mid-term evaluations. welcome if you have any questions please feel free to ask at any time...
TRANSCRIPT
Mid-Term Evaluations
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
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.
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.
Your Learning Contract
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.
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?
ResourcesBreaking 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?
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.
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.”
Feedback Should Be......
• Empathic and supportive
• Timely
• Based on direct observation
• Balanced (positive and negative)
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.
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.
Completing the Evaluation Form
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.
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.
Mid Term Final
1.1 Adheres to agency confidentiality guidelines. Instructor
StudentComments/examples:
1.2 Completes documentation in a timely, organized, concise fashion, and follows proper procedures in storage of electronic information.
Instructor
StudentComments/examples:
1.3 Documentation demonstrates professional writing skills. Instructor
StudentComments/examples:
1.4 Demonstrates knowledge of CASW Code of Ethics and provincial/territorial social work standards, including social media policy.
Instructor
StudentComments/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
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
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
3) Meets Expectations3) 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
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
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*
Learning Contract Signatures Date
Field Instructor:
Student:
Onsite Supervisor:
Faculty Field Liaison:
Midterm Evaluation Signatures Date Field Instructor:
Student:
Onsite Supervisor:
Faculty Field Liaison:
Time Sheets submitted (daily, weekly) Number of Hours Completed
Journals submitted
COMMENTS:
Signature and Comment Section
Final Evaluation Signatures Date
Field Instructor:
Student:
Onsite Supervisor:
Faculty Field Liaison:
Time Sheets submitted (daily, weekly) Number of Hours Completed
Journals submitted
COMMENTS:
Signature acknowledges that all parties have participated in a discussion and have an understanding of this evaluation.
Once Signed, this page MUST BE SENT IN to the Faculty Field Liaison (Faxed, Scanned/Email)
“Pass” indicates that the student has met requirements.
“Fail” indicates that the student has failed to meet requirements.
“Fail Incomplete” indicates that the student is required to remain in SWRK 3150 for defined period, as contracted with the student, Field Instructor, and Faculty Field Liaison.
Signature, Comment, & Grading Sections
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
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
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)
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.
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.
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/
• 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.
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.
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
We love hearing from you!
If your matter is of an urgent nature and you cannot contact your liaision please contact [email protected] or call 1-204-474-6812
We encourage you to use the discussion board on D2L and to connect through our Facebook group.
D2L
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• Ward, K. & Mama, R.S. (2010). Breaking out of the box. 2nd ed. Chicago, IL: Lyceum Books
Inc.