The following web page is a sample of the MSW Advanced Evaluation, which will be completed as a Sonia form. This page will describe each step/question to be completed for the MSW Advanced Evaluation. The below screenshot is an example of what the agreement will look like in Sonia.
The following information will be recorded at the top of the evaluation:
- Student Name
- Semester
- Year
- Faculty Field Liaison
- Agency
- Agency Field Instructor (AFI)
- Agency Task Supervisor (if applicable)
This learning agreement serves to articulate activities and behavioral achievements that support CSWE’s competencies as outlined in the 2015 Educational Policy and Accreditation Standards, as well as the learning objectives of the student and school. It is a reflection of the student’s year in the field. The activities are site-specific, measurable, and individualized with the goal of promoting the student’s successful development of professional competencies.
This plan is negotiated between the student, Agency Field Instructor, and Agency Task Supervisor (if applicable), and provides the basis for evaluating the student’s professional development. The student’s plan should be comprehensive, with activities added as the year progresses, such that by the end of the year it reflects all the student’s activities. Faculty Field Liaison consultation is available as needed to support the development of this plan.
This plan should be completed no later than the 3rd week after the student internship begins. At the beginning of the second semester, the plan is updated to reflect changes and/or new opportunities.
Learning Competencies
Each numbered section below includes multiple areas (labeled a, b, c, etc). The student will include their planned Learning Activities for each area. Then the AFI will use the evaluation guidelines (described below) to rate each area within the form. The AFI will give a mid point rating at the end of the first semester, and a final rating at the end of the second semester. At the bottom of each numbered section there will be room for comment from the AFI.
1. Demonstrate Ethical and Professional Behavior
Student is able to…
a) Continually employ and model conscious self-reflection, self-monitoring, and self-correction in practice situations.
b) Adhere to and model professional roles and boundaries.
c) Demonstrate the ability to know when to seek out supervision.
d) Demonstrate leadership in applying ethical reasoning in social work practice.
e) Utilize ethical decision-making models to resolve ethical dilemmas.
f) Understand the ethical implications of emerging technologies and their use in professional practice.
g) Maintain accurate and timely professional documentation.
h) Demonstrate effective oral and written communication.
2. Engage Diversity and Difference in Practice
a) Transform one’s behavior in response to a recognition of one’s biases based in difference and culture.
b) Apply knowledge and interventions in ways that meet the needs of oppressed and marginalized client groups.
c) Consider, explore, and evaluate diverse life experiences of client groups and apply to micro, mezzo, and macro practice.
d) Establish a relationally based process that encourages clients to be equal partners in the treatment process while setting aside personal bias.
e) Recognize how social context and structural barriers impact social work practice with diverse and vulnerable populations.
f) Understand one’s role as a lifelong learner in the area of diversity and culture.
3. Advance Human Rights and Social, Economic, and Environmental Justice
a) Advocate for client systems in a way that addresses barriers and works for equitable distribution of resources and services.
b) Demonstrate necessary knowledge and skills to change social institutions to be more humane and responsive.
c) Work collaboratively with others to affect systemic change.
d) Demonstrate understanding of the global context of human rights violations and how social, economic and environment injustice impacts client groups.
4. Engage in Practice-Informed Research and Research-Informed Practice
a) Demonstrate an understanding on how to evaluate social work practice and services using scientific methods.
b) Demonstrate the use of evidence based research to inform treatment planning for social work interventions.
c) Critically analyze and evaluate current research studies that inform clinical practice.
5. Engage in Policy Practice
a) Analyze, evaluate, and formulate policy practice (e.g. organizational, community, local, state, and federal policy), that responds to emerging local, regional, and societal trends to advance service delivery and well-being).
b) Analyze specific policies and policy practice (e.g. organizational, community, local, state, and federal policy, and their impact on diverse and oppressed populations).
c) Advocate for social welfare policy practice (e.g. organizational, community, local, state, and federal policy, that is congruent with the mission and values of the social work profession).
6. Engage with Individuals, Families, Groups, Organizations, and Communities
a) Develop and maintain therapeutic relationships with clients utilizing a strengths-based perspective.
b) Demonstrate use of effective engagement techniques to engage with diverse clients and client systems.
c) Continually employ and model conscious use of self.
7. Assess Individuals, Families, Groups, Organizations, and Communities
a) Independently conduct assessments as a continuing and dynamic process that guides goal and objective setting with clients and client systems at multiple levels.
b) Apply biopsychosocial theories and diagnostic criteria in formulation of comprehensive assessments.
c) Differentially select and implement strategies for assessment utilizing evidence based practice and best practice methods.
d) Assess client readiness and capacity for change.
e) Assess the multi-system dimension of client problems and challenges.
f) Utilize leadership and management theories and frameworks in organizational and community practice.
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
a) Synthesize and differentially apply theories and frameworks of human behavior and the social environment to guide clinical practice with individuals, families, and groups.
b) Select and implement intervention techniques utilizing evidence based practice and best practice methods.
c) Demonstrate the use of evidence based clinical/advanced direct practice interventions for a range of presenting concerns identified throughout the assessment and treatment process.
d) Advocate and assist client groups to identify and access resources.
e) Collaborate with other professionals to coordinate treatment planning.
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
a) Evaluate practice interventions across multiple systems levels.
b) Evaluate clinical practice effectiveness and outcomes.
c) Demonstrate the ability to elicit feedback from diverse clients and apply to practice.
d) Produce professional presentations and documents that could include case presentations, journal articles, grant applications, CEU trainings, or a legislative brief/summary.
Evaluation Guidelines
This evaluation serves to articulate activities and behavioral achievements that support CSWE’s competencies as outlined in the 2015 Educational Policy and Accreditation Standards, as well as the learning objectives of the student and school. It is a reflection of the student’s year in the field. The activities are site-specific, measurable, and individualized with the goal of promoting the student’s successful development of professional competencies.
Students will be evaluated at the end of each semester. The focus will be on the level of performance achieved and on progress demonstrated during the year as reflected in this evaluation. During the first semester, the student may not have had the opportunity to be assessed, but by the end of the year, each area of competency must be evaluated.
The student should self-evaluate before evaluation is completed by the Agency Field Instructor. The following evaluation guidelines should be used. The completed and electronically signed evaluation by the Agency Field Instructor should be discussed with the student. Faculty Field Liaison is the third signatory to this evaluation. Even though this document is archived electronically, students are strongly encouraged to keep a copy of the evaluation for their records.
The Evaluation Guidelines are on a scale from 1-5, including N/A if something was not assessed.
5= Mastered: Highly skilled and practice behaviors are consistently at high levels.Â
The intern/student shows effective and innovative application of the knowledge, values, and skills related to the performance of the practice behaviors.
4 = Superior: Surpasses competent in one or more ways, and all components of the practice behaviors are included.Â
The intern/student shows superior application of the knowledge, values, and skills related to the performance of the practice behaviors.
3 = Competent: Having enough skill or ability to perform all components of practice behaviors, but at beginning or rudimentary level(s).Â
The intern/student shows competent application of the knowledge, values, and skills related to the performance of the practice behaviors.
2 = Inadequate: Failing to reach an expected or required level or standard, and where one or more components of practice behaviors are missing.
The intern/student shows beginning application of the knowledge, values, and skills related to the performance of the practice behaviors.
1 = Lacking: Missing, not present, or inability to demonstrate any of the components of the practice behaviors.Â
The intern/student has not demonstrated application of the knowledge, values, and skills related to the performance of the practice behaviors.
N/A = Not Assessed
Activities were not available for student/intern to exhibit the knowledge, values, and skills related to the performance of the practice behaviors.
Additional Information
The form then includes the following boxes for additional information and comments to be added:
- OUTSTANDING ABILITIES OF STUDENT
- COMMENTS RELATED TO EVALUATION
- AREAS OF GROWTH FOR THE STUDENT
- FUTURE LEARNING NEEDS AND RECOMMENDATIONS
- FACULTY LIAISON COMMENTS
Signatures
Finally, the form includes area for the following signatures:
- Student
- Agency Field Instructor
- Agency Task Supervisor (If Applicable)
- Faculty Field Liaison
Each of these individuals will submit/sign the form through Sonia.