements:
- Commitment to actively participate as a partner in
professional education for the students. This is a primary criterion and involves a commitment
to service compatible with the values and ethics of social work.
- Acceptance of the basic goals of the Field program,
and a readiness to invest time and effort in the educational process. Cooperative planning is required
by both the Field Staff and agency to facilitate the arrangements needed
to enhance the student's learning.
- Ability to provide the MSW supervisory staff. It is expected that workloads may
be adjusted for such staff in order to assure adequate time to meet the
learning needs of the students.
The agency considering a partnership with the Department should
assess both its capability to assume the obligations involved and the
advantages derived from the association. A substantial investment of interest and staff time is
essential. The MSW Supervisor
will function as the teacher/mentor.
The Supervisor also serves as the educational coordinator for the
student, ensuring that all field experiences optimally contribute to the
student's learning contract.
It must be understood that some students will require more than the
minimum of one teaching hour per week.
- The agency should be able to assure the availability
of an appropriate variety, quality and quantity of practice learning
experiences with individuals, families, groups, organizations, and
communities.
- The agency will provide the physical facilities
necessary to accommodate students.
When possible these include desk space, facilities for privacy in
interviewing and instruction, resources for necessary travel, including
home visits, and essential clerical services. The Department expects agencies to provide an
accessible environment for people with disabilities.
- Whenever possible, agencies are encouraged to provide
educational stipends.
- Agencies will meet the program’s expectation that
students will be given the opportunity to work with people of color,
lesbian/gay/bi-sexual/transgender, other oppressed populations and rural
communities.
- Agencies will annually fill out and submit a Field
Placement Contract (Agreement to Placement form), which signifies their
compliance with the requirements of the Field Program, for each student.
- Agency
Supervisors will be expected to:
a. Hold
an MSW degree from an accredited program and have two years post-MSW
experience.
b. Have
been employed at the agency for at least six months prior to becoming an Agency
Supervisor for this program.
c. Develop
a clear learning contract with the student about performance expectations.
The expectations are to be stated in
terms of behavioral learning goals, methods of achievement, and standards of
measurement. The conceptualization
of the learning
contract is shared between the Agency
Supervisor and the student. The
Agency
Supervisor must inform the student
about the activities possible to meet each of the goals
in the learning areas, as there is no way the student
can know these ahead of time. The
students will write the contract.
d. Provide
instruction on a regular basis in an individual supervisory conference, at
least one hour a week. The Agency
Supervisor must be willing to serve as the teacher/mentor and educational
coordinator for the student and provide feedback to the student on an ongoing
basis.
e. Develop
specific practice opportunities, which will enable the student to fulfill the
expectations of the learning contract.
This includes arranging for specific learning activities that address
issues of diversity.
f. Communicate
with the student and the Faculty Liaison about any unusual opportunities,
conditions or problems as soon as they are evident.
g. Participate
with the student in the preparation of the student performance evaluations
during the middle and final evaluation times.
h. Participate
in Field Program meetings regarding the program curriculum and/or effective
field instruction. All Field Supervisors are required
to complete the Department of Social Work Field Supervisor Training program prior
to being eligible to supervise an MSW student.
- The
agency may provide MSW supervision through one of its MSW board members or
through a community MSW not formally associated with the agency. However, both require a written
agreement explaining the roles and responsibilities of the MSW and of a specifically
designated on-site agency supervisor. The on-site supervisor serves as the student’s
day-to-day mentor, teacher, and educational case manager. They are expected to meet
regularly (at least monthly) with the MSW to ensure that there is a close coordination
between the student’s daily work and their MSW supervision/mentoring. The student is primarily
accountable to their MSW supervisor for completion of their learning
contract and, in this role, the MSW may sometimes have to work with the
on-site supervisor to ensure that the student is sufficiently focused on
their contract learning objectives.
Both the MSW and the on-site supervisor are expected to attend, and
actively participate in, the contract formulation and mid- and
end-of-the-placement evaluations. [Note that the Department encourages,
but does not require, the agency financially remunerating the outside MSW
for their efforts. Under no
circumstances can the student be expected to pay for their supervision.]
For new applications, both the
on-site and MSW supervisors must attend orientation sessions with the Field
Faculty.
- This
section clarifies the roles and responsibilities of Field Agency
Supervisors in the UMD-MSW Field Program.
Definition of supervision (Maypole, 1997):
For the purposes of this paper,
supervision is considered to have three components, which interact to achieve
the goals of the agency and the UMD-MSW Field Program:
·
to ensure the student's accountability to the
agency and to the UMD-MSW Field Program
·
to ensure the professional education of the
student and
·
to provide emotional support for the student's
learning.
Supervisor administrative roles
(accountability):
Although there are different ways in which field placement
programs can be structured, the field agency/field program "contractual
model" (Bogo and Globerman, 1995) is used at UMD. This model entails close coordination
between the Agency Supervisor and the Field Program's Faculty Liaison.
The Field Agency Supervisor is the administrative
"linking pin" (Plunkett, 1983) between the agency and the UMD-MSW
Field Program. In this role, the
Supervisor functions as the channel of communication between the two.
In addition, this role connotes "accountability"
to both the agency and to the Field Program. This "accountability,"
however, may create both "role conflict" and "role
ambiguity" for the Supervisor (Plunkett, 1983). The former occurs when the agency and the UMD-MSW Field
Program make competing demands in relation to administrative issues and the
student's learning and the latter occurs when the demands of the agency and the
Field Program are unclear. Both
the agency and the Field Program have a responsibility to avoid these
problems. However, it is expected
that Supervisors will contact the Field staff to clear up conflicts and
ambiguities expeditiously.
In working with the student, it is the Supervisor's
responsibility to ensure that the student follows the policies and procedures
of the agency and the Field Program.
Supervisor Educational Roles (teaching):
In addition to serving as the overall "educational
coordinator" for the student's learning experiences in the agency and
community, the supervisors are (1) coach/teacher (to actualize the student's
learning contract to develop specific skills/competencies in the advanced
generalist curriculum model), (2) judge/evaluator (to continually assess the
student's progress toward the professional education goals), (3) advocate (to
intervene in agency situations which are detrimental to the student's learning,
e. g., harassment or role conflicts), (4) role model (to facilitate the
student's learning), and (5) problem-solver (to assist the student in gaining
critical thinking skills).
Emotional Support:
Graduate social work education is not easy. Learning at all levels of practice are
emotionally charged and frequently challenging. The emotions created by the student’s being in new
situations, which themselves are emotionally charged and frequently
problematic, must be dealt with by the supervisor. Unresolved emotions can impede further learning. The student’s emotionally charged
learning are dealt with in the field seminar, but must be dealt with on the
spot by the supervisor.
These roles, of course, are conducted within an unequal
power relationship with the student.
This requires the supervisor to be aware of this differential and its
potential positive or negative impact on the student. Different students come to the placements needing different
levels of task assignments and monitoring. Accordingly, there is no “one size fits all” type of
supervisory style.
Related Research:
Ellison, M L. 1994. Critical field instructor behaviors:
Student and field instructor views.
Arete. 18 (2), 12-20.
In this study, MSW students and their supervisors reported
on what behaviors contributed to and what behaviors detracted from quality
field instruction. The most
frequently selected behaviors follow (p. 16):
Effective
Supervisor Behaviors
|
|
Ineffective
Supervisor Behaviors
|
|
* Provides
needed information
|
|
* Inadequate
supervisory contacts
|
|
* Provides
opportunity for student to express concerns
|
|
* Lack of needed information express
concerns
|
|
* Provides
evaluative feedback
|
|
* Poor role
modeling
|
|
* Validates
student's feelings as normal
|
|
* Lack of
monitoring of student's work/workload
|
|
* Clarifies
student's role with the student and others
|
|
* Limits
student's learning opportunities
|
|
* Encourages
student to examine and solve problems
|
|
|
These studies clearly describe the tasks and the expressive
(emotional) dimensions of supervision.
Both must receive the supervisor's attention. Other studies have shown that students are concerned about
the quality of their relationship with the Supervisor. Within the context of all the other
sources of anxiety for the student in his/her graduate education processes, the
positive relationship with the supervisor is considered to be a major
facilitator of learning.
The agency is an important teaching/learning component of
the Field Program. The Agency
Supervisors are expected to function as "educational
coordinators." It is expected
that the Agency Supervisors will be actively supportive of social work, as a
profession, and model social work values and ethics. Agencies are expected to:
- Annually
submit the availability questionnaire for the next year.
- Ensure
that opportunities are provided as appropriate for the Field I & II
Learning Contract requirements, including diversity exposure.
- Relate to the student, as a student,
and not as a paid employee.
There are definite differences between the two sets of role
expectations. For example, it
would be inappropriate to assign students the "beeper" type of program
emergency coverage responsibilities during non-work times.
- Assess
the student’s developmental (knowledge and skills) levels and provide
appropriate learning activities in their Learning Contract assignments.
- Responsibility for the student’s
personal safety while in the field placement rests with the agency and the
supervisor(s). It is
assumed that all human service agencies have policies and procedures to
ensure the personal safety of the staff and other clients. Risk assessment for working with
particular clients is specifically the obligation of the Agency
Supervisor. It must be
understood that many of the MSW students do not have sufficient experience
or expertise to perform this risk assessment themselves. Moreover, it must be understood
that students may be reticent to admit to such a problem directly because
they are concerned it might affect their evaluations. If the student disagrees with an
assignment, he/she will discuss it with the Agency Supervisor and the
Faculty Liaison.
- Time
should be provided to the Agency Supervisor to attend orientation and
training meetings conducted by the Field Program staff.
- It is
expected that the agencies will maintain the optimal environment for
student learning. Any form of
harassment of the student, such as racial or sexual, will result in the
Field Liaison requesting a meeting with the Agency Supervisor and the
student. If the victimization continues, the placement will be
terminated. Students can not
learn nor perform their jobs well in an environment of discrimination.
- Agencies
will have appropriate MSW supervision for the students.
- Agencies
will provide appropriate opportunities for students to work with diverse
client populations.
Each year, the field faculty will evaluate the
appropriateness of agency participation (MSW, agency responsibilities, quality
of supervision, 480 hours, provision of teaching model, provision of
organizational and community activities in Field II, etc.). A critical item, which will be
evaluated each year, will be whether or not any of the students experienced
personal safety problems.
Agencies experiencing difficulties in meeting these
requirements at any time during the year will be contacted and problematic
areas will be discussed. The
option will be provided to the agency staff for a meeting to discuss corrective
actions, including termination of the agency in the program.
The students are expected to take the initiative in the
assigned placement to actively seek the types of practice experiences which
will enable them to develop and expand their professional skills. It is expected that students will meet
the following requirements:
1. Adherence
to the NASW Code of Ethics. This
is a critical area, which will be reviewed in the seminars.
2. Adherence
to the attendance policies for seminars and placements as established by the
program.
3. Discussion
of learning needs and career plans with the Director of Field, who will suggest
possible appropriate placement settings.
The students implement the "Field Placement Procedures".
4. The
development of a learning contract, in conjunction with the Agency Supervisor,
which is submitted to the Faculty Liaison six weeks after placement begins
(concurrent) or no more than two weeks for block.
5. The
initiation and follow- through of all field responsibilities, as designated by
the Agency Supervisor. This
includes regular and prompt attendance at supervisory meetings with the Agency
Supervisor.
6. Adequate
recording to document the quality and effectiveness of the student's work.
7. Demonstrate
an understanding of the need for strict confidentiality of information gained
during work hours.
8. Recording
of practice hours in the agency.
9. The
completion with the Agency Supervisor of all written evaluations to be
submitted to the Department of Social Work.
10. The
notification of the Faculty Liaison of difficulties encountered which they are
unable to resolve with the Agency Supervisor.
11. Completion
of the student evaluation of the agency.
Specific student tasks regarding development of the learning contract
are described in the Learning Contract section.
1. Professional Liability
The University of Minnesota
covers all students who are properly placed and supervised under its
self-insurance program for purposes of professional liability (including
"malpractice"). Students
are not covered for tasks they agree to perform outside of or after they have
received the grade for the 480 hours for Field II and 420 hours for Field
I. Students who are being paid for
their field placement are not covered by the University. Professional liability insurance can be
purchased through the National Association of Social Workers for student
members and non-members.
2. Automobile
Liability
Students are covered by the University's policies (if doing
assigned field placement work) for a maximum of $200,000 liability on top of
their own auto insurance. However,
agencies are expected to provide insurance coverage also for students'
conducting assigned work in placement.
It is the students' responsibility to check this out before transporting
any clients. All usual accident reporting procedures must be followed.
Students are responsible for observing agency working
hours. A minimum of 480 hours of
field experience per academic year (Field II) and 420 hours (Field I) is
required by the University of Minnesota, Duluth in order to adequately meet the
standards set by the Council of Social Work Education. The agency should keep records to
enable it to certify a specific number of practice hours for students at the
end of each semester or summer session.
Occasionally the student's field responsibilities may
require work during non-regular hours.
This may be treated as overtime, for which compensatory time promptly
will be given. It may not be saved
in order to shorten the semester/summer session or enable students to leave
early for vacation.
Field days are assigned by the Department in conjunction
with class schedules. To allow for
scheduling or classes, students must be free to attend classes on the days that
are not assigned to the field.
Field days may be arranged by mutual agreement of agency and school only
if they cause no conflict with class schedules or other school requirements.
Students must work 480 hours for Field II and 420 hours for
Field I in their placement. They
are allowed those holidays observed by the agency and also those observed by
the University. Students are not
expected to work in their field placements during the final examination weeks
nor during regularly scheduled academic breaks.
Students are expected to telephone the Agency Supervisor at
the beginning of the field day to report illness or any other emergency
requiring absence during the student's field time. Absence, which exceeds two consecutive field days, should be
reported by the Agency Supervisor to the Field Liaison. It is the student's responsibility to
make arrangements for the make up of missed time by the end of the grading
period (i.e., semester or summer session).
Students are responsible for transportation to and from the
agency. However, unless prevented
by law or agency policy, it is expected that the agency assume the expenses for
all agency-delegated activities that include travel. The Social Work Department does not reimburse students for
field travel expenses.
For students in our Duluth-based program, there are 10
one-and-one half-hour seminars per semester. Summer session field seminars are arranged between the
Instructor and seminar students. Distance Education seminars will, whenever
possible, be held near distance sites.
Students will stay in the same seminar group for the
duration of the placement. This is
necessary for learning continuity purposes.
The school year placement at the UMD Department of Social
Work is concurrent, i.e., students are enrolled in class and field education
simultaneously. Students
requesting a block placement must complete the methods courses at the
appropriate level prior to enrolling in field.
Concurrent placements are for the academic year, i.e., two
consecutive semesters in one agency placement. Student requests for change in placement once placement has
begun will be considered only if there are irresolvable issues in the placement
that inhibit the student's learning opportunities. Block placements are for twelve consecutive weeks during
summer terms only.
If the student withdraws from enrollment in the field
course, no credit for hours completed will be applied to the next enrollment in
field.
Students are discouraged from completing their field
placement in one agency setting/department for two year-long placements. A special request must be made to the Director
of Field outlining the rational for completing field requirements in the same
agency twice, specifically explaining how Field II learning objectives will be
achieved and what new learning
opportunities will be available.
Students are encouraged to use different MSW supervisors for
their Field I and Field II field placements.
A
student’s current job may not be used to meet the requirements of an MSW-level
field placement. A student may, however, request to complete their field
placement at their place of employment as long as the learning assignments for
field are different than that of their paid employment. Learning assignments for field are clearly distinct
from the responsibilities of paid employment. In
making this request, the student must clearly articulate how they plan to meet
all requirements for their field placement, including the specified hours in
field. Proposals that suggest a student will continue their full-time
employment with no modifications to their work schedule to accommodate the
additional responsibilities of fieldwork will not be approved. All regular
Department requirements of agencies and supervisors must be met, as outlined in
the field policy manual.
Also,
the field placement is an educational experience, which requires controlled,
limited, and closely monitored assignments. The employment situation
creates different expectations and thus makes it difficult to safeguard the
student's learning needs. The student is in an agency to learn; and employee
is in the agency to work. Not all employment situations will be approved
for field placement and approval depends on how clearly the student and agency
can describe the learning opportunity and how it is to be monitored and
evaluated by the Department. A different supervisor is required.
Students with handicaps, which could adversely affect their
performance in the placement, should so inform the Director of Field and Agency
Supervisor. Possible adaptations
can be considered.
Agencies must file written applications for approval to use
outside MSW-supervisors. (Refer to
the procedure section.)
Child Welfare Scholars must complete at least one field placement*
either, 1) at a Minnesota county department of social services in a unit with a
focus on child welfare or else 2) at an American Indian human service agency
with a focus on strengthening families and preventing out-of-home placements of
at-risk children. For Non-Advanced
Standing students, this placement must be completed for the Field I
requirement. Since Advanced
Standing students are involved only in Field II, they must meet these IV-E
requirements through Field II.
Examples of the above primary
IV-E placements are: Itasca County Health and Human Services, Bois Forte
Human Services, Cass County Human Services, Carlton County Human Services, St.
Louis County Social Services, Mille Lacs Reservation Health & Human
Services, White Earth Tribal Services, Beltrami County Human Services, Lake
County Social Services, Fond du Lac Human Services, and Leech Lake Social
Services.
Non-advanced standing students may complete their Field II
in a secondary child welfare agency. This placement needs to involve working
with children at risk for out-of-home placement. This could include preventative social work where the child
clientele are not necessarily currently
at risk for placement.
Possible examples of acceptable secondary IV-E placements include residential treatment facilities
for children, elementary or secondary schools, and family service
collaboratives. Community mental
health clinics and hospitals are also possible if the clear focus is on serving
children either individually or through family or community work. First preference is given to placement
settings under contract by county agencies to provide IV-E services.
As previously
indicated, standard program students must use Field I instead of Field II to
satisfy their primary IV-E placement requirement (i.e., they must arrange to
have their Field I placement at a county child welfare agency or American
Indian child/family agency). Exceptions to this rule need to be approved by the Director
of Field in consultation with the Child Welfare Project Scholars Coordinator.
In order to ensure that their proposed placements qualify
under IV-E, students must get this specifically approved by the Director of
Field.
Child Welfare
Scholars are required to also complete an "Addendum to Field Learning Contract"
that includes the following:
1. The field agency description should describe
clearly the child welfare services provided by your unit and the agency
2. An explicit statement that the student will
be working with Title IV-E eligible foster care or pre-adoptive children in the
field placement.
3. Identification and assessment of child abuse
and neglect:
a) Discuss the risk assessment instruments (if
any) used in your agency
b) Discuss the process of risk assessment with
appropriate workers, including discussion of risk factors, behavioral and
emotional indicators of neglect, and cultural/racial issues considered in
assessment.
4. Knowledge of community: Describe and discuss
with your Field Supervisor, the roles and responsibilities of the following in
relation to child welfare/child protection in the community:
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual
abuse, crisis nurseries, foster care, etc
5. Learning contracts must explicitly
demonstrate an understanding the student will be making a direct application of
the knowledge and skills obtained from the field placement experience to their
practice with children in their county social services job.
Additionally,
students should consult the "Field Information for Child Welfare
Scholars" link on the Department web site for specific activities which
should be discussed with their Agency Supervisor as they draft their learning
contracts. This can be found
at:
http://www.d.umn.edu/sw/field/cwfieldinfo.html
* Those Child Welfare Scholars with 5 years of prior social
work experience in a child welfare setting should consult the Child Welfare
Scholars Coordinator for information regarding the waiving of this requirement.
Under no circumstances may credit be given for prior work or
volunteer experience.
We have found that field supervision is enhanced if
supervisors and students are aware of their respective learning styles and ways
they can design their supervisory interaction to complement each of their
learning strengths. According to Kolb, all learning is composed of four
components:
- Concrete/Active (experiencing)
- Reflective/Observation (examining)
- Abstract/Conceptual (explaining)
- Active/Experimental (applying)
Kolb believes that people usually begin their learning about
a particular task or problem with the component that represents their primary learning style. For complete learning, they must move
from their primary style through the other three types of learning.
The student's predominant learning styles must be
accommodated to the extent that is practical. For example, many students have concrete/active learning
styles. With these students, it is
necessary to start at the experiencing, rather than abstract/conceptual level. Initial discussions about theories
would not meet the student's needs.
Conversely, for some students, it would be appropriate to
start at the abstract/conceptual level.
The Supervisor would then lead the student through each of the other
steps to complete the full learning cycle.
Written materials regarding Kolbs theories (including the
actual Kolb Learning Style Inventories which supervisors and students can
complete in about 10 minutes) are available by request from the Field Liaisons.
Supervisors must assess the student's maturity, learning style
and skill developmental levels.
This information is needed to assess where to start with the student in
the UMD-MSW Field Program four-step teaching process model. The information can be acquired from
the students in interviews, in review of the student's resume or student
profile, the Kolb Learning Styles Inventory and initial observations in the
placement. Then, the following
model should be applied:
Preparatory assessment and training
(orientation/workshops; information on agency policies and procedures and
"how things are done;" introductions to staff).
Shadowing (Student observes the Supervisor and others
doing tasks he/she will do; reflections/discussions with the Supervisor about
the objective and subjective experiences).
Observation (Supervisor observes the student in
assigned learning tasks, which could include videotaping and role playing, and
provides information and feed- back; discussions on theories and meanings of
objective and subjective learnings for practice; generalizations and conclusions
made).
Semi-independent practice (Supervisor provides
information and feedback on specific skills as needed by the student,
continuation of reflecting and the relating to and construction of practice
theories).
As it can be seen, a beginning-level student should not be assigned learning tasks at the
4th level. The notion of "one size fits all" supervision is not
appropriate for use with the students. Generally, it is desired that the student will attain the
skills to operate at the semi-independent practice level in various tasks, such
as interviewing or community data-gathering, by the end of the school
year. Some students might come to
the field placement with 3rd or 4th-level skills in some tasks, but be at the
1st or 2nd in other tasks.
Students may develop international placements, but all of
the policies, procedures and learning expectations listed in the Field Manual
must be met, without exception.
The Director of Field is the general facilitator of the
Field Program in the Department's curriculum. This includes but is not limited to:
Developing the framework within which the program takes
place
Maintaining the currency of the Field Manual and the
policies and procedures relating to the Program
- Developing
and evaluating the appropriateness of agency applications for Field
participation in the UMD MSW Program.
- Maintaining
information on Field Placement-approved agencies.
- Reviewing
and approving written agreements with agencies/students.
- Orienting
and relating to the Agency Supervisors when they meet as a group.
- Maintaining
the currency and appropriateness of the Field I and II syllabus.
- Monitoring
the progress of the Field Seminars.
- Acquiring
and disseminating information on the Program to pertinent constituencies.
- Ensuring
compliance with CSWE standards pertaining to the Field Program.
- Monitoring
problematic student placements in the Field when they occur.
- Participating
in the Dept orientation session for new students.
- Providing
initial assistance to students in securing placements.
Liaison Roles:
- Advisor:
Provides assistance to students in career planning, which includes
identification of learning needs and educational experiences designed to
meet those needs.
- Monitor:
Carries out on-going assessment of agency, Agency Supervisor and student’s
learning experiences to ensure the student's learning objectives and
school's expectations are met.
- Consultant:
Assists Agency Supervisor in developing supervisory skills, techniques,
and identification of learning styles; provides course outlines, other
materials.
- Teacher:
Assists students with integration of coursework and practicum and serves
as role model to the students.
Provides the seminar.
- Mediator:
Assists in resolving problems between student and Agency Supervisor or
other agency personnel.
- Advocate:
Provides relevant information when necessary to evaluate the student's
field and academic performance and to determine the student's future
educational experience.
Liaison Functions:
- Linkage:
Interprets school policies, procedures, and expectations to agencies;
assesses the fit between school curriculum and educational experiences
provided by the agency.
- Evaluation:
Evaluates students, Agency Supervisor and agency; recommends or assigns
students' grades; makes recommendations for continued use of agency and
Agency Supervisor.
- Administration:
Ensures completion of placement forms and students' evaluations.
(Faria, Brownstein & Smith (1988) Model Adaptation)
Any student placed for academic credit in a UMD department
in which there is direct contact with minors or other vulnerable populations
must undergo a background check.
This includes all MSW students. HireRight, Inc. must be used for students who are
required by UMD to have background checks for their placements. A HireRight background check is
considered valid for two years from the calendar date that the background check
was completed. (The background check does not need to be repeated if the
student changes location of her/his placement.) The Department of Human Resources
will facilitate these checks.
MSW students are responsible for completing the appropriate
forms and providing them to the HR Department. Forms are available on UMD Human Resources web site at http://www.d.umn.edu/umdhr/Policies/hiring/background/
During the spring or summer prior to their enrollment in the
Department of Social Work, the student meets with the Director of Field to
develop a placement plan based on the student's request, experience, interest,
and faculty knowledge of placements.
The plan includes a recommended list of placements for each
student. Students are expected to
select possible field sites which are different from their past work
experiences.
In preparation for this meeting, the student may decide to
review the list of agencies that have indicated an interest in having students
during the time (summer or academic year) when students want to do their
placements. They also may want to
review the Field I - Placement Agencies
Book that includes all agencies that have had our students over the past
5-6 years.
All students should complete the on-line Student Profile
form at: http://www.d.umn.edu/sw/field/field.html
Students schedule a personal interview with the Agency
Supervisor. Students should plan to bring a resume with them to this
interview. [We usually recommend
that students interview with at least 2-3 different agencies.]
If the student and Agency Supervisor mutually decide that
the placement would be a good match, the student gives the Supervisor the
Agreement to Placement Form (Agency Contract - Appendix B) to sign. The student is responsible for seeing
that this form is expeditiously returned to the Director of Field.
If the placement is not acceptable to either the Agency
Supervisor or the student, an alternative placement will be worked out
following the above procedures.
In March, each first year student reviews the available
information on agency placements supplied by the Director of Field, in the
Placement Agencies Book (Field II), and on web. Students should complete the
on-line Student Profile form at: http://www.d.umn.edu/sw/field/field.html
Based on student requests and faculty knowledge of
placements, a second year placement plan is developed with the Director of
Field.
Students schedule and complete a personal interview with
their proposed second year Agency Supervisor, who will confirm whether this
placement is mutually acceptable through completing an Agency Agreement to
Placement Form (Agency Contract - Appendix B).
This process should be completed by the end of the spring
semester.
It is expected that this procedure will be implemented only
under special circumstances.
- Request
by students:
a. The
Faculty Liaison must be informed immediately if an issue develops that
potentially affects a student’s continued placement.
b. Faculty
Liaison may discuss the situation with the full Field Staff.
c. Student/Agency
Supervisor/Faculty Liaison discuss the problem/issue.
d. If the
issue is not resolved, students must submit a written request to the Faculty
Liaison describing the reason for the request and the steps taken to resolve
the issue. It will be discussed by
the full Field Staff.
e. After
review by the entire Field Staff which approves or disapproves the request, the
decision will be communicated to the agency and the student and: (a) a new
placement is developed for the student if the request is approved; or (b)
efforts to resolve the problem will be continued with the Faculty Liaison,
student and Agency Supervisor if the request is denied.
- Requests
by Agency:
a. The
Faculty Liaison is notified by the agency if an issue develops that jeopardizes
the student's continued placement.
b. Student/Agency
Supervisor/Faculty Liaison conference.
A specific behavioral plan will be mutually developed if all agree that
the placement may continue for the present. This plan will be evaluated in a specified time frame (1-3
weeks).
c. Second
student/Agency Supervisor/Faculty Liaison conference. The plans in the previous conference will be evaluated. If the student has met expectations,
the placement will continue. If
not, alternative plans/expectations may be formulated or the placement may be
terminated.
The student must submit in writing the rationale
for approval at least four weeks prior to the beginning of the field
instruction period for which the request is being made. This request will be
submitted to the Director of Field, using the following format:
- Reasons for request, delineating the
specifics of the student's situation.
- Education Plan:
- Supervision: Clear description regarding
work supervision and field supervision. The same person cannot provide
supervision for employment and MSW field supervision. List name and
position of employment supervisor and proposed MSW field supervisor as
well as qualifications.
- Agency's willingness to support, plan and
sign a formal learning contract/plan with the student and the Field
Program.
- Relationship
between employment and education: description and relationship between
planned learning experiences and student's regular work assignments. Learning assignments for
field are clearly distinct from the responsibilities of paid
employment. A student’s current job may not be used to
meet the requirements of an MSW-level field placement. A student may,
however, request to complete their field placement at their place of
employment as long as the learning assignments for field are different
than that of their paid employment. Provide a clear description of the
logistics of completing the required field hours, whether this be in
addition to or as a replacement to present job responsibilities.
- Descriptions
of specific learning tasks to fulfill the Field I or Field II placement
requirements (i.e., beginning direct service, organizational and
community level tasks for Field I and more advanced direct service,
organizational and community level tasks for Field II). Field II
placements need to clearly define the organizational and community
practice activities in addition to “micro” activities.
In general, requests for approval for using an MSW not
employed by the field placement agency will only be considered for Field II
placements. Field I placements
should have on-site MSW supervision.
Under special circumstances, a variance to this policy may be granted.
- Reasons
for request, delineating the specifics of the student's situation.
- Education
Plan:
a. Supervision:
name and qualifications of supervisor(s).
b. Agency's
willingness to support, plan and sign a formal learning contract/plan with the
student and the Field Program.
c. Copy
of the contract with the outside MSW supervisor explaining the coordination
between the on-site and MSW supervisor.
This should provide for ongoing communication between the two parties,
as well as for the on-site supervisor(s) attending the learning contact meeting
and the mid-year and end-of-the-year student evaluation sessions.
- What
is your level and your past experiences in social work to date?
- What
do you hope to get out of a field placement in this agency?
- What
are your strengths and weaknesses in dealing with people?
- What
type and field of social work job will you be seeking upon graduation?
- What
type of supervision do you prefer?
- What
are your time availability and constraints?
- What
is your interest in the particular target groups served by this agency?
- What
is your level of knowledge about the needs of certain vulnerable groups,
such as minorities,
youngsters and women (i.e. what barriers do they face)?
- What
is your ability to work both independently and in teams?
1. Find your placement on the field website
and click on the name of your agency to view their agency information.
2. Once you have opened your
specific site information, look to see if the bolded name of
your agency is a link.
- If your agency name IS a
link, great! That’s where the agency application is. Open it and check to
see if the information on the application is current and correct. If it is
and the date is the only thing that needs to be changed, send an email to
Kathy Heltzer at kheltzer@d.umn.edu
and let her know. She will go in and change the date. If there are other
changes you need to make, please email Kathy and she will send you a word
version of the site application so you can easily type your changes. Email
it back to her when finished and she will put it on the web.
- If your agency name is NOT
a link, you will need to download a word doc application from the field forms page.
This should be filled out electronically by you and your supervisor. When
finished, email it to Kathy Heltzer at khletzer@d.umn.edu
and she will get it up on the web!
The major purpose of developing the Learning Contract is for
guidance and accountability. The
development and completion of the contract provides a mechanism for planning,
monitoring, and evaluating the student's field experience.
The contract should represent the end product of a process -
a process that integrates the requirements of the Department of Social Work for
certain learning goals to be accomplished in placement. The contract is the formal agreement
between the Department (represented by the Faculty Liaison), student and field
agency that the student will fulfill the requirements of placement.
The field guidelines are derived from content in the
practice courses. They illustrate
basic professional expectations the student must meet in the field and ways in
which the Agency Supervisor can plan learning experiences so that the student
can meet the expectations. Each
set of field guidelines has three parts.
Learning Areas: Content topics are major units of study
included in the methods courses.
Goals: Reasonable expectations the student should meet
during the course of the field placement.
The expectations are based on related classroom content.
Possible Learning Assignments: These are suggestions for
developing learning assignments for the student to meet the expectations. The Agency Supervisor and student
should develop learning assignments which are reasonable to achieve in the
field setting. The possible
learning assignments in this Manual provide suggestions of broad areas which
can be covered in the assignments.
Learning assignments should include specific learning/teaching
strategies, i.e., teaching interviewing by the supervisor modeling and then the
student demonstrating the skill and the supervisor providing feedback.
The assignments must be specific, measurable and tailored to
the learning opportunities in the agency, possible to achieve in the specified
time frame.
All of the possible field assignments listed in each set of
field guidelines is considered to be reasonable and fair assignments to give to
students at that level, although timing of assignments is an important
consideration.
By following these steps, the student and Agency MSW
Supervisor should be able to construct a Field Contract. Review and input from the Faculty
Liaison is required but they are not specified in these steps because they will
occur at various times depending on the placement.
STEP I: Orientation
and Assessment: The Agency/MSW Supervisor and others should provide a
complete orientation to the agency and discuss learning opportunities in the
agency.
STEP II: Student
Learning Objectives: Careful exploration of the student’s interests and
abilities, in conjunction with the MSW Program’s learning objectives, is
completed by the MSW Supervisor.
STEP III: Time
Allocation: The Agency MSW Supervisor estimates the allocation of the
student's field time, appropriate to complete the objectives identified by the
MSW program and the field agency. Mutual
agreement is reached pertaining to actual scheduled field hours and appropriate
blocks of time that the student needs to spend in their field placement for
each semester. Summer field is
done as a “block placement” and in this case special attention should be given
to project/cases appropriate for a 12-week block field placement.
STEP IV: Development
of Learning Assignments: Field
I and Field II contracts each have prescribed learning objectives (see
below). Specific field activities
that will facilitate the completion of each objective will be identified. When appropriate, specific completion
dates should be designated. [Upon
request, Liaisons will provide learning contracts of previous field students to
serve as models.]
STEP V: Planning
of Evaluation: Following each
objective and learning assignment, specific evaluation procedures should be
identified. Such procedures might
include review and evaluation by the Agency MSW Supervisor and other staff
members from oral and written presentations made by the student.
STEP VI: Learning
Contract Review: The student, Field Supervisor(s), and Faculty Liaison
should review the entire learning contract to be sure that it accurately
reflects the requirements of the UMD MSW Field Program, as well as the placement
agency.
STEP VII: Completion
of Contract: A final draft of the Learning Contract should be reviewed and
signed off by the student, Agency MSW Supervisor and Faculty Liaison. Each
should retain a copy.
Brief Program Description: The 1st
year of the MSW program is designed to prepare the students to become
generalist social work practitioners.
The focus of the 1st year field placement is on professional values and
relationships, basic communication and interviewing theory and skills, the
problem-solving process, social systems, planned interventions, evaluation and
termination and the systematic use of community resources.
As previously noted, the possible Learning Assignments are merely general
guidelines. Tasks for a particular
student must be specifically tailored to the learning opportunities of the
placement agency and the student’s unique learning style.
Child Welfare
Scholars are required to also complete an "Addendum to Field Learning
Contract" that includes the following:
- The
field agency description should describe clearly the child welfare
services provided by your unit and the agency
- Describe
clients who receive child welfare services from your agency. What % of the clients on your
caseload (or % of the agency's clients) are "IV-E eligible"?
(You may need to discuss "IV-E eligibility" with your MSW
supervisor or administrators of the agency in order to answer this item)
- Identification
and assessment of child abuse and neglect:
a.
Discuss the risk assessment instruments (if any) used
in your agency
b.
Discuss the process of risk assessment with appropriate
workers, including discussion of risk factors, behavioral and emotional
indicators of neglect, and cultural/racial issues considered in assessment.
4.
Knowledge of community: Describe, and discuss with your
Field Supervisor, the roles and responsibilities of the following in relation
to child welfare/child protection in the community.
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual
abuse, crisis nurseries, foster care, etc
5. Understand the impact of domestic
violence on child welfare cases and strategies for
responding
effectively. Complete at least 10
hours of domestic violence related activities
to enhance this
understanding from a list of opportunities provided to child welfare scholars
(e.g.,
training, observation of court hearings, observing groups, touring community
agencies).
Additionally,
students should consult the "Field Information for Child Welfare
Scholars" link on the Department web site for specific activities which
should be discussed with their Agency Supervisor as they draft their Learning Contracts. Link is at: http://www.d.umn.edu/sw/field/cwfieldinfo.html
In developing their learning contracts, students must develop learning
activities to address each major learning area and the practice behaviors that
accompany them. The learning activities should be designed to allow the
students opportunities to achieve and master the practice behaviors. Sample
learning activities are provided below.
FIELD I:
1. THEORY
AND PRINCIPLES OF GENERALIST PRACTICE
Practice Behaviors:
·
Apply the ecological-systems perspective to
case situations
·
Apply the strengths perspective to case
situations
·
Apply a multi-level intervention to case
situations
·
Apply the eclectic use of theory to case
situations
·
Utilize
conceptual frameworks to guide the processes of assessment, intervention, and
evaluation
Sample Learning Activities:
1. Given a case assignment, the student can draw an eco-map
of the relevant social systems and identify both strengths and problem areas.
2. Given a case assignment, the student can identify
potential intervention strategies at the direct service, organizational and
community levels of intervention.
3. Given a case assignment, the student will identify an intervention
strategy based upon a major practice model and describe the rationale for the
selection of the model as it relates to case factors.
Completion Date __________
Supervisor’s Initials __________
2. USE
OF THE PROBLEM-SOLVING MODEL AND STRENGTHS-BASED PERSPECTIVE
Practice Behaviors:
·
Develop a
mutually agreed-on focus of work and desired outcomes
·
Assess
client strengths and limitations
·
Develop
mutually agreed-on intervention goals and objectives
·
Select
appropriate intervention strategies
·
Help clients
resolve problems
·
Negotiate,
mediate, and advocate for clients
·
Facilitate
transitions and endings
·
Critically
analyze, monitor, and evaluate interventions
·
Collect,
organize, and interpret client data in developing assessments
Sample Learning Activities:
1. The student will conduct an effective initial interview
with a client system, which demonstrates relationship-building skills.
2. The student will collect relevant client data and
demonstrate competency in agency data recording practices.
3. The student will develop case assessments that identify
strengths, as well as problem areas, and which are useful for intervention
planning.
4. Given a case assignment, the student will develop an
intervention plan with the client system and present this plan to an
interdisciplinary team or Agency Supervisor.
5. The student will facilitate the implementation of an
intervention plan and evaluate its effectiveness with the client system.
6. The student will demonstrate skills for addressing
termination with client systems and implement a plan for follow-up.
Completion Date __________
Supervisor’s Initials __________
3. SOCIAL
WORK VALUES AND ETHICS
Practice Behaviors:
·
Tolerate ambiguity in
resolving ethical conflicts
·
Apply social work values
in a professional setting
·
Make ethical decisions by applying standards of the
National Association of Social Workers Code of Ethics and, as applicable, of
the International Federation of Social Workers/International Association of
Schools of Social Work Ethics in Social Work, Statement of Principles
·
Recognize and manage
personal values in a way that allows professional values to guide practice
Sample Learning Activities:
1. The student will identify value-based factors that
facilitate or inhibit problem-solving in a case situation.
2. The student will examine an ethical dilemma confronted
and draw from the NASW Code of Ethics in the decision making process on a
monthly basis.
3. The student will discuss ethical conflicts with their MSW
field supervisor and demonstrate the ability to tolerate ambiguity in resolving
them
Completion Date __________
Supervisor’s Initials __________
4. DIVERSITY (10% (48 hours) of the student’s
field placement activities must focus on this area)
Practice
Behaviors:
·
Recognize
the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
·
Gain
sufficient self-awareness to minimize the influence of personal biases and values in
working with diverse groups
Sample Learning Activities:
1. The student will interview professionals within their
placement agency and/or the community from diverse backgrounds regarding social
work practice issues with diverse populations.
2. The student will work with diverse populations in their
placement setting and discuss the implications for social work practice with
their supervisor.
3. The student will make a site visit to at least one
community agency/program that serves a diverse client base.
4. The student will discuss with their supervisor barriers
to providing appropriate and culturally sensitive services to diverse
populations in their placement agency.
Completion Date __________
Supervisor’s Initials __________
5.
ORGANIZATIONAL
STRUCTURE AND PROCESSES
Practice Behaviors:
·
Use
supervision and consultation
·
Effectively practice within an organizational
structure
·
Initiate
actions to achieve organizational goals
·
Demonstrate a working knowledge of the
mission, policies, procedures and structure of the field agency
Sample Learning Activities:
1. Given the opportunity to review agency policy and procedure materials
and to observe agency decision-making processes, the student will orally
present a brief agency description paper to their Agency Supervisor or field
seminar.
2. Come prepared to weekly MSW field supervision with
relevant questions regarding social work roles and boundaries, as well as
organizational structure issues.
Discuss reading material from MSW coursework related to professional
social work roles, etc.
3. Interview agency administrators/policy-makers
4. Attend an agency Board meeting and/or other meetings
where policy issues are discussed
Completion Date __________
Supervisor’s Initials __________
6.
UTILIZING COMMUNITY RESOURCES, INCLUDING SCIENTIFIC AND TECHNOLOGICAL
DEVELOPMENTS
Practice Behaviors:
·
Advocate for client access to the services of
social work
·
Demonstrate the ability to appropriately use
health and human services available in the community
·
Identify scientific and technological developments
relevant to provide effective services specific to the field placement setting
and client population
Sample Learning Activities:
1. Given a case assignment, the student will be able to identify
appropriate community resources for their client(s) and will demonstrate the
ability to make a referral and advocate, as needed.
2. The student will visit at least three other service
providers/agencies in the community and gather information regarding what
services are available, eligibility issues, etc.
3. The student will discuss with their MSW Supervisor the
role of networking in terms of improving service delivery.
4. The student will use technology to identify best
practices and evidence-based research relevant to their field placement
Completion Date __________
Supervisor’s Initials __________
7.
INTERPERSONAL
SKILLS
Practice Behaviors:
·
Demonstrate
effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
·
Use
empathy and other interpersonal skills
·
Demonstrate
the ability to provide and receive feedback
·
Attend to professional social work roles and boundaries
Sample Learning Activities
1. Given a case assignment, the student will demonstrate appropriate
interpersonal skills while interviewing a client, under the supervision of
their MSW Supervisor.
2. The student will participate in staff meetings and other
appropriate forums within the agency during which time their supervisor will
have the opportunity to observe the student’s interpersonal skills with
colleagues.
3. Given a case assignment, the student will demonstrate the
ability to establish rapport with a client in the implementation of a case
plan, including providing appropriate feedback.
Completion Date __________
Supervisor’s Initials __________
8. SOCIAL
POLICY ISSUES
Practice Behaviors:
·
Analyze, formulate, and advocate for policies that
advance social well-being
·
Provide leadership in promoting sustainable changes
in service delivery and practice to improve the quality of social services.
Sample Learning Activities:
1. The student will read historical documents pertaining to the client
population served by the agency, including prior legislative initiatives and
agency policies. Then, discuss with MSW field supervisor.
2. The student will review current materials pertaining to
the client population served by the agency, including proposed policy changes
and procedures at the local, state, and national level.
3. The student will discuss the impact of social policy
issues at the direct service, organizational and community level with their MSW
Supervisor.
4. The student will attend relevant meetings (City Council,
County Board, Tribal meetings, Legislative hearings and regional meetings)
where policy issues are discussed
5. The student will participate in “Day at the Capital”
activities sponsored by NASW or another group
Completion Date __________
Supervisor’s Initials __________
9. PROFESSIONAL
IDENTITY AND CAREER-LONG LEARNING
Practice Behaviors:
·
Practice personal reflection, and self-correction to
assure continual professional development
·
Engage in career-long learning
Sample Learning Activities
1. The student will have ongoing dialogue with their MSW supervisor,
colleagues and others regarding the role of self-care in professional social
work practice.
2. The student will identify a range of coping strategies,
appropriate to their professional social work practice.
3. The student will develop and discuss a plan to engage in
career-long learning
Completion Date_______
Supervisor’s Initials______
All Learning
Contracts must include cover page and signature page. See below examples.
Cover page
information:
Learning Contract
Field I or II
Date (from – to)
Placement: Name
of Agency
Address: Agency
address
Agency
phone
Student: Name
Address
Phone
Email
MSW
Supervisor: Name
Phone
Email
Faculty
Liaison: Name
Phone
Email
Example of Signature Page (Last page of
contract)
____________________________________________________________
MSW student Intern Date
_____________________________________________________________
MSW Supervisor Date
_____________________________________________________________
UMD Faculty Liaison Date
_____________________________________________________________
On-site Agency Supervisor (non-MSW)
Date
In the second year, the placement focus is on the
application of major practice theories related to interventions with
individuals, families, organizations, and communities within the advanced
generalist model, as well as on professional and personal growth. Skill
application, increased self-awareness, and growth toward autonomous practice
will be expected.
As previously noted, the possible learning assignments are
merely general guidelines. Tasks for a particular student must be specifically
tailored to the learning opportunities of the placement agency and the
student’s unique learning style.
Child Welfare Scholars are required to also complete an
"Addendum to Field Learning Contract" that includes the following:
- The
field agency description should describe clearly the child welfare
services provided by your unit and the agency
- Describe
clients who receive child welfare services from your agency. What % of the clients on your
caseload (or % of the agency's clients) are "IV-E eligible"?
(You may need to discuss "IV-E eligibility" with your MSW
supervisor or administrators of the agency in order to answer this item)
- Identification and assessment of child
abuse and neglect:
a. Discuss the risk assessment instruments (if
any) used in your agency
b. Discuss the process of risk assessment with
appropriate workers, including discussion of risk factors, behavioral and
emotional indicators of neglect, and cultural/racial issues considered in
assessment.
4. Knowledge of community: Describe, and discuss
with your Field Supervisor, the roles and responsibilities of the following in
relation to child welfare/child protection in the community.
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual
abuse, crisis nurseries, foster care, etc
5. Understand the impact of domestic
violence on child welfare cases and strategies for
responding effectively.
Complete at least 10 hours of domestic violence related activities
to enhance this
understanding from a list of opportunities provided to child welfare scholars
(e.g., training,
observation of court hearings, observing groups, touring community agencies).
Additionally,
students should consult the "Field Information for Child Welfare
Scholars" link on the Department web site for specific activities which
should be discussed with their Agency Supervisor as they draft their learning
contracts. This can be found
at:
http://www.d.umn.edu/sw/field/cwfieldinfo.html
FIELD II: LEARNING CONTRACT GUIDELINES
In
developing their learning contracts, students must develop learning activities
to address each major learning area and the practice behaviors that accompany them.
The learning activities should be designed to allow the students opportunities
to achieve and master the practice behaviors. Sample learning activities are
provided below.
1. ADVANCED MICRO PRACTICE WITH
INDIVIDUALS, FAMILIES AND SMALL GROUPS
Practice Behaviors:
·
Take independent initiative to
negotiate, mediate, and advocate with clients
·
Demonstrate
empathy and other interpersonal skills
·
Utilize a problem-solving model
to autonomously collect, organize, and interpret client data, assess
strengths and limitations, develop mutually agreed upon outcomes, goals and
objectives, implement appropriate prevention and interventions strategies,
facilitate transitions and endings and critically analyze, monitor and evaluate
interventions in order to help diverse clients to resolve problems and enhance
client capacities
Sample
Learning Activities:
1. The student will engage in at least two case assignments
per semester involving complex practice issues with multiple systems in
assessing and implementing intervention strategies with client systems. (Examples of multiple systems:
judicial, educational, health care, child welfare, and tribal).
2. Organize and facilitate on-going client group or family
sessions.
Completion Date __________
Supervisor's Initials __________
2. ADVANCED MACRO PRACTICE WITH ORGANIZATIONS,
COMMUNITIES
Practice Behaviors:
· Actively participate in a variety of community
activities and events to promote social and economic justice
· Apply policy practice skills to advanced
generalist practice
· Provide
leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services
·
Initiate
actions to achieve organizational goals
Sample Learning Activities:
1. Student will attend events at the local or state level
that promote social and economic justice.
2. The student will participate with the (placement agency)
in conducting program development activities including a needs assessment, the
development of services, funding raising/grant writing, and/or program
evaluation.
3. The student will assess the organizational dynamics of
(placement agency) by identifying the key parts of the structure, system
interrelationships, organizational culture, agency communication patterns,
funding flows, and other organizational dynamics specific to the agency and
initiate actions to achieve organizational goals.
4. The student will:
·
identify a significant community problem and/or
issue,
·
systematically assess this problem through a
model of community assessment (community development, social action, social
planning and/or systemic change) learned through their MSW coursework,
·
identify relevant points of community intervention,
·
assess the level of impact the intervention has
on the community.
·
Use policy practice skills to influence key
decisions makers to promote change
5. The student will:
·
identify a significant organizational or
community issue,
·
research the policy issues (at both the system
and organizational level) which affect this issue,
·
identify the effects of these policies on
clients, service organizations and the broader community
·
present their analysis to their supervisor.
·
Participate in advocacy efforts to influence the
policy issue (e.g., lobbying, letter writing, attending legislative hearings
etc.)
The analysis should reflect multi-level thinking and an
understanding of the complex nature of this topic.
Completion Date __________
Supervisor's Initials __________
3. INTEGRATION OF THEORY, SCIENTIFIC AND
TECHNOLOGICAL KNOWLEDGE
Practice
Behaviors:
·
Autonomously apply models of assessment,
prevention, intervention and evaluation
·
Apply
scientific and technological knowledge to effectively serve clients
Sample Learning Activities:
1. The student will identify and discuss with their MSW
supervisor specific theoretical approaches and apply these to their placement
at both the micro and macro levels.
2. The student will identify and present research findings
that they have learned in their MSW coursework that can be incorporated in
their practice at the (field agency).
3. The student and MSW supervisor will discuss how
technology is being used in their field setting to serve clients.
Completion Date __________
Supervisor's Initials __________
4. PROFESSIONALISM
Practice Behaviors:
·
Engage in self-reflection,
self-monitoring and self-correction with particular attention to issues
of diversity
·
Assume
appropriate professional roles and maintain appropriate boundaries with
particular attention to diverse populations
·
Demonstrate
professional demeanor in behavior, appearance, and communication in challenging
and difficult situations
·
Develop a
plan for post-MSW, career-long learning and ways to contribute to the
professional knowledge base
·
Demonstrate clear and concise oral and
written communication
Sample Learning Activities:
1. After observing and reflecting on the different ways that
agency staff functions in various organizational settings, the student will
analyze how these styles would fit into their own professional technique. The
student will discuss this experience with their MSW supervisor.
2. The student will engage in the assessment of their
conflict management skills and participate in a conflict resolution process.
The student will share this experience with their MSW supervisor.
3. The student will develop a plan for post-MSW, career-long
learning and ways to contribute to the professional knowledge base
4. The student will have on-going dialogue about their
unique sense of professional identity, including professional roles and setting
professional boundaries and by the end of the placement the student will
succinctly articulate this to their supervisor.
5. The student will systematically assess their field agency
work culture and identify what administrators have done (or could do) to create
cultures that are optimally positive for workers and clients.
6. The student will complete a wide variety of writing tasks
relevant to their placement (e.g., formal letters, intra-agency memos,
brochures, policy manuals, and grants).
7. The student will participate in agency presentations,
and/or facilitate team, or subcommittee meetings.
Completion Date __________
Supervisor's Initials __________
5. EVALUATION
Practice
Behaviors:
· Systematically collect, analyze and report
information that can inform relevant practice decisions
Sample Learning Activities:
1. The student will reflect on the direct practice
interventions they have chosen, analyzing their level of effectiveness and
discuss with their supervisor.
2. The student will develop a plan to evaluate a specific
program or community project and implement it, as possible.
Completion Date __________
Supervisor’s Initials ___________
6. SOCIAL WORK VALUES AND ETHICS
Practice
Behaviors:
·
Apply social work ethical principles to
guide professional practice
Possible Learning Assignments: Each semester, the student will apply
the NASW Code of Ethics to an ethical issue at the micro and macro practice levels
and then systematically problem-solve around the issues.
Completion Date __________
Supervisor's Initials __________
7. DIVERSITY
(10% (48 hours) of the student’s field placement activity must focus on this
area)
· Seek out situations beyond one’s comfort
zone in an attempt to broaden cultural understanding and professional
competence
Sample Learning Activities:
1. The student will engage in opportunities to advance their
knowledge and skills in understanding the worldview and life experience of
diverse populations, in order to enrich their practice. The student will
discuss these experiences with their MSW supervisor.
2. The student will participate in the agency’s Diversity
Committee.
3. The student will attend and participate in community
meetings that focus on the needs of diverse populations. (i.e. School District
Desegregation Committee, City Human Rights Commission, American Indian
Commission, Twin Ports Gay Pride Committee).
4. The student will participate in advocacy at the community
level which may include public hearings, marches and demonstrations.
5. Student’s caseload will represent diverse clients.
6. Student will participate in activities with colleagues
and community members from diverse backgrounds.
Completion Date ___________
Supervisor’s Initials ____________
8. ASSESSMENT
OF CULTURAL COMPETENCE
Practice Behaviors:
· Plan for ongoing development of cultural
competence both in one’s practice and within agency and community settings.
Sample Learning Activities::
1. Using the concepts and models of assessment learned in
their coursework, the student will assess the cultural competence of their
field agency and formulate strategies of interventions.
2. Using a model of assessing cultural competence learned in
their MSW coursework, the student will assess their own cultural competence
with a range of diverse populations and develop a plan to enhance their skills.
3. The student will complete a needs assessment regarding
serving diverse populations.
Completion Date __________
Supervisor’s Initials ___________
All Learning
Contracts must include cover page and signature page. See below examples.
Cover page
information:
Learning Contract
Field I or II
Date (from – to)
Placement: Name
of Agency
Address: Agency
address
Agency
phone
Student: Name
Address
Phone
Email
MSW Supervisor: Name
Phone
Email
Faculty Liaison: Name
Phone
Email
Example of Signature Page (Last page of
contract)
____________________________________________________________
MSW Student Intern Date
_____________________________________________________________
MSW Supervisor Date
_____________________________________________________________
UMD Faculty Liaison Date
_____________________________________________________________
On-site Agency
Supervisor (non-MSW)
Date
XIII. FIELD EVALUATION
Field evaluation is divided into two parts: (1) evaluation of the student and (2)
evaluation of the agency. Both of
these evaluation components are explained in detail below.
The Student Performance Evaluation Form is provided by the
Dept. of Social Work. The data
which the Agency Supervisor and the student use to determine the student’s
progress in meeting the criteria for evaluation will be drawn from a variety of
sources, including: written records, oral reports of activities, tapes of the
students work, direct observation, and feedback from other staff engaged with
the student.
- At
the beginning of the field placement, the student, Agency Supervisor, and
Faculty Liaison collaborate in the development of a learning contract that
will assist the student in meeting the field objectives.
- The
student meets weekly with the Agency MSW Supervisor to review the
student’s adjustment to the agency and the student’s progress. The student can take this
opportunity to give feedback regarding supervision.
- At the end of the Fall semester,
the Agency Supervisor and student complete the Student Performance
Evaluation From. A meeting is
held between these two and the Faculty Liaison to examine this form and
discuss and review the student’s performance in the agency. Again, this meeting is an
opportunity to share their perceptions of the various aspects of the field
placement and to make changes where necessary. Any revisions are noted in the Learning Contract. The supervisor’s evaluation will
be placed in the student’s file.
- The
final evaluation of the student occurs at the end of the Spring
Semester. Again, the Agency
Supervisor completes the Student Performance Evaluation Form. This form serves as the basis for
discussion in the final evaluation meeting between the Agency Supervisor,
the Faculty Liaison, and the student. The discussion focuses on the student’s
performance. The evaluation
form is signed signifying that they have been read by the each of the
three parties and placed in the student’s file. Based on this conference and on all other aspects of
the student’s work (both in placement and in field seminar) the Field
Liaison submits an “S” (satisfactory) or and “N” (not satisfactory) grade
for the student.
The Department of Social Work recognizes the importance of
receiving student input regarding their field placements. One method by which
the Department monitors and maintains a high quality field placement program is
through perceptions students’ offer.
The student can share his/her ongoing perceptions of the
supervisor’s role and performance throughout the field placement. This can occur in the weekly
conferences, the mid-year and final evaluations, or in whatever manner seems
appropriate. The responsibility of
the agency and the Agency Supervisor are clearly outlined at the beginning of
the placement. Some of these are
also written in the student’s learning contract.
The questionnaire asks students to assess the agency on a
number of different criteria based on their field experiences. The questionnaire (Appendix D) is
completed by the student at the end of the field placement and returned to the
Department of Social Work before the student receives a final grade. It is expected that the student and
Agency MSW Supervisor and others involved in the student’s learning experiences
will discuss the student’s perceptions at the end of the placement. The Department will not release
information from specific forms.
The results of the students’ evaluation will be kept in summary fashion.
Students should share any problems or other perceptions with
the Faculty Liaison on an ongoing basis, either confidentially or in seminar.
Evaluation of the student occurs at the end of the block
placement. Evaluation follows the
same format as the academic year placement described above, although mid-term
evaluations are scheduled as needed.
During the summer, agency evaluation by the student is the same as the
Academic Year Placement evaluation.
The student, Agency Supervisor, and Faculty Liaison have
special responsibilities for participating in the evaluation process of the
student in Field. The chart below
outlines the activities and procedures for this process relating to concurrent
placements.
FALL SEMESTER
- The
student and the Agency MSW Supervisor have the responsibility for
developing the Learning Contract.
- Sets
up Faculty Liaison visit to agency.
- Meets
with Agency Supervisor and Faculty Liaison to review progress to date
(adjustment to agency) and to make necessary revisions in the Learning
Contract.
- Completes
a written self-evaluation using Student Performance Evaluation Form.
- Meets
with Agency Supervisor and Faculty Liaison for midyear evaluation.
Learning Contract additions or revisions can be made.
SPRING SEMESTER
- Completes
a written self-evaluation using the Student Performance Evaluation Form.
- Meets
with Agency Supervisor and Faculty Liaison for end of year evaluation.
- Completes
an evaluation of the placement experience.
NOTE: Students must submit weekly
logs to the Faculty Liaison at least three times during the semester or summer
session. The students include
their accounts of their subjective and objective learning experiences, as well
as integrate their classroom learning with their practical experiences in the
field. These three activities will
be major contributors to the students’ grade at the end of placement.
Agency MSW/On-Site Supervisor
FALL SEMESTER
- Helps
the student to develop the Learning Contract.
- Gives
ongoing feedback to students about their performance in the agency and
fulfillment of the Learning Contract.
- Regularly
review adjustment to the placement and assist in making necessary
revisions of the Learning Contract.
- Meets
with the Faculty Liaison to review #1.
- Completes
the Student Performance Evaluation Form. Meets with student and Faculty Liaison to discuss this,
and the student’s performance to date.
- Assists
in making additions and revisions to Learning Contract to address
identified needs.
- Gives
ongoing feedback to student.
- Confers
with Faculty Liaison.
SPRING SEMESTER
- Completes
the Student Performance Evaluation Form.
- Meets
with student and Faculty Liaison to discuss student’s performance within
the agency and performance of the Learning Contract and #1 above.
Faculty Liaison
FALL SEMESTER
- Assists
in the development of the Learning Contract by making the field visit.
- Gives
ongoing feedback about general performance (this can occur either in the
seminar, in private, or in the journal).
- Makes
field visit with Agency Supervisor to discuss student’s performance and
written evaluations done by student and Agency Supervisor.
- Collects
these written evaluations and places them in student’s file.
- Assists
in making additions and revisions of Learning Contracts to address
identified needs the student may have.
- Gives
ongoing feedback to student in seminars and journals.
SPRING SEMESTER
1.
Meets with student and Agency Supervisor to evaluate
the student’s performance.
Assesses all facets of the student’s work both in the field placement
and in seminar.
- Collects
the completed Student Performance Evaluation Form from the student and the
agency and places them in the student’s file.
- Submits
a “S” or “N” grade for student based on the above.
The field course is graded on a satisfactory/not
satisfactory basis. The
responsibility for the assignment of student grades rests exclusively with the
Faculty Liaison. The Faculty
Liaison will receive a recommendation from and confer with the Agency
Supervisor before assigning the final grade. Students are to be assessed and graded on their performance
in the field seminar as well as in their field placement. Grades for field are assigned only
after an entire year of fieldwork has been completed. At the end of the Fall semester (and, for Block placements,
at the end of the first summer session), students are given an X grade. At the end of the last grading period (Spring semester or
second summer session), the grades are changed to an S if the student successfully completes the entire field
experience. Students are
responsible for ensuring that all required paperwork is completed, including an
evaluation of their field experience.
Additional requirements as specified by the Faculty Liaison must also be
completed and that the students attend all seminars.
UMD-MSW FIELD
PROGRAM
AGENCY APPLICATION
FOR THE FIELD PROGRAM
|
Agency Name _______________________________________
|
Date ____________________
|
|
|
Address
______________________________________________________________________
|
|
_____________________________________________________________________________
|
|
|
Contact Person ______________________________________
|
Position _________________
|
|
|
Telephone ______________________________
|
E-mail Address _____________________
|
|
|
Fax __________________________________
|
|
|
|
|
|
|
PART I. AGENCY DESCRIPTION
A. Is your agency:
Private non-profit ____ Tribal _____ County _____ Other ____
B. What is the
mission of the agency?
C. What is the
population being served?
D. What types of
services are provided by the agency?
E. What
methods of intervention are used (i.e. casework, group work, community
organizing, etc.)?
F. Describe
the experience and educational background of the MSW social worker available
for student supervision (The MSW is required by our program to meet CSWE
accreditation standards). Attach a resume.
PART II.
STUDENT - FIELD PLACEMENT DESCRIPTION
A. Describe the
educational experiences available to students. What tasks and responsibilities could be assigned to the
student? Differentiate between
Field I and II (This section will determine if you will be assigned Field I or
Field II students. You may want to
review the requirements for Field I and II in the Field Manual. The Director of Field is available for
assistance and further discussion).
B. What types of
clients will the student be exposed to?
C. What resources
would students have the opportunity to utilize in performing above tasks? Will office or desk space be made
available to the student?
D. How will supervision be provided
(i.e. availability and frequency of supervision)?
No less than one hour per week of
intensive, teaching, individual MSW supervision is needed. However, to meet the educational needs
of the students in the optimal fashion, this is probably only the minimum.
E. To what
extent can students participate in staff meetings relating to cases or
projects?
F. Will
students be able to be exposed to/or participate in administrative meetings,
research and evaluation projects (if outside their job descriptions), and
policy development tasks?
G. Will the student
have the opportunity to attend and participate in workshops and training
sessions?
H. Does your
agency provide an opportunity for students to get experience working with
diverse (people of color, lesbian/gay/bi-sexual/transgender, and other
oppressed populations) individuals/groups? Please explain.
|
Is
it necessary for students to have a car?
|
Yes:_____
|
No:______
|
|
|
If
needed on the job, will you provide travel expense reimbursement?
|
Yes:_____
|
No:______
|
|
|
Are
stipends or salary available?
|
Yes:_____
|
No:______
|
|
|
Hours/days
needed: _____________________________________________________________
|
|
Does
your agency have a web site?
|
Yes:_____
|
No:______
|
|
|
If
so, please indicate the URL: _____________________________________________________
|
|
Submitted
by name/title: ______________________________
|
Date:
_______________
|
|
Agency
Director signature: _________________________________
|
|
Please Return to:
Kathy
Heltzer, Director of Field
220
Bohannon Hall
UMD
Duluth,
Minnesota 55812
218-726-8935
kheltzer@d.umn.edu
(Agreement to
Placement Form)
AGREEMENT TO PLACEMENT FORM
UMD-MSW Field Program
Agency Contract
|
Name of Student: ______________________________________________________________
|
|
Agency Director: __________________________________________
|
Phone: ____________
|
|
|
Agency: ______________________________________________________________________
|
|
Agency Address:
_______________________________________________________________
|
|
FAX/E-Mail:
__________________________________________________________________
|
|
MSW Supervisor: _________________________________________
|
Phone:____________
|
|
|
Supervisor e-mail:
________________________________________
|
|
|
|
Address if different from Agency:
_________________________________________________
|
|
On-site Supervisor (if applicable):
__________________________ Phone: ______________
|
|
On-site Supervisor e-mail:
_____________________________________
|
|
(Non MSW)
|
|
Student Placement Level (check one):
|
Field I _____________
|
Field II _____________
|
|
Placement Beginning (insert year):
|
Fall _______________
|
Summer ____________
|
|
|
|
|
|
We certify that:
- Student
Supervision
The MSW Supervisor will spend no less than one hour per week of individual, intensive, teaching supervision for the student. The meetings will be held on a routine
basis at a designated time and place each week. The MSW Supervisor (or On-Site Supervisor if there is no
on-site MSW) will coordinate the student’s work with other related personnel in
the agency.
- Supervisor
Attendance at Department Meetings
The Supervisor(s) will attend the two Field Program-sponsored
meetings for the supervisors each year.
- Agency/Supervisor
Responsibilities
We have reviewed the agency and MSW Supervisor
responsibilities in the Field Manual and we agree to meet them.
- Learning
Contract
We agree to provide the student with the educational
experiences which will fulfill the requirements of the Learning Contract.
- Student
Safety
We agree to
conduct personal safety risk assessments on each case/project, which we will
assign to the student and we will take appropriate protective measures, when
needed.
- Outside
MSW Supervisor
If an outside MSW Supervisor is needed, we agree that he/she
and the On-Site Supervisor will meet to develop the student’s Learning
Contract, to orient the student and both will participate in the Field
Liaison’s visits to the agency to evaluate student progress. A copy of the contract with the
outside MSW Supervisor is stapled to this form (this contract should
include those elements described under Criteria for Selecting Agency
Supervisors)
- Auto
Liability Insurance
If it is required that the student transports clients, the
student will be covered with the agency’s auto liability insurance policy to
supplement the student’s/University’s auto policy.
- Compliance
with these Requirements
We understand that each agency in the UMD-MSW Field Program
is evaluated by the UMD-faculty each year and that non-compliance may
jeopardize our participation in future years.
Signed by: Agency
Director: ________________________________________________
MSW Supervisor:
_________________________________________________________
On-Site Supervisor
(if applicable): ___________________________________________
Date: __________________
Please return to:
Kathy Heltzer, Director
of Field
Department of Social
Work
220 Bohannon Hall
University of
Minnesota, Duluth
Duluth, MN 55812
kheltzer@d.umn.edu
Educational Policy
2.1.4—Engage diversity and
difference in practice.
Social workers understand how
diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the
intersectionality of multiple factors including age, class, color, culture,
disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation. Social
workers appreciate that, as a consequence of difference, a person’s life
experiences may include oppression, poverty, marginalization, and alienation as
well as privilege, power, and acclaim. Social workers
· recognize
the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power;
· gain
sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups;
· recognize
and communicate their understanding of the importance of difference in shaping
life experiences; and
· view
themselves as learners and engage those with whom they work as informants.
Educational Policy
2.1.5—Advance human rights and social and economic justice.
Each
person, regardless of position in society, has basic human rights, such as
freedom, safety, privacy, an adequate standard of living, health care, and
education. Social workers recognize the global interconnections of oppression
and are knowledgeable about theories of justice and strategies to promote human
and civil rights. Social work incorporates social justice practices in
organizations, institutions, and society to ensure that these basic human
rights are distributed equitably and without prejudice. Social workers
· understand
the forms and mechanisms of oppression and discrimination;
· advocate
for human rights and social and economic justice; and
· engage
in practices that advance social and economic justice.
Educational Policy
2.1.6—Engage in research-informed practice and practice-informed
research.
Social
workers use practice experience to inform research, employ evidence-based
interventions, evaluate their own practice, and use research findings to
improve practice, policy, and social service delivery. Social workers
comprehend quantitative and qualitative research and understand scientific and
ethical approaches to building knowledge. Social workers
· use
practice experience to inform scientific inquiry and
· use
research evidence to inform practice.
Educational Policy
2.1.7—Apply knowledge of human behavior and the social
environment.
Social
workers are knowledgeable about human behavior across the life course; the
range of social systems in which people live; and the ways social systems
promote or deter people in maintaining or achieving health and well-being.
Social workers apply theories and knowledge from the liberal arts to understand
biological, social, cultural, psychological, and spiritual development. Social
workers
· utilize
conceptual frameworks to guide the processes of assessment, intervention, and
evaluation; and
· critique
and apply knowledge to understand person and environment.
Educational Policy 2.1.8—Engage in policy
practice to advance social and economic well-being and to deliver effective
social work services.
Social
work practitioners understand that policy affects service delivery, and they
actively engage in policy practice. Social workers know the history and current
structures of social policies and services; the role of policy in service
delivery; and the role of practice in policy development. Social workers
· analyze,
formulate, and advocate for policies that advance social well-being; and
· collaborate
with colleagues and clients for effective policy action.
Educational Policy
2.1.9—Respond to contexts that shape practice.
Social
workers are informed, resourceful, and proactive in responding to evolving
organizational, community, and societal contexts at all levels of practice.
Social workers recognize that the context of practice is dynamic, and use
knowledge and skill to respond proactively. Social workers
·
continuously
discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant
services; and
·
provide leadership in promoting sustainable
changes in service delivery and practice to improve the quality of social
services.
Educational
Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate
with individuals, families, groups, organizations, and communities.
Professional practice involves the
dynamic and interactive processes of engagement, assessment, intervention, and
evaluation at multiple levels. Social workers have the knowledge and skills to
practice with individuals, families, groups, organizations, and communities.
Practice knowledge includes identifying, analyzing, and implementing
evidence-based interventions designed to achieve client goals; using research
and technological advances; evaluating program outcomes and practice
effectiveness; developing, analyzing, advocating, and providing leadership for
policies and services; and promoting social and economic justice.
Educational Policy
2.1.10(a)—Engagement
Social workers
· substantively
and affectively prepare for action with individuals, families, groups,
organizations, and communities;
· use
empathy and other interpersonal skills; and
· develop
a mutually agreed-on focus of work and desired outcomes.
Educational Policy
2.1.10(b)—Assessment
Social workers
· collect,
organize, and interpret client data;
· assess
client strengths and limitations;
· develop
mutually agreed-on intervention goals and objectives; and
· select
appropriate intervention strategies.
Educational Policy
2.1.10(c)—Intervention
Social workers
· initiate
actions to achieve organizational goals;
· implement
prevention interventions that enhance client capacities;
· help
clients resolve problems;
· negotiate,
mediate, and advocate for clients; and
· facilitate
transitions and endings.
Educational Policy
2.1.10(d)—Evaluation
Social workers critically
analyze, monitor, and evaluate interventions.
Educational Policy B2.2—Generalist
Practice
Generalist
practice is grounded in the liberal arts and the person and environment
construct. To promote human and social well-being, generalist practitioners use
a range of prevention and intervention methods in their practice with
individuals, families, groups, organizations, and communities. The generalist
practitioner identifies with the social work profession and applies ethical
principles and critical thinking in practice. Generalist practitioners
incorporate diversity in their practice and advocate for human rights and
social and economic justice. They recognize, support, and build on the
strengths and resiliency of all human beings. They engage in research-informed
practice and are proactive in responding to the impact of context on
professional practice. BSW practice incorporates all of the core competencies.
Educational Policy M2.2—Advanced
Practice
Advanced
practitioners refine and advance the quality of social work practice and that
of the larger social work profession. They synthesize and apply a broad range
of interdisciplinary and multidisciplinary knowledge and skills. In areas of
specialization, advanced practitioners assess, intervene, and evaluate to
promote human and social well-being. To do so they suit each action to the
circumstances at hand, using the discrimination learned through experience and
self-improvement. Advanced practice incorporates all of the core competencies
augmented by knowledge and practice behaviors specific to a concentration.
Educational
Policy 2.3—Signature Pedagogy: Field Education
Signature
pedagogy represents the central form of instruction and learning in which a
profession socializes its students to perform the role of practitioner.
Professionals have pedagogical norms with which they connect and integrate
theory and practice. In social
work, the signature pedagogy is field education. The intent of field education
is to connect the theoretical and conceptual contribution of the classroom with
the practical world of the practice setting. It is a basic precept of social
work education that the two interrelated components of
curriculum—classroom and field—are of equal importance within the
curriculum, and each contributes to the development of the requisite
competencies of professional practice. Field education is systematically
designed, supervised, coordinated, and evaluated based on criteria by which
students demonstrate the achievement of program competencies.
Accreditation
Standard B2.0—Curriculum
The 10 core competencies
are used to design the professional curriculum. The program
B2.0.1 Discusses how its mission and goals are consistent with generalist
practice as defined in EP B2.2.
B2.0.2 Identifies its
competencies consistent with EP 2.1 through 2.1.10(d).
B2.0.3 Provides an operational
definition for each of its competencies used in its curriculum design and
its assessment [EP 2.1 through 2.1.10(d)]. B2.0.4 Provides a rationale for its
formal curriculum design demonstrating how it is used to develop a
coherent and integrated curriculum for both classroom and field (EP 2.0).
B2.0.5 Describes and explains how its curriculum content (knowledge, values,
and skills) implements the operational definition of each of its
competencies.
Accreditation
Standard M2.0—Curriculum
The 10 core competencies are used to design the foundation and advanced
curriculum. The advanced curriculum builds on and applies the core competencies
in an area(s) of concentration. The program
M2.0.1 Identifies its concentration(s) (EP M2.2).
M2.0.2 Discusses how its mission and
goals are consistent with advanced practice (EP M2.2).
M2.0.3 Identifies its program
competencies consistent with EP 2.1 through 2.1.10(d) and EP M2.2. M2.0.4 Provides
an operational definition for each of the competencies used in its curriculum
design and its assessment [EP 2.1 through
2.1.10(d); EP M2.2].
M2.0.5 Provides a rationale for its formal curriculum design (foundation and
advanced), demonstrating how it is used to develop a coherent and
integrated curriculum for both classroom and field (EP 2.0).
M2.0.6 Describes and explains how its curriculum content (relevant theories and
conceptual frameworks, values, and skills) implements the operational
definition of each of its competencies.
Accreditation
Standard 2.1—Field Education
The program discusses how
its field education program
2.1.1 Connects the theoretical and conceptual contribution of the classroom
with the practice setting, fostering the implementation of evidence-informed
practice.
B2.1.2 Provides generalist practice opportunities for students to demonstrate
the core competencies.
M2.1.2 Provides advanced practice opportunities for students to demonstrate the
program’s competencies.
2.1.3
Provides a
minimum of 400 hours of field education for baccalaureate programs and 900
hours for master's programs.
2.1.4
Admits only
those students who have met the program's specified criteria for field
education.
2.1.5
Specifies
policies, criteria, and procedures for selecting field settings; placing and
monitoring students; maintaining field liaison contacts with field education
settings; and evaluating student learning and field setting effectiveness
congruent with the program’s competencies. Specifies the credentials and
practice experience of its field instructors necessary to design field learning
opportunities for students to demonstrate program competencies. Field
instructors for baccalaureate students hold a baccalaureate or master's degree
in social work from a CSWE-accredited program. Field instructors for master's
students hold a master's degree in social work from a CSWE-accredited program.
For cases in which a field instructor does not hold a CSWE-accredited social
work degree, the program assumes responsibility for reinforcing a social work
perspective and describes how this is accomplished.
2.1.6
Provides
orientation, field instruction training, and continuing dialog with field
education settings and field instructors.
2.1.7
Develops
policies regarding field placements in an organization in which the student is
also employed. To ensure the role of student as learner, student assignments
and field education supervision are not the same as those of the student’s
employment.
3. Implicit Curriculum
Educational Policy 3.0—Implicit
Curriculum: The Learning Environment
The
implicit curriculum refers to the educational environment in which the explicit
curriculum is presented. It is composed of the following elements: the
program’s commitment to diversity; admissions policies and procedures;
advisement, retention, and termination policies; student participation in
governance; faculty; administrative structure; and resources. The implicit
curriculum is manifested through policies that are fair and transparent in
substance and implementation, the qualifications of the faculty, and the
adequacy of resources. The culture of human interchange; the spirit of inquiry;
the support for difference and diversity; and the values and priorities in the
educational environment, including the field setting, inform the student’s
learning and development. The implicit curriculum is as important as the
explicit curriculum in shaping the professional character and competence of the
program’s graduates. Heightened awareness of the importance of the implicit
curriculum promotes an educational culture that is congruent with the values of
the profession.
Educational Policy 3.1—Diversity
The
program’s commitment to diversity—including age, class, color, culture,
disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation—is
reflected in its learning environment (institutional setting; selection of
field education settings and their clientele; composition of program advisory
or field committees; educational and social resources; resource allocation;
program leadership; speaker series, seminars, and special programs; support
groups; research and other initiatives; and the demographic make-up of its
faculty, staff, and student body).
Accreditation
Standard 3.1—Diversity
3.1.1
The program
describes the specific and continuous efforts it makes to provide a learning
environment in which respect for all persons and understanding of diversity and
difference are practiced.
3.1.2
The program
describes how its learning environment models affirmation and respect for
diversity and difference.
3.1.3
The program
discusses specific plans to improve the learning environment to affirm and
support persons with diverse identities.
Educational Policy 3.2—Student
Development
Educational
preparation and commitment to the profession are essential qualities in the
admission and development of students for professional practice. To promote the
social work education continuum, BSW graduates admitted to MSW programs are
presented with an articulated pathway toward a concentration. Student
participation in formulating and modifying policies affecting academic and
student affairs are important for the student’s professional development.
Accreditation
Standard 3.2—Student Development: Admissions;
Advisement, Retention, and Termination; and Student
Participation
Admissions
B3.2.1 The program identifies the
criteria it uses for admission.
M3.2.1 The program identifies the criteria it uses for admission. The criteria
for admission to the master’s program must include an earned bachelor’s
degree from a college or university accredited by a recognized regional
accrediting association.
3.2.2
The program
describes the process and procedures for evaluating applications and notifying
applicants of the decision and any contingent conditions associated with
admission.
3.2.3
BSW graduates
entering MSW programs are not to repeat what has been mastered in their BSW
programs. MSW programs describe the policies and procedures used for awarding
advanced standing. These policies and procedures should be explicit and
unambiguous. Advanced standing is awarded only to graduates holding degrees
from baccalaureate social work programs accredited by CSWE, those recognized
through its International Social Work Degree Recognition and Evaluation
Service, or covered under a memorandum of understanding with international
social work accreditors.
3.2.4
The program describes its
policies and procedures concerning the transfer of credits.
3.2.5
The program
submits its written policy indicating that it does not grant social work course
credit for life experience or previous work experience. The program documents
how it informs applicants and other constituents of this policy.
Advisement,
retention, and termination
3.2.6
The program describes its
academic and professional advising policies and procedures. Professional
advising is provided by social work program faculty, staff, or both.
3.2.7
The program
spells out how it informs students of its criteria for evaluating their
academic and professional performance, including policies and procedures for
grievance.
3.2.8
The program
submits its policies and procedures for terminating a student's enrollment in
the social work program for reasons of academic and professional performance.
Student
participation
3.2.9
The program
describes its policies and procedures specifying students’ rights and
responsibilities to participate in formulating and modifying policies affecting
academic and student affairs.
3.2.10
The program
demonstrates how it provides opportunities and encourages students to organize
in their interests.
Educational Policy 3.3—Faculty
Faculty qualifications, including experience
related to the program’s competencies, and an appropriate student-faculty ratio
are essential for developing an educational environment that promotes,
emulates, and teaches students the knowledge, values, and skills expected of
professional social workers. Through their teaching, scholarship, and
service—as well as their interactions with one another, administration,
students, and community—the program’s faculty models the behavior and
values expected of professional social workers.
Accreditation
Standard 3.3—Faculty
The program identifies each full and part-time social work faculty
member and discusses her/his qualifications, competence, expertise in social
work education and practice, and years of service to the program. Faculty who
teach social work practice courses have a master's degree in social work from a
CSWE-accredited program and at least two years of social work practice
experience.
3.3.2
The program
discusses how faculty size is commensurate with the number and type of
curricular offerings in class and field; class size; number of students; and
the faculty's teaching, scholarly, and service responsibilities. To carry out
the ongoing functions of the program, the full-time equivalent
faculty-to-student ratio is usually 1:25 for baccalaureate programs and 1:12
for master’s programs.
B3.3.3 The baccalaureate social
work program identifies no fewer than two full-time faculty assigned to the program, with full-time appointment in
social work, and whose principal assignment is to the baccalaureate program.
The majority and no fewer than two of the full-time faculty has either a
master’s degree in social work from a CSWE-accredited program, with a doctoral
degree preferred, or a baccalaureate degree in social work from a
CSWE-accredited program and a doctoral degree preferably in social work.
M3.3.3 The
master's social work program identifies no fewer than six full-time faculty
with
master's degrees in social work from a CSWE-accredited program and whose
principal assignment is to the master's program. The majority of the full-time
master's social work program faculty has a master's degree in social work and a
doctoral degree preferably in social work.
3.3.4
The program
describes its faculty workload policy and discusses how the policy supports the
achievement of institutional priorities and the program's mission and goals.
3.3.5
Faculty
demonstrate ongoing professional development as teachers, scholars, and
practitioners through dissemination of research and scholarship, exchanges with
external constituencies such as practitioners and agencies, and through other
professionally relevant creative activities that support the achievement of
institutional priorities and the program’s mission and goals.
3.3.6
The program
describes how its faculty models the behavior and values of the profession in
the program’s educational environment.
Educational Policy 3.4—Administrative
Structure
Social
work faculty and administrators, based on their education, knowledge, and
skills, are best suited to make decisions regarding the delivery of social work
education. They exercise autonomy in designing an administrative and leadership
structure, developing curriculum, and formulating and implementing policies
that support the education of competent social workers.
Accreditation
Standard 3.4—Administrative Structure
3.4.1
The program
describes its administrative structure and shows how it provides the necessary
autonomy to achieve the program’s mission and goals.
3.4.2 The program describes how the social work faculty has responsibility for
defining program curriculum consistent with the Educational Policy and
Accreditation Standards and the institution’s policies.
3.4.3 The program describes how the administration and faculty of the social
work program participate in formulating and implementing policies related to
the recruitment, hiring, retention, promotion, and tenure of program personnel.
3.4.4 The
program identifies the social work program director. Institutions with
accredited BSW and MSW programs appoint a separate director for each.
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B3.4.4(a)
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The program describes the BSW program director’s
leadership ability
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through teaching, scholarship, curriculum
development, administrative
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experience, and other academic and professional
activities in social
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work. The program documents
that the director has a master’s degree in
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social work from a CSWE-accredited program with a
doctoral degree
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preferred or a baccalaureate degree in social
work from a CSWE-
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accredited program and a doctoral degree,
preferably in social work.
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B3.4.4(b)
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The program provides documentation that the
director has a full-time
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appointment to the social work program.
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B3.4.4(c)
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The program describes the procedures for
determining the program
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director’s assigned time to provide educational
and administrative
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leadership to the program. To carry out the
administrative functions of
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the program, a minimum of 25% assigned time is
required at the
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baccalaureate level. The program demonstrates
this time is sufficient.
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M3.4.4(a)
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The program describes the MSW program director’s
leadership ability
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through teaching, scholarship, curriculum
development, administrative
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experience, and other academic and professional
activities in social
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work. The program documents
that the director has a master’s degree in
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social work from a CSWE-accredited program. In
addition, it is preferred
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that the MSW program director have a doctoral
degree, preferably in
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social work.
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M3.4.4(b)
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The program provides documentation that the
director has a full-time
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appointment to the social work program.
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M3.4.4(c)
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The program describes the procedures for
determining the program
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director’s assigned time to provide educational
and administrative
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leadership to the program. To carry out the
administrative functions of
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the program, a minimum of 50% assigned time is
required at the
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master’s level. The program demonstrates this
time is sufficient.
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3.4.5
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The program identifies the field education
director.
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3.4.5(a)
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The program describes the field director’s
ability to provide leadership in
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the field education program through practice
experience, field instruction
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experience, and administrative and other relevant
academic and
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professional activities in social work.
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3.4.5(b)
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The program documents that the field education
director has a master’s
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degree in social work from a CSWE-accredited
program and at least 2
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years of postbaccalaureate or postmaster's social
work degree practice
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experience.
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B3.4.5(c)
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The program describes the
procedures for determining the field director’s
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assigned time to provide educational and
administrative leadership for
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field education. To carry out the administrative
functions of the field at
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least 25% assigned time is required for
baccalaureate programs. The
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program demonstrates this time is sufficient.
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M3.4.5(c)
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The program describes the
procedures for determining the field director’s
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assigned time to provide educational and
administrative leadership for
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field education. To carry out the administrative
functions of the field at
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least 50% assigned time is required for master’s
programs. The program
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demonstrates this time is sufficient.
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Educational Policy 3.5—Resources
Adequate
resources are fundamental to creating, maintaining, and improving an
educational environment that supports the development of competent social work
practitioners. Social work programs have the necessary resources to support
learning and professionalization of students and program improvement.
Accreditation
Standard 3.5—Resources
3.5.1
The program
describes the procedures for budget development and administration it uses to
achieve its mission and goals. The program submits the budget form to
demonstrate sufficient and stable financial supports that permit program
planning and faculty development.
3.5.2
The program
describes how it uses resources to continuously improve the program and address
challenges in the program’s context.
3.5.3
The program
demonstrates sufficient support staff, other personnel, and technological
resources to support itself. The program submits the library form to
demonstrate comprehensive library holdings and/or electronic access and other
informational and educational resources necessary for achieving its mission and
goals.
3.5.5
The program
describes and demonstrates sufficient office and classroom space and/or
computer-mediated access to achieve its mission and goals.
3.5.6
The program
describes its access to assistive technology, including materials in
alternative formats (e.g., Braille, large print, books on tape, assistive
learning systems).
4. Assessment
Educational Policy 4.0—Assessment
Assessment
is an integral component of competency-based education. To evaluate the extent
to which the competencies have been met, a system of assessment is central to
this model of education. Data from assessment continuously inform and promote
change in the explicit and implicit curriculum to enhance attainment of program
competencies.
Accreditation Standard 4.0—Assessment
4.0.1 The program presents its plan to assess the attainment of its
competencies. The plan specifies procedures, multiple measures, and benchmarks
to assess the attainment of each of the program’s competencies (AS B2.0.3; AS
M2.0.4).
4.0.2 The program provides evidence of ongoing data collection and analysis
and discusses how it uses assessment data to affirm and/or make changes in the
explicit and implicit curriculum to enhance student performance.
4.0.3
The program
identifies any changes in the explicit and implicit curriculum based on the
analysis of the assessment data.
4.0.4
The program
describes how it makes its constituencies aware of its assessment outcomes.
4.0.5 The program appends the summary
data for each measure used to assess the attainment of each competency for at least
one academic year prior to the submission of the self-study
STUDENT
SIGNATURE DATE
PRINT NAME
Last Name First
Middle
City/State/Zip Code Phone
E-Mail Address:
Social Security # Date
of Birth (for ID purposes only)
Name on Driver’s License Driver’s
License # 
State of License Expiration
Date on License 
List any other LAST NAMES you have used during the
previous 7 years. 
Print
name 
Signature Date
