umanitoba.ca

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Today we will be talking about Mid Term
Evaluations and Field Experiences
Title of presentation
umanitoba.ca
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Welcome

• Today I will be talking about Mid Term
  Evaluations and Field Experiences

Joan Churley joan.churley_at_ad.umanitoba.ca
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Adobe Protocol

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  throughout the presentation (copies are on our
  website)

X
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Introductions

• Please introduce yourself stating
• Your name
• Where you live
• Where you are doing your placement
• Anything you would like to share with us about
  your placement?

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Is it that Time Already?

• Yes it is already the middle of term and students
  should be well on their way to talking about mid
  term evaluations.
• Today we are going to talk about mid term
  evaluations, if you have any questions please
  feel free to ask at any time throughout the
  session.

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The process

• Includes a solid learning contract that connects
  learning to mid term and final evaluation
• Journals that reflect learning and ensure theory
  is being connected to practice
• Journal Task forms that connect learning
  goals/activities to the mid term and final
  evaluation
• Practicum supervision meetings should ensure that
  there are no surprises when completing the
  student evaluation at midterm.
• Supervision focuses on ongoing observation and
  feedback of the students daily activities in
  practicum.

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Learning contract

• Should be reviewed and discussed prior to mid
  term
• During the evaluation process use your learning
  contract to link and measure your learning to
  your evaluation
• Keep in mind that changes can be made to your
  learning contract after mid term, to up date and
  make goals realistic and achievable.

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Your Professional Reflective Journaling

• Provides the student and the field instructor the
  opportunity to review the activities/tasks/cases
  etc. assigned to the student and to provide
  feedback.
• At this time the field instructor will measure
  how well the student engaged in those activities
  and accepted/implemented feedback during
  supervision.
• If you have been using the reflective journals as
  a way to help with supervision, they will be
  useful tools to identify strengths and areas
  requiring development.

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What is feedback ?

• It has been defined as a verbal or non verbal
  process through which an individual (Field
  Instructor) lets others (students) know his/her
  perception and feelings about their behaviour.

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Feedback should be......

• empathic and supportive
• timely
• based on direct observation
• balanced (positive and negative)

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Feedback includes

• Clarity of expectations
• The learning contract is important, however
  the consistent and ongoing feedback in relation
  to the learning contract that a student receives
  is what drives change/growth in student
  performance.

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Direct Observation of the Student

• Studies indicate that students reported that they
  valued instructors that observed their
  performance and debriefed with them as soon as
  possible afterwards.
• Feedback should be balanced outline strengths and
  areas for development which can be tied into
  future learning goals

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Students task Journal Form

• The student is responsible for completing the
  Intervention Level and Tasks Assigned columns on
  a monthly basis.
• This form should be submitted to the Field
  Instructor on a weekly basis/along with journal
  summary to Joan on a monthly basis.

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StudentTask Form
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Purpose of the Task Form and Time Log

• Connects activities as described in the learning
  contract to completed interventions/tasks at mid
  term and final,
• Provides an ongoing record of students activities
  in practicum and hours completed.
• Provides the Field Instructor with documentation
  of students learning activities.

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Why Mid term Evaluations are Important

• If feedback is given to the student early and on
  an ongoing basis, concerns can be addressed and
  the student will move forward in developing the
  identified skill.
• It is when the performance is not addressed or
  overlooked that problems and concerns can
  develop.
• Mid term is a good time to look at achievements
  and ways that learning contract goals can be
  accomplished.

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Evaluations

• Based for the most part on your learning
  contract
• Based on Agency policy and procedure expectations
• University specific learning criteria as
  formulated in the evaluation form.
• Provide the Field Instructor and student an
  opportunity to change/update the learning
  contract to ensure goals are achieved and
  accomplished.

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Is there a difference between first term and
second term????
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First term

• Students are getting to know the agency, fine
  tuning their learning contract and starting to
  get involved with clients.
• Instructors, students and staff are becoming
  familiar with each other and starting to
  establish working relationships.

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Second term

• Students should be more involved in the agency,
  receiving less direction and applying the policy
  and procedures that they have learned.
• Expectations of the student will be higher
• The student is moving toward more independent
  practice.

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Accelerated students
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Completing Mid term evaluation forms

• Student and Field Instructor should independently
  fill out the rating scale and provide written
  comments to substantiate their rating.
• Student and Field Instructor should come together
  to discuss.
• Ratings should be recorded on the evaluation form
  (consensus does not have to be achieved)

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Balanced Comments are Important...

• Recognize students growth and positive
  performance as well as the areas that need
  improvement.
• Sometimes it is easier to identify the strengths
  and not point out the areas that need
  improvements and for some it is easier to point
  out the weaknesses and not the strengths.

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Inaccurate/Unfair evaluation

• May occur if the student has an unclear
  understanding of expectations.
• May occur if rules/standards used to evaluate
  performance were changed(this is why it is so
  important to have a solid learning contract)
• May occur when a student is given a low score but
  does not understand why.

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Evaluate the student on what you see

• It is important to make your evaluation on
  behaviour that is observed by you or by others in
  the agency.
• Other staff can be involved in the evaluation
  process. (written and/or verbal)

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Rating scales

• Usually consistent and reliable performance,
  beginning to initiate action independently

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Possible need to re evaluate the placement

• If the setting cannot meet the students needs or
  if the student is irresponsible, unethical or is
  not meeting agency expectations, it is important
  to advise Joan immediately.

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1 2 3 4 5 5 N/A
Unsatisfactory Performance Marginal or Inconsistent Performance Has Understanding Of And Is Beginning To Undertake Action Usually Consistent and Reliable Performance, Beginning To Initiate Action Independently Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable
UNSATISFACTORY (FAIL) UNSATISFACTORY (FAIL) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES
1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES MID TERM FINAL
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) STUDENT
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) STUDENT
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) INSTRUCTOR
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) STUDENT
1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) INSTRUCTOR
1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) STUDENT
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) INSTRUCTOR
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) STUDENT
1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) INSTRUCTOR
1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) STUDENT
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) INSTRUCTOR
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) STUDENT
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) INSTRUCTOR
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) STUDENT
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) STUDENT
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) INSTRUCTOR
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) STUDENT
1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) INSTRUCTOR
Social Work Field Evaluation 3150
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TERM 1 - MIDTERM TERM 2 - FINAL
(a) Strengths demonstrated by student (a) Strengths demonstrated by student
(b) Areas for development/future learning goals for student (b) Areas for development/future learning goals for student
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What now?

• Send completed mid term evaluation electronically
  Joan
• Save document as a pdf in 1 document but 2 is
  acceptable. Do not scan pages as jpgs, tiffs,
  png or bmp files
• If you do not have the latest version of ADOBE
  READER please follow this link
  http//get.adobe.com/reader/
• Email to
• Joan.churley_at_ad.umanitoba.ca
• If you email electronic version please fax the
  signed summary statement mid term page and the
  last Grade Submission page to 204-474-7594

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Fax or Mail (only if you havent the technology
to send documents electronically)we strongly
encourage you to use the electronic version of
the evaluation form.

• 204-474-7594 (Fax)
• Joan Churley
• Faculty of Social Work
• Distance Delivery BSW Program
• University of Manitoba
• 521 Tier Building
• Winnipeg, Manitoba
• R3T 2N2

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Mid term evaluations

• Should be a positive process for both the student
  and the instructor.
• Becoming a social worker is a journey, we would
  like to thank all of our Field Instructors for
  helping our students find their way.

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Dates to Remember Regular Session

• Please ensure that you go to DATES to REMEMBER
  page/link

Remember keep sending in your reflective
journals and time logs.
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Dates to Remember Accelerated Session

• Please ensure you go to DATES TO REMEMBER
  page/link

Remember keep sending in your reflective
journals and time logs.
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Questions

• Any questions or comments are welcome
• Our next Adobe Session will discuss the final
  evaluation
• Remember keep sending in your reflective
  journals and time logs.

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References

• Baird, Brian, The Internship, Practicum, and
  Field Placement Handbook, 5th edition.
  Pearson/Prentice Hall
• Bogo Marion, Vayda, Elaine, The Practice of Field
  Instruction in Social Work Theory and Process 2nd
  ed. University of Toronto Press
• Drolet, Julie, Clark Natalie, Allen Helen,
  Shifting Sites of Practice, Field Education in
  Canada, Pearson
• Larkin Shelagh J. Applying Your Generalist
  Training, A Field Guide for Social Work,
  Brooks/Cole
• Garthwait, Cynthia,The Social Work Practicum, A
  Guide and Workbook for Students, 4th ed. Pearson
• Royce David, Dhooper Surijit Singh, Lewsi Rompf,
  Elizabeth, Field Instruction, A Guide for Social
  Work Students. 5th edition Pearson

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Title of presentation
umanitoba.ca