CRITERIA AND FORMAT FOR SUPERVISOR EVALUATION
OF STUDENT’S FIELD WORK PERFORMANCE
(please use this form for both the mid-year and the final evaluation)
Second Year
Name of Student
Field Agency
Field Instructor
Field Faculty Advisor
Period Covered
From
To
Date submitted
Second Year Field
The second year is focused on the acquisition and deepening of the knowledge and skills in
clinical practice at an advanced level. The second year enables students to integrate skills in
greater depth and greater focus. Second-year students are expected to show greater ability to
choose between different approaches to practice with particular clients and to defend their
choice of intervention.
Professional education requires continuous evaluation of the student. Feedback can either
facilitate or hinder change; it can help to identify the next step in the change process, clarify
steps that have taken place previously, evaluate progress towards goals, and identify possible
barriers to goal achievement. To that end we invite you to use this evaluation to clarify where
the student is today, to identify what challenges lay ahead, and to assess appropriate next steps.
Please evaluate the student in terms of their progress towards achieving the stated
competencies and use the narrative section to elaborate and give examples that describe the
student’s work and learning process.
Description of agency: (including geographic area, population(s) served, funding mix, special
challenges this year?)
1
Description of learning assignments: please describe the student’s caseload (number of
cases, clients’ ages, nature of presenting problems, treatment modalities etc.) and other
assigned activities (committees, teams meeting etc.)
In accordance with the Learning Objectives of the Smith College School for Social Work and
the Core Competencies established by the Council on Social Work Education, students are
evaluated based on the following criteria and rating scale:
Scale:
Not applicable or not
yet addressed
0
Needs
improvement/does
not meet
expectations for a
student of this level
Meets
expectations for
a student at this
level
Exceeds
expectations for a
student at this level
1
2
3
Education Policy 2.1.1 – Identify as a professional social worker and conduct oneself
accordingly. The student
Demonstrates in practice and through the use of supervision a commitment to selfawareness, including ability to examine how one’s own personal history, social
position, social identity, and values influence one’s own social work practice.
Develops empathetic relationships with clients while maintaining professional
perspective.
Understands the contextual nature of professional knowledge and tolerates the
ambiguity necessary in making the best use of multiple perspectives in social work
practice.
Demonstrates an advanced ability to act upon one’s understanding that as a
professional person one represents an agency and a profession.
2
Engages in learning as a shared participatory experience between supervisor and
student, student and staff, and student and client, accompanied by increasing
independence in establishing one’s own learning goals.
Narrative:
Educational Policy 2.1.2 – Apply social work ethical principles to guide professional
practice. The student
Practices in a manner consistent with the NASW Code of Ethics.
Understands the complexities of client’s rights to confidentiality and to selfdetermination.
Narrative:
Educational Policy 2.1.3 – Apply critical thinking to inform and communicate
professional
judgments. The student
Understands, questions and critiques theories of normal and pathological
development and demonstrates the ability to apply these theories to clinical practice
in a culturally responsive manner.
Thinks critically, creatively and analytically.
Is open and reflective about constructive criticism as an essential part of learning and
is willing to be appropriately self-reflective
Writes succinct, clear, logical and useful reports and makes oral presentations in an
articulate and effective manner.
Narrative:
3
Educational Policy 2.1.4 – Engage diversity and difference in practice. The student
Respects and appreciates the diversity among clients.
Evidences a commitment to understanding and challenging the harmful effects of
racism and other forms of socially structured disempowerment.
Understands, accepts and recognizes the complexities of and works with difference
among clients and client systems across issues of race, age, gender, class, sexual
orientation, religion, health status, lifestyle, modes of behavior, and types of
problems, with special attention to effects of oppression.
Narrative:
Educational Policy 2.1.5 – Advance human rights and social and economic justice. The
student
Assesses and challenges the negative effects of racism and advocates effectively for
oppressed and disadvantaged clients.
Narrative:
Educational Policy 2.1.6 – Engage in research-informed practice and practice-informed
research. The student
Actively reads and understands social work research and applies this knowledge to
4
one’s own social work practice.
Narrative:
Educational Policy 2.1.7 – Apply knowledge of human behavior and the social
environment. The student
Develops and applies an expanded knowledge of the theories pertinent to
understanding the dynamics and vicissitudes of a client’s life.
Narrative:
Educational Policy 2.1.8 – Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. The student
Uses knowledge of the impact of social, economic and political forces on the
functioning of clients, workers and agencies.
Understands how agency structure and function influences client functioning and is
able to act as a change agent within agencies, institutions and the community.
Narrative:
Educational Policy 2.1.9 – Respond to contexts that shape practice. The student
5
Meets responsibilities to agency, clients and colleagues in a culturally responsive
manner.
Understands and analyzes social problems and policies that influence clients and
works to address problems and influence policies.
Narrative:
Educational Policy 2.1.10 (a) – (d) – Engage, assess, intervene and evaluate with
individuals, families, groups, organizations and communities. The student
At an advanced level, utilizes clinical interventions, family, agency and community
resources to empower the client system for purposes of maintenance, restoration
and/or change.
Narrative:
Educational Policy 2.1.10(a) – Engagement. The student
Creates and maintains alliances with clients based on mutually established goals.
Narrative:
6
Educational Policy 2.1.10(b) – Assessment. The student
Assesses and diagnoses the client(s) system, makes a psychosocial assessment and
bases interventions on that assessment.
Narrative:
Education Policy 2.1.10(c) – Intervention. The student
Actively utilizes whatever resources are necessary to achieve mutually agreed upon
goals between student and clients.
Works collaboratively with clients to select and implement the most effective
intervention, with attention to client needs and strengths.
Makes deliberate and conscious use of transference, countertransference and
intersubjectivity phenomena in the therapeutic endeavor.
Tolerates, tracks and assists clients in making use of a broad range of affects and
feelings.
Recognizes and makes use of latent and symbolic communication within the
therapeutic relationship.
Makes flexible use of a broad range of intervention techniques in a variety of
contexts and applies them differentially.
Demonstrates the ability to facilitate deliberate and differential change across all
phases of the helping relationship, with attention to the nuances of defenses and the
timing and pace of interventions.
Evidences an increasingly advanced ability to work with couples, families, groups
and other multi-person modalities.
Narrative:
7
Education Policy 2.1.10(d) – Evaluation. The student
Integrates material from weekly readings, class content, process recordings and
video and audio tapes into supervision, case presentations, issue-oriented reports and
narratives as tools for assessing practice.
Demonstrates an increasingly advanced capacity to evaluate one’s own practice and
the outcomes of interventions.
Identifies one’s predominant styles of learning and seeks out learning in a variety of
modes; intellectual, experiential, affective, reflective, analytic, participatory, etc.
Narrative:
Please describe a plan for addressing any areas identified as either not yet addressed
(areas rated “0”) or as ones in which the student needs improvement or is not meeting
expectations (areas rated with a “1”):
8
Supervisor’s Signature
Date
Intern’s Signature
Date
Please feel free to include any additional sheets, comments, narrative and/or materials.
Thank you,
Field Work Department
Smith College School for Social Work
Lilly Hall
Northampton, MA 01063
Fax: 413-585-7994
Email: sswfield@smith.edu
9