Group Seminar Field Instruction Model

 1. Delivery of consistent competency based field instruction and augmented case supervision.  2. Provision of consistent child welfare peer group experience  3. Strengthening of collaboration between the University and Public Child Welfare Agency.

 Group Supervision Seminar Model was selected.  1. Students receive case supervision in field placement, but this supervision does not necessarily incorporate all the CALSWEC Competencies  2. This model integrates into the curriculum CALSWEC Competencies and EPAS Standards  3. This model develops a support network for students and allows for sharing of field experiences  4. This model allows students to learn and practice skills in a supportive group setting and provides rich professional coaching opportunities  5. It reinforces students’ commitment to the CALSWEC mission, and centralizes the importance of CALSWEC in the MSW program.

 Foundation Year students met in a group seminar every other week.  Staffing : Three CALSWEC Field Faculty with extensive backgrounds in Public Child Welfare served as seminar instructors. A competency based field curriculum was delivered. Evaluation of effectiveness was done through a vignette based assessment (pre and post test) and a student satisfaction survey.

 1. Developed foundation year group field instruction seminar  2. Identified and integrated CALSWEC competencies into the field seminar curriculum  3. Developed and administered vignette based pre and post test (with consultation from CALSWEC researcher and Public Child Welfare field instructors)  4. Developed and administered Student Satisfaction Survey

 1. It is critical for students to have a place to process their knowledge, assumptions, feelings, and fears about their work with clients in the child welfare system  2. It is important to link the language used in the classroom to the actual language used in the vignette evaluation rubric 3. More time is needed in the field seminar to adequately address the identified content and allow time for students to process issues and feelings.

 4. It is essential that community providers and consumers be integrated into the classroom experience as guest lecturers  5. The use of multi media presentations greatly enhances student learning  6. It is important to educate field instructors regarding the group seminar content, in order for them to integrate this content and allow students to complete seminar assignments in the field placement.

 7. It is a critical component to the student’s learning that the seminar instructors act as mentors and role models and have extensive backgrounds in child welfare.  8. The seminar instructors participation in the process exercises, models the ability to risk in the classroom and enhances student learning.  9. High ratio of number of instructors to students allows for rich coaching opportunities in learning new skills.

 Evaluation Instruments are a work in progress. 10/11 experience led to refinement of both instrument construction and delivery.  Language clarity  Developing a consistent rubric that adequately measures the response (consistent and reliable)  The importance that the students placed on the value of connecting with one another and peer support.  Team teaching model expanded knowledge base and broadened teaching strategies.

 Expansion of Foundation Field Seminar from bi-monthly to weekly sessions  Creation of Concentration Field Seminar to meet bi-monthly  Strengthening collaboration with public child welfare field instructors through the creation of field Instructor trainings.  Increasing the number of child welfare agency professionals and consumers classroom presentations  Increasing the number of multi media presentations  Refinement of pre/post test instruments, including revision of rubric  Development of pre/post test and rubric for Concentration Year Seminar  Refinement and development of Student Satisfaction Surveys  Development of Field Instructor Satisfaction Survey  Development of Field Instructor Training Seminar

 Summer 2011: Pilot Project Data Analysis, Submission of Final Project Report, Development/Refinement or 2011/12 Curriculum, Refinement and Development of Evaluation Instruments, and development of Field Instructor Training Curriculum.  Fall 2011: Implement two Field Seminar (Foundation and Concentration). Conduct Field Instructor Training, Administer Pre Tests to CALSWEC students and control groups  Spring 2012: Continue implementation of student group supervision seminars,facilitate meeting with field instructors, administer post tests to CALSWEC students and control groups, administer satisfaction surveys to students and field instructors.  Summer 2012: Analyze data and provide project reports. Provision of technical assistance to CALSWEC consortium who want to replicate model. Plan for 2012/13.

 Group Field Instruction Syllabi  Pre/Post Tests and Rubrics  Satisfaction Surveys  Field Instructor Training Syllabus

 Students were asked to share 3 things they learned this semester in this class.  Student Comments: ◦ Learned how much I don’t know ◦ Can I really do this? ◦ Am I really going to finish graduate school? ◦ Reinforced purpose of being a social worker ◦ Learned about myself-need to be more assertive ◦ Learned I can be myself ◦ Professor Montero changed people’s perspective on the work and profession

 Students were asked to share 1 thing they liked this semester in this class.  Student Comments: ◦ The cultural competence module (video & PowerPoint presentation) around critical race theory ◦ The support group feeling and the fact that it’s built on a cohort model ◦ The intimate environment ◦ Grateful for the positive feedback from instructors ◦ Homeless children ◦ The support ◦ The class decreased anxiety and competitiveness ◦ Safety in the class ◦ Having three instructors helped bring balance ◦ This class is a good supplement to 587A/B ◦ Summer Institute