Transcript Document

Mid-Term Evaluations
Welcome
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
If you have any questions please feel free to ask at any time throughout the
session.
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:
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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?
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?
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:
Clarity of Expectations
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.
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.
Evaluation Section
Mid Term
1.1 Adheres to agency confidentiality guidelines.
Final
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:
1) Does Not Meet Expectations
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
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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.
Note: In this evaluation Client can refer to individuals, families, community groups, organizations
2) Needs Development
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.
Note: In this evaluation Client can refer to individuals, families, community groups, organizations
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
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
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*
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* .
Signature and Comment Section
Learning Contract Signatures
Date
Field Instructor:
Student:
Onsite Supervisor:
Faculty Field Liaison:
Midterm Evaluation Signatures
Field Instructor:
Date
Student:
Onsite Supervisor:
Faculty Field Liaison:
Time Sheets submitted (daily, weekly)
Journals submitted
COMMENTS:
Number of Hours Completed
Signature, Comment, & Grading Sections
Final Evaluation Signatures
Field Instructor:
Date
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.
Completing Mid-Term Evaluation Forms
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.
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
Questions
Questions?
Comments?
Thoughts?
Please email your liaison or [email protected]
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.
References
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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.