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

2. Welcome Today I will be talking about Mid Term Evaluations and Field Experiences Joan Churley joan.churley@ad.umanitoba.ca

3. Adobe Protocol Check microphones to ensure they are working (check help wizard) Turn microphones OFF if you are not speaking If you do not have a microphone use the chat to communicate Please do NOT touch the power points at any time throughout the presentation (copies are on our website) X

4. 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?

5. 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.

6. 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 student’s daily activities in practicum.

7. 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.

8. 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.

9. 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.”

10. Feedback should be...... empathic and supportive timely based on direct observation balanced (positive and negative)

11. 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.

12. 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

13. Student’s 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.

14. Student Task Form

15. 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.

16. 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. Why Mid term Evaluations are Important

17. 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.

18. Is there a difference between first term and second term????

19. 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.

20. 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.

21. Accelerated students 3150 Sept – Dec Mid term Oct Final Evaluation Dec/ learning contract reviewed and goals transferred to 4120 if necessary 4120 Jan- April Midterm Feb Higher expectation on student, moving to independent practice, Final April

22. 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)

23. 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.

24. 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.

25. 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)

26. Rating scales 5 Exceptional performance that shows consistent initiative and analytic abilities Beware what else is there for the student to learn and avoid the “Halo effect” 4 3 “has understanding of and is beginning to undertake action” If you evaluate the student as a “3”, in most areas, be sure to talk about the positive performance and the areas that need to be worked on. How does your student view this evaluation: as half full or half empty Usually consistent and reliable performance, beginning to initiate action independently

27. 2 Marginal or inconsistent performance Could be a red flag (Field Liaison may be advised) or could be an area requiring more attention 1 Unsatisfactory performance Ensure Documentation is completed and Field Liaison must be advised regarding outcome N/A Not applicable Ratings do not have to be given if the category does not apply to student.

28. 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.

29. 12345N/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 Not Applicable UNSATISFACTORY (FAIL)SATISFACTORY (PASS) PERSONAL AND PROFESSIONAL ATTRIBUTES 1. PROFESSIONAL VALUES MID TERM FINAL 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR STUDENT 1.2 Strictly complies with confidentiality guidelines. (1) INSTRUCTOR STUDENT 1.3 Is able to provide information about services to the client. (1) INSTRUCTOR 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) INSTRUCTOR STUDENT 1.5 Is committed to ongoing professional development. (2) INSTRUCTOR STUDENT 1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2) INSTRUCTOR STUDENT 1.7 Focuses on client empowerment, self determination and respects individuality. (3) INSTRUCTOR STUDENT 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) INSTRUCTOR STUDENT 1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3) INSTRUCTOR STUDENT 1.10 Knows how to plan and organize field placement responsibilities. (3) INSTRUCTOR STUDENT 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) INSTRUCTOR Social Work Field Evaluation 3150

30. TERM 1 - MIDTERMTERM 2 - FINAL (a) Strengths demonstrated by student: (b) Areas for development/future learning goals for student:

31. 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 jpg’s, 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/http://get.adobe.com/reader/ Email to Joan.churley@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

32. Fax or Mail (only if you haven’t 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

33. 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.

34. 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.

35. 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.

36. 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.

37. References Baird, Brian, The Internship, Practicum, and Field Placement Handbook, 5 th edition. Pearson/Prentice Hall Bogo Marion, Vayda, Elaine, The Practice of Field Instruction in Social Work Theory and Process 2 nd 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, 4 th ed. Pearson Royce David, Dhooper Surijit Singh, Lewsi Rompf, Elizabeth, Field Instruction, A Guide for Social Work Students. 5 th edition Pearson

38. Title of presentation umanitoba.ca