ADVANCED COMPETENCIES: FIELD INSTRUCTOR TRAINING October 7, 2011 Resource: CSWE EPAS Instructors: UW SSW Field Faculty: Carrigan, DeFries, Hires, et al.

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 WELCOME  INTRODUCTIONS  OBJECTIVES  CSWE COMPETENCIES, PRACTICE BEHAVIORS, METHODS OF ASSESSMENT  EXERCISE: Developing Measurable Activities to Support Practice Behaviors in the Learning Contract  DEMO: STAR Learning Contract DEMO: STAR Quarterly Evaluation EXERCISE: Evaluating Practice Behaviors in Quarterly Evaluations Using ABCD Method 2

 Strengthen partnership with field instructors around field education objectives  Provide information and dialogue on new Advanced Competencies to support the Integration of Theory and Practice 3

 Support Advanced Field Instructors in developing an Advanced Learning Contract with Students to meet Competency Standards for Advanced Practice.

 Provide information and training on STAR (System to Administer Records) for use with contracts, evals  Offer information and practice in completing the Quarterly Evaluation using Competency Criteria and Methods of Measurement to support evaluation of practice behaviors and competencies. 4

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CSWE:

Council on Social Work Education

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EPAS: Educational Policy and Accreditation Standards of CSWE

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CSWE CORE COMPETENCIES

 developed in 2008  2009 UWSSW curriculum review and revision  2010 UW SSW launched Foundation Competencies  2011 UWSSW launched Advanced Competencies 5

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Professional identity SW Ethical principles for practice Critical thinking Diversity Human rights and social & economic justice Research Human Behavior & the Social Environment Policy Practice Practice context Engage, Assess, Intervene & Evaluate 6

SIGNATURE PEDAGOGY: FIELD EDUCATION

 Signature pedagogy = the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner.

 The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting.

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Competency Based Education: Focuses on outcomes of learning .

Addresses standards of student performance of professional functions rather than learning goals or objectives - Requires defining educational goals in terms of

precise, measurable descriptions of knowledge,

skills, and behaviors students should possess at end of the quarter/year.

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 Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills.

 The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice  with individuals, families, groups, organizations and communities at the generalist level.

 Within an area of concentration in the Advanced Year 9

1. Specific, measurable competency activities (Learning Contract) 2. Content of supervision based on student progress towards required outcome behaviors, as well as student goals, agency priorities.

3. Student continues in program until demonstrating competency.

4. Uses a variety of instructional techniques and group activities.

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5. Focus is on behaviors the student needs to learn/demonstrate in a social work practice context.

6. Provides students with immediate feedback on assessment and performance.

7. Paces instruction to the students needs.

8. Students demonstrate competency based on measurable learning activities .

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8. Assessment/Measurement Methods may

Include:

 Observed practice  Review of oral/written reports  Review of video/audio tapes  Submission of reflective journal entries  Presentations to field instructor, staff  Feedback re case/project consultations  Documentation of assessments, interventions 12

 Review of Competencies (CSWE/EPAS)  Review of Practice Behaviors (CSWE/SSW)  Designing Agency-Based Learning Experiences (Student/Field Instructor)  Incorporating Assessment/Measurement Methods into Contract and Evaluation (Field Instructor/Student)  Supervision regarding Progress towards Competencies  Evaluation (Field Instructor/Student/Field Faculty) 13

1 COMPETENCY Student are to attain by the end of course Learning experiences that Support the attainment of practice behaviors 3 2 PRACTICE BEHAVIORS ACTIVITIES ACTIVITIES PRACTICE BEHAVIORS ACTIVITIES Knowledge, values and skills that comprise the competencies Assessment/Measurement methods to determine if students have acquired practice behaviors

 Discuss reactions to competency based education  Discuss experience in 2010-11 with rollout of Foundation Competencies  Discuss pros and cons of new methodology in social work field education 15

 FOUNDATION YEAR: Demonstrate the INTEGRATION and APPLICATION of the COMPETENCIES in generalist practice with INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES.

 ADVANCED YEAR: Prepares graduates for ADVANCED PRACTICE through MASTERY of CORE COMPETENCIES augmented by KNOWLEDGE AND PRACTICE BEHAVIORS specific to a CONCENTRATION.

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  Advanced Practicum Learning Contract    Due within 4 weeks of practicum start Completed by student and Field Instructor Submitted by Practicum Instructor on STAR Advanced Practicum Quarterly Evaluation by Concentration    Due before end of quarter, each quarter Completed by student and Field Instructor Submitted by Practicum Instructor on STAR   Hours verified by Field Instructor (720 total/year) Recommendation for Credit  Revised for completeness if requested by Field Faculty 17

 System To Administer Records  New UW database with multiuse functionality  Requires access through UW or Protect Net ID  Online document accessibility and storage  Practicum Placement Description Forms  Learning Contract  Quarterly Evaluations  Demonstration of STAR  Review of Online Learning Contract 18

 Agency-based, specific, professional tasks and activities must:        support competency growth outline details of expectations facilitate visible and measurable skillsets meet agency needs, student interests, school requirements provide a platform for conscious integration of social work theory and practice be monitored, feedback given re effectiveness not be limited by field instructor’s role; PI facilitates broad/deep social work education 19

ABCD Method of Developing Learning Activities

A: Audience: Student, UWSSW, Agency Staff B: Behavior: Expected visible performance C: Condition: Use of particular models, protocols, location, timeframes, involvement of others, etc.

D: Degree: frequency, length, duration 20

 Audience  Student will……  Behavior  Conduct a community needs assessment about underserved agency populations  Condition  By interviewing outreach staff, developing a written survey instrument, identifying venues for reaching potential new constituents, administering survey, and analyzing results 21

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Degree

   First quarter: develop survey; second quarter, conduct survey; third quarter: analyze data and report results in May staff meeting 

Measurement

 Report on progress in supervision,    present draft of survey in December to PI, present draft analysis to PI in April, present final report and written conclusions to staff in May 22

  Identify underserved populations Outreach in under served communities     Develop survey Conduct survey Analyze results Present results   Diversity Assessment  Engagement      Research Intervention Critical thinking Evaluation Professional Development 23

THIS IS A MEETING/DISCUSSION BETWEEN A FIELD INSTRUCTOR AND A STUDENT TO COMPLETE THE LEARNING CONTRACT.

 Student reviews “Work Plan” with FI.

 FI and student discuss learning interest.

 FI identifies learning opportunities 24

 Exercise:      You will be assigned one of the 10 competencies Choose a practice behavior (outcome expected) Develop an agency activity that would support development in that competency and behavior Share with table and/or large group Discuss questions or learnings from the exercise 25

 Demonstration of STAR Quarterly Evaluation  Instructor and Student input – summary of quarter-long progress and development  No surprises! Supervision should have provided feedback all along  PI rates student progress in practice behavior effectiveness  PI writes brief narrative to support rating  PI cites methods of assessment  Both auto-sign; PI submits electronically 26

 Review Competency Criteria Handout  Review Developmental Stages of Learning based on Bloom’s, Anderson’s Taxonomies  Rating scale for evaluations based on above       No opportunity to address (needs rationale) 1. Student unable to learn in this area 2. Identifying problems 3. Building knowledge and skills 4. Applying knowledge and skills 5. Exceeds expectations in effective application of knowledge and skills 27

THIS IS A MEETING/DISCUSSION BETWEEN A FIELD INSTRUCTOR AND A STUDENT TO COMPLETE THE QUARTERLY EVALUATION.

 Use a strengths and developmental perspective  Review baseline capacities  Review activities done at agency  Reflect on areas of growth and challenge  Apply Competency Criteria  Assess competency development  Plan next stage of learning and tasks 28

Choose a Competency and Practice Behavior. Using worksheet, write:  1) POSITIVE STATEMENT  Support a high rating for a student  Cite visible, measurable achievements  2) ADDRESS A CHALLENGE   Support a low rating for a student Cite behaviors, expectations not realized  Summarize quarter’s work and attempts to address identified lack of abilities or knowledge; follow-up  INCLUDE PLANNED NEXT STEPS IN GROWTH for both 29

 GOALS: Work in partnership with students and develop    effective strategies for integrating theory and practice, models and processes for successful supervision and instruction collaborative and constructive relationships to further professional  At Liaison Visit, will review: > roles and responsibilities of each party > student interests, goals, background, abilities > Student fit with opportunities at agency > Learning Contract development and specificity of activities related to competencies > Progress, feedback, and evaluation of student > Credit hours, yearly plan  Available for questions, consultations, trouble-shooting 30