1. Mid-Term Evaluations

2. Welcome If you have any questions please feel free to ask at any time throughout the session. This session will cover: Connecting your learning contract & mid-term evaluation Revising your learning contract Resources to use at mid-term How to give effective feedback Evaluation process Completing the evaluation form

3. Why Are Mid-Term Evaluations Important? If feedback is given to students 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.

4. Evaluations: Used to identify the student’s level of competency, abilities, skills, and theoretical knowledge as they relate to the placement. Provide the field instructor and student an opportunity to change/update the learning contract to ensure goals are achieved and accomplished. Are based on: – learning contract – field placement’s policy and procedures & expectations – University specific learning criteria as formulated in the evaluation form.

5. Your Learning Contract

6. Connecting Your Learning Contract & Mid-Term The learning contract should be reviewed and discussed prior to mid-term evaluation. 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 to update and help you make SMART (Specific, Measurable, Achievable, and Timely) goals.

7. Revising Your Learning Contract Please revise your learning contract after/during your mid-term evaluation: Discuss w/ your field instructor Compare reality of field to initial contract Utilize resources  Breaking Out of the Box Exercise (pages 169 – 170)  Posted on D2L  Removal pages in book  Sample questions: 1)What haven’t I experienced in my placement that I still hope to experience? 2)What specific knowledge do I still need to be exposed to?

8. Resources Breaking out of the Box Learning Contract  Breaking Out of the Box Exercise (p. 162 - 167)  Posted on D2L  Removable pages in book  Sample questions for a learning objective of facilitating a group: (1)Have I facilitated a group yet? How often? (2) Have I dealt with the behavioral challenges that have occurred in group? (3) Did I use the time well, being prepared with enough material that is appropriate for the populations that I was working with? (4) How was my documentation of group process?

9. Professional Reflective Journaling & Time/Task Sheets Reflective journals are useful tools to identify strengths and areas requiring development. Provides students and field instructors the opportunity to review 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.

10. What is Feedback ? “It has been defined as a verbal or non-verbal process through which an individual (i.e. field instructor) lets others (i.e. students) know his/her perception and feelings about their behaviour.”

11. Feedback Should Be...... Empathic and supportive Timely Based on direct observation Balanced (positive and negative)

12. Feedback Includes: The learning contract is important; however, consistent and ongoing feedback in relation to the learning contract that a student receives is what drives change/growth in student’s performance. Clarity of Expectations 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 a balanced outline of strengths and areas for development that can be tied into future learning goals.

13. Balanced Comments are Important... Sometimes it’s easier to identify strengths and not point out areas that need improvement Sometimes it’s easier to point out areas that need improvements and not strengths Recognize growth and positive performance, as well as areas that need improvement.

14. Completing the Evaluation Form

15. Completing Mid-Term Evaluation Forms Student and field instructor should independently fill out the rating scale and provide written comments to substantiate their rating. At the mid-term evaluation meeting students and field instructors need to come prepared with their completed mid-term evaluation forms. Students and field instructors will then discuss and compile their comments and scores prior to sending them to the field liaison. Consensus does not have to be achieved.

16. Evaluation Criteria (1) Does Not Meet Expectations (2) Needs Development (3) Meets Expectations (4) Integrates Theory and Skills N/A - Not Applicable Given that each agency is unique, certain areas identified in the evaluation may not apply (N/A). Please indicate N/A, with an explanation in the comment box. N/0 - Not Observed If a student has not had the opportunity, or the Field Instructor has not been able to evaluate the identified skill, please indicate N/O, (not observed) with an explanation in the comment box.

17. Mid TermFinal 1.1 Adheres to agency confidentiality guidelines. Instructor Student Comments/examples: 1.2 Completes documentation in a timely, organized, concise fashion, and follows proper procedures in storage of electronic information. Instructor Student Comments/examples: 1.3 Documentation demonstrates professional writing skills. Instructor Student Comments/examples: 1.4 Demonstrates knowledge of CASW Code of Ethics and provincial/territorial social work standards, including social media policy. Instructor Student Comments/examples: 1.5 Takes initiative and responsibility for one’s learning. Instructor Student Comments/examples: 1.6 Acts in a professional manner at all times. Instructor Student Comments/Examples: Evaluation Section

18. 1) Does Not Meet Expectations: The student does not demonstrate expectations: Examples include, but are not limited to:  Attendance issues and commitment to clients and practicum site  Demonstrates a lack of initiative and professionalism  Inability to accept guidance and feedback from Field Instructor, Liaison, or Onsite Supervisor  Inability to complete assigned tasks  Unaware of values, biases and skills of a beginning social worker  Demonstrates a lack of appreciation or an awareness of agency policies and procedures  Weak communication skills (verbal, non-verbal), written documentation Action: Field Instructor and Field Liaison will complete the formal Learning Contract addendum, or discuss termination. 1) Does Not Meet Expectations Note: In this evaluation Client can refer to individuals, families, community groups, organizations

19. 2) Needs Development: The student would receive a “2” when s/he demonstrates potential for growth in professional role, but is inconsistent. Examples include, but are not limited to:  Motivation, initiative, and professional attitude  Completing assigned tasks  Transferring classroom knowledge to practice  Awareness of values, biases, and skills of a beginning social worker  Understanding practices and procedures as they apply to agency policies  Communication skills (verbal, non-verbal), written, documentation  Beginning to demonstrate achievement of goals as outlined in Learning Contract Action: Field Instructor and Field Liaison will review on a regular basis the skills that have been identified for development. 2) Needs Development Note: In this evaluation Client can refer to individuals, families, community groups, organizations

20. 3) Meets Expectations 3) Meets Expectations: The student would receive a “3” when s/he demonstrates skills identified on a regular basis. Examples include, but are not limited to:  Identifies who the client (system) is and can suggest possible interventions  Aware of personal strengths and is able to identify areas for personal and professional growth in supervision  Able to link theory when assessing possible interventions  Engages in self-evaluation with a focus to transfer learning from one situation to another  Effectively uses a range of interpersonal communication skills  Documentation which is factual, objective, and purposeful. Assessments completed in timely manner  Is prepared for supervision and knows when to seek direction  Consistent demonstration of achievement goals as outlined in Learning Contract Note: In this evaluation Client can refer to individuals, families, community groups, organizations

21. 4) Integrates Theory and Skills 4) Integrates Theory and Skills: The student would receive a “4” when s/he demonstrates competence or exceptional skills on a consistent basis. Examples include, but are not limited to:  Forms strong working relationships with client systems and can apply a range of interventions  Is able to critically analyse use of self when working with clients, with a plan on how to improve  Practice is grounded in theory. Consistently considers the impact of personal and professional values on one’s practice  Ongoing evaluation of interventions  Concrete demonstration of achievement goals as outlined in Learning Contract Note: In this evaluation Client can refer to individuals, families, community groups, organizations

22. Comments Comments at Midterm (include additions and changes to the learning activities and objectives): Comments at Final: *Please transfer Learning goals and activities that should be revisited to 4120*. Narrative Section Used to support the evaluation section, comment on student’s strengths, as well as areas that need further development. *Each Skill Section must have a completed comment box*

23. Signature and Comment Section

24. Signature, Comment, & Grading Sections

25. Please: Use the electronic evaluation form. Can be emailed back and forth for comments prior to your final meeting. As a program we are working very hard to become paperless, please help us with this goal. Completing Mid-Term Evaluation Forms

26. 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

27. 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 (i.e. written and/or verbal)

28. Possible Need to Re-evaluate the Placement If the setting cannot meet the student’s needs or if the student is irresponsible, unethical, or is not meeting agency expectations, it is important to advise me immediately and I will advise the Field Coordinator.

29. Submitting the Evaluation The forms MUST be completed electronically and placed in the dropbox as one document. The signature portion of the mid-term evaluation can be stored at your field placement or submitted electronically into the dropbox.

30. Working With PDF Documents In order to fill out and save PDF files downloaded from D2L you must have Adobe Reader Version 4 or higher. If you have a later version, please download a more recent version here: http://get.adobe.com/reader/ http://get.adobe.com/reader/ After you click Download, save the PDF document to your computer. Once the file is saved to your computer, fill out the highlighted fields. If there are no fields highlighted, select “Highlight Existing Fields” at the top of the page. Once the fields have been filled out, click File > Save or Save As. If you are unable to fill in the fields or cannot save you may have to upgrade your version of Adobe Reader.

31. Mid-Term Evaluations Should be a positive process for the student and field 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.

32. Dates to Remember Please ensure that you go to DATES TO REMEMBER page/link in D2L. Mid-term Evaluations are due when you reach 210 hr. Journals & Time/Task Sheets are due at the end of each month

33. Questions Questions? Comments? Thoughts? Please email your liaison or Joan.churley@umanitoba.ca

34. We love hearing from you! If your matter is of an urgent nature and you cannot contact your liaision please contact Joan.churley@umanitoba.ca or call 1-204-474-6812 Joan.churley@umanitoba.ca We encourage you to use the discussion board on D2L and to connect through our Facebook group.

35. 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 Ward, K. & Mama, R.S. (2010). Breaking out of the box. 2 nd ed. Chicago, IL: Lyceum Books Inc.