UNIVERSITY OF HOUSTON
GRADUATE COLLEGE OF SOCIAL WORK
REVISED: August 2012

UNIVERSITY OF HOUSTON
GRADUATE COLLEGE OF SOCIAL WORK
FIELD PRACTICUM ADVISORY COMMITTEE
2012 – 2013
______________________________________________________________________________
Virginia Cooke Robbins, LMSW-AP
Director of Field Education
University of Houston
Graduate College of Social Work
Houston, TX 77204-4013
Phone: (713) 743-8083
E-mail: vcrobbins@uh.edu
Kathy Clark, LMSW
University of Houston
Graduate College of Social Work
110HA Social Work Building
Houston, TX 77204-4013
Phone: (713) 743-8157
E-mail: klclark@uh.edu
Travis Courville, LCSW
3810 West Valley Drive
Missouri City, TX 77459
Phone: (281) 437- 2587
E-mail: tjcourville@comcast.net
Cathy Crouch, LCSW
S.E.A.R.C.H. Homeless Project
2505 Fannin
Houston, TX 77002
Phone: (713) 276-3077
E-mail: ccrouch@searchproject.org
Gabrielle Montoya
Student Representative
University of Houston
Graduate College of Social Work
University of Houston
Houston, TX 77204-4013
Email: gabrielle.montoya001@gmail.com
Margaret Hardman-Muye, LCSW
Texas Department of Family and Protective
Services-APS
#3 Northpoint, MC 182-3
Houston, TX 77090
Phone: (281) 847-4169
E-mail: margaret.hardman-muye@dfps.state.tx.us
Kay Schiller, LCSW
5311 Kirby Drive, Suite 112
Houston, TX 77005
Phone: (832) 244-7329
E-mail: kaygs@sbcglobal.net
Mike Taylor, LMSW
Memorial Hermann TIRR
1333 Moursund
Houston, TX 77030
Phone: (713) 797-5716
E-mail: michael.taylor@memorialhermann.org
Martina Faulkner
Student Representative
University of Houston
Graduate College of Social Work
University of Houston
Houston, TX 77204-4013
E-mail: martinaef@aol.com
Lynn Lenert
Memorial Hermann TIRR
1333 Moursund
Houston, TX 77030
Phone: (713) 797-7483
E-mail: lynn.lenert@memorialhermann.org
Renee Traweek
Shield-Bearer Counseling Centers
12345 Jones Rd. Suite 285
Houston, TX 77070
Phone: (281) 894-7222
E-mail: Renee4tra@aol.com
McClain Sampson
Assistant Professor
University of Houston
Graduate College of Social Work
110HA Social Work Building
Houston, TX 77204-4013
Phone: (713) 743-6719
Email: mmsampso@central.uh.edu

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Field Instructor
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Preceptor
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Faculty Liaison
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Process
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Forms
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Completion
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Weekly Conferences
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Ongoing Supervision
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Process
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Forms
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Grading
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Failing Student

MSW CURRICULUM OVERVIEW
The MSW curriculum continues to require 63 semester credit hours (SCH) for graduation and to support the mission of the College to advance social, economic, and political justice. However, it has changed substantially in both structure and content since it was last revised in 1992. These changes were made in response to recommendations from the practice community that stressed the need for revision in curriculum to better prepare students for a rapidly changing practice arena.
The new curriculum is designed to strengthen critical thinking skills and problem solving skills in order to equip students for advanced positions of leadership in clinical practice and administration and advocacy. The major changes are described below.
The One Semester Foundation . Foundation content has been reduced from two semesters to one in order to shift curriculum emphasis to advanced study. All incoming students will participate in the foundation semester. Content will focus on social, economic, and political justice in social work practice and will encourage development of critical thinking skills on issues from diverse perspectives. The semester will incorporate student cohort learning, faculty modular teaching, an individual student centered research process, and skill development via a practice lab. Field education will begin in October. The semester will conclude with a student research conference.
Required Courses in the Advanced Curriculum . The advanced curriculum will require all students to take three courses. These courses are Assessment in Social Work Practice, Social
Welfare Policy Analysis and Evaluation of Practice. In addition, every student will select one advanced elective in the area of Human Behavior and Social Environment.
Concentration Options in the Advanced Curriculum . Students will be required to select one of two concentrations in which to focus their advanced study: Clinical Practice or MACRO
Practice. All students will be required to take one crossover course from the “other” concentration.
Clinical Practice is the application of theories, methods, skills, values and ethics needed to enhance the cognitive, mental, emotional, behavioral, physical and social well being of individuals, couples, families, groups and communities. Clinical practice methods are strengthsbased, contextualized, relationship-centered, culturally sensitive, biopsychosocial, and evidenced-based interventions. The application of these methods is based on the transtheoretical framework that analyzes and integrates the ecological system perspective with multiple practice theories in a variety of social work settings.
MACRO Practice prepares students for practice in urban settings where the needs of diverse, vulnerable populations require highly skilled professional leaders. Work in communities, in public and private organizations is designed to promote progressive social change which contributes to the growth and empowerment of individuals, agencies, and communities. Core concepts and practice skills are developed for work at the community and organizational levels in a societal and global context.
Specialization Options. All students may elect to cluster their electives in one of four practice areas and earn a specialization in that area in addition to their degree. The four areas are
Gerontology, Political Social Work, Social Work Practice with Latinos, and Health Disparities.

Field Education. As in the MSW curriculum as a whole, field education has shifted emphasis from foundation to advanced practice. Placement in the first agency setting will last from early
October to early May. The first 180 clock hours will support learning in the one semester foundation. The remaining 240 clock hours will emphasize assessment in social work practice.
Placement in the second agency setting will correspond to advanced study in the student’s chosen track. Students will spend 16 clock hours per week in field placement over two consecutive semesters for a total of 480 clock hours. The last semester of field practicum will require a summative, integrative paper to provide the opportunity for students to reflect on and connect practice experience with learning in the classroom.

FIELD EDUCATION COURSES
The primary goal of Field Education is to provide an experience whereby the student can develop skill in the application of practice theory. The opportunity allows for development, integration, and reinforcement of competence through performance in actual service delivery systems. In this way, field courses and the classroom curriculum are inextricably linked, with competencies for one supporting competencies in the other.
In the field setting:
● Students learn practice reality of agency life
● Theory from the classroom is applied
● Skills are developed and refined
● Attitudes and values are examined
● Social policy impact is analyzed
● Research questions in relation to practice are formulated.
Just as each classroom course has specific competencies, each Field Practicum is a distinct course with a distinct set of competencies that must be achieved.
In addition, because classroom content and field content address parallel competencies, field courses must be taken in a particular curricular order.
FIRST PLACEMENT
180 clock hours
240 clock hours
15-22.5 clock hours per week
16 clock hours per week
Field Practicum I: Foundation 1 SCH
Field Practicum II: Advanced 3 SCH
SECOND PLACEMENT
Field Practicum III: CP
Field Practicum IV: CP
Field Practicum III: MP
3 SCH
3 SCH
Field Practicum IV: MP
FIELD COURSE ELECTIVES
3 SCH
3 SCH
Elective Field Practicum I
Elective Field Practicum II
1 SCH
2 SCH
Elective Field Practicum III 3 SCH
240 clock hours
240 clock hours
Integrative Paper
240 clock hours
240 clock hours
Integrative Paper
80 clock hours
160 clock hours
240 clock hours
16 clock hours per week
16 clock hours per week
16 clock hours per week
16 clock hours per week

(Foundation)
(Adv. Curr.)
(Adv. Curr.)
(Adv. Curr.)

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 6194: Field Practicum I: Foundation
Catalogue Description
Cr. 1. Supervised field experience in an approved social work setting; requires 180 clock hours.
Purpose
In this course students develop basic skills necessary for foundation level social work practice.
3.
4.
Objectives
Upon completion of this course, students will have developed the following competencies:
1.
2.
Identify as a professional social worker and conduct oneself accordingly.
Demonstrate an understanding of the value base of the profession and its ethical standards and principles.
Apply critical thinking skills within the context of professional social work practice.
Practice without discrimination, with respect, and with knowledge and skills related to age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
5.
6.
7.
Demonstrate an understanding of the forms and mechanisms of oppression and discrimination.
Use critical thinking to evaluate research studies applicable to practice.
Identify theoretical frameworks utilized in the agency setting to understand individual and organizational behavior.
8.
9.
Demonstrate an awareness of the impact of social policy on practice.
Function within the structure of organizations and service delivery systems.
10. Apply the knowledge and skills of an integrated and contextualized social work perspective to practice with systems of all sizes.
11. Demonstrate professional behavior in both the community and agency setting.
Rev. 7/31/09

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 6393: Field Practicum II: Advanced
Catalogue Description
Cr. 3. Prerequisite: Completion of SOCW 6194: Field Practicum I: Foundation. Concurrent enrollment in
SOCW 7325: Assessment in Social Work Practice. Supervised advanced field experience in an approved social work setting; requires 240 clock hours.
Purpose
This is the first of three courses of advanced level social work practice field experience. The course will focus on the development of practice skill in the assessment process.
Objectives
Upon completion of this course, students will have developed the following competencies:
1.
2.
Establish and maintain professional roles and boundaries during the assessment process.
Demonstrate an understanding of how personal and professional values guide the assessment process.
3. Distinguish multiple sources of knowledge, including research based knowledge and practice wisdom, in the assessment process.
6.
7.
4.
5.
Assess client systems without discrimination and with respect, knowledge and skill.
Address relevant issues of oppression and social change when completing an assessment.
Evaluate the assessment process based on research relevant to the client population and setting.
Demonstrate application of theoretical frameworks in the assessment process.
8.
9.
Assess how social policy impacts client systems, agencies and communities.
Assess organizational policies, functioning, resources, and agency culture for their impact on service delivery.
10. Conduct assessments that demonstrate an integrated and contextualized social work perspective.
11. Demonstrate professional behavior with the client system in data gathering and documentation.
Rev. 7/31/09

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 7384: Field Practicum III: Clinical Practice
Catalogue Description
Cr. 3. Prerequisites: SOCW 6194, 6294, and advisor approval. Prior completion or concurrent enrollment in a clinical practice track course is required. Supervised advanced field experience in an approved affiliated agency; requires 240 clock hours.
Purpose
In this course, students develop advanced practice skills necessary for professional social work competency in clinical practice.
2.
3.
Objectives
Upon completion of this course, students will be able to:
1. Identify as a professional social worker in the clinical setting and ensure client access to all social work services.
Apply social work values and ethical standards to clinical practice.
Apply critical thinking skills, logic, scientific inquiry and reasoned discernment to professional judgment in clinical practice.
4. Apply knowledge of the profound impact of difference on the life experience of the client; and communicate understanding of this knowledge to the client throughout the clinical process.
5. Apply knowledge of oppression and engage in practices that advance social, economic, and political justice in working with diverse populations and organizations.
6.
7.
Use research findings to inform clinical practice interventions.
Utilize multiple theoretical frameworks in the application of clinical practice.
8.
9.
Analyze the implications of policy on client problems.
Recognize and respond to the evolving organizational, community, and societal contexts of clinical practice.
10. Apply a dynamic and interactive process of engaging, assessing, intervening and evaluating client systems on multiple levels.
11. Exhibit personal responsibility for professional behavior and for effective use of supervision in practice settings.

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 7385: Field Practicum IV: Clinical Practice
Catalogue Description
Cr. 3. Prerequisites: SOCW 7384 and advisor approval. Prior completion or concurrent enrollment in a second clinical practice track course is required. Supervised advanced field experience in an approved affiliated agency; requires 240 clock hours and an integrative paper.
Purpose
In this course, students integrate knowledge and skill for the application of advanced interventions in clinical social work. They learn to function with creativity, leadership and a significant degree of independence.
5.
6.
3.
4.
Objectives
Upon completion of this course, students will be able to:
1. Identify as a professional social worker in interdisciplinary relationships within the clinical setting.
2. Implement strategies for applying ethical principles to decision-making processes in clinical practice.
Use creative synthesis of knowledge for effective clinical decision-making.
Apply a culturally sensitive approach when working with diverse clients and communities.
Advocate for human rights and social, economic, and political justice.
Use practice experience to inform clinical scientific inquiry.
7.
8.
Demonstrate the ability to critique the effectiveness of theoretical approaches in clinical practice.
Demonstrate leadership in critiquing policy and advocating for policy change.
9. Demonstrate leadership in proactively shaping the organizational, community, and societal contexts of clinical practice.
10. Analyze and implement evidenced-based interventions to achieve client goals.
11. Demonstrate increasing independence and accountability for professional behavior.
12. Integrate classroom and field learning to reflect self-assessment of one’s competency as a social worker.

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 7388: Field Practicum III: MACRO Practice
Catalogue Description
Cr. 3. Prerequisites: SOCW 6194, 6393, and advisor approval. Prior completion or concurrent enrollment in a MACRO Practice concentration course is required. Supervised advanced field experience in an approved affiliated agency; requires 240 clock hours.
Purpose
In this course, students develop advanced practice skills necessary for professional social work competency in leadership, administration, community development, and advocacy.
Objectives
Upon completion of this course, students will be able to:
1. Identify as a professional social worker in administration and community settings.
2. Apply social work values and ethical standards to the practice of leadership, administration, community development, and advocacy.
3. Apply critical thinking skills, logic, scientific inquiry and reasoned discernment to professional judgment in leadership, administration, community development, and advocacy.
4. Recognize and communicate the extent to which the dominant culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the context of leadership, administration, community development and advocacy.
5. Apply knowledge of oppression and engage in practices that advance social, economic, and political justice in working with diverse populations and organizations.
6. Use research findings to inform leadership, administration, community development, and advocacy efforts.
7. Utilize multiple theories of leadership, administration, community development, and advocacy in the practice of social work.
8. Analyze the implications of policy on human service organizations, community, governments, and society.
9. Recognize and respond to the evolving organizational, community, governmental, and societal contexts of social work practice.
10. Demonstrate skills in planning, goal formulation, program development, implementation, monitoring, and evaluation.
11. Exhibit personal responsibility for professional behavior and for effective use of supervision in administration, community, and advocacy settings.

University of Houston
Graduate College of Social Work
Office of Field Education
SOCW 7389: Field Practicum IV: MACRO Practice
Catalogue Description
Cr. 3. Prerequisites: SOCW 7388 and advisor approval. Prior completion or concurrent enrollment in a second MACRO Practice concentration course is required. Supervised advanced field experience in an approved affiliated agency: requires 240 clock hours and an integrative paper.
Purpose
In this course, students integrate knowledge and skill for application of advanced interventions in the practice of leadership, administration, community development, and advocacy. They learn to function with creativity and a significant degree of independence.
2.
3.
4.
Objectives
Upon completion of this course, students will be able to:
1. Identify as a professional social worker who provides leadership in administration, community development, and advocacy.
Assume leadership in applying ethical principles to decision-making processes.
Use creative synthesis of knowledge for effective decision-making.
Develop culturally competent skills for establishing and sustaining collaborations and advocacy efforts.
5.
6.
Advocate for human rights and social, economic, and political justice.
Use leadership, administration, community development, and advocacy experience to inform scientific inquiry.
7. Demonstrate the ability to critique the effectiveness of theoretical approaches to leadership, administration, community development, and advocacy.
8.
9.
Demonstrate leadership in critiquing policy and advocating for policy change.
Demonstrate leadership in proactively shaping the organizational, community, governmental, and societal contexts of social work practice.
10. Provide leadership to the analysis and implementation of evidenced-based interventions to achieve system goals.
11. Demonstrate increasing independence and accountability for professional behavior.
12. Integrate classroom and field learning to reflect self-assessment of one’s competency as a social worker.

Field Education Table of Competencies and Practice Behaviors
Practice Behaviors Competency (2.1)
FP I FP II FP III CP FP IV CP FP III MP FP IV MP
2.1.1 Identify as a professional social worker and conduct oneself accordingly.
Demonstrate ability to understand the role of the social worker.
Establish and maintain professional roles and boundaries during the assessment process.
Identify as a professional social worker in the clinical setting and ensure client access to all social work services.
Demonstrate professional behavior in both community and agency setting.
Identify as a professional social worker in interdisciplinary relationships within the clinical setting.
Identify as a professional social worker in administration and community settings.
Demonstrate professional behavior with the client system in data gathering and documentation.
Exhibit personal responsibility for professional behavior and for effective use of supervision in practice settings.
Demonstrate increasing independence and accountability for professional behavior.
Exhibit personal responsibility for professional behavior and for effective use of supervision in administration, community, and advocacy settings.
Identify as a professional social worker who provides leadership in administration, community development, and advocacy.
Demonstrate increasing independence and accountability for professional behavior.

Competency (2.1)
FP I
Field Education Table of Competencies and Practice Behaviors
Practice Behaviors
FP II FP III CP FP IV CP FP III MP FP IV MP
2.1.2 Apply social work ethical principles to guide professional practice.
Demonstrate an understanding of the value base of the profession and its ethical standards and principles.
Demonstrate an understanding of how personal and professional values guide the assessment process.
Apply social work values and ethical standards to clinical practice.
Implement strategies for applying ethical principles to decision-making processes in clinical practice.
Apply social work values and ethical standards to the practice of leadership, administration, community development, and advocacy.
Assume leadership in applying ethical principles to decision-making processes.
2.1.3 Apply critical thinking to inform and communicate professional judgments.
Apply critical thinking skills within the context of professional social work practice.
Distinguish multiple sources of knowledge, including research based knowledge and practice wisdom, in the assessment process
Apply critical thinking skills, logic, scientific inquiry and reasoned discernment to professional in judgment in clinical practice.
Use creative synthesis of knowledge for effective clinical decision-making.
Apply critical thinking skills, logic, scientific inquiry and reasoned discernment to professional judgment in leadership, administration, community development, and advocacy.
Use creative synthesis of knowledge for effective decisionmaking.

Field Education Table of Competencies and Practice Behaviors
Practice Behaviors Competency (2.1)
2.1.4 Engage diversity and difference in practice.
FP I FP II FP III CP FP IV CP FP III MP FP IV MP
Practice without discrimination with respect and with knowledge and skills related to age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
Assess client systems without discrimination and with respect, knowledge and skill.
Apply knowledge of the profound impact of difference on the life experience of the client, and communicate understanding of this knowledge to the client throughout the clinical process.
Apply a culturally sensitive approach when working with diverse clients and communities.
Recognize and communicate the extent to which the dominant culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the context of leadership, administration, community development, and advocacy
Develop culturally competent skills for establishing and sustaining collaborations and advocacy efforts.

Competency (2.1)
FP I
Field Education Table of Competencies and Practice Behaviors
Practice Behaviors
FP II FP III CP FP IV CP FP III MP FP IV MP
2.1.5 Advance human rights and social and economic justice.
Demonstrate an understanding of the forms and mechanisms of oppression and discrimination.
Address relevant issues of oppression and social change when completing an assessment.
Apply knowledge of oppression and engage in practices that advance social, economic, and political justice in working with diverse populations and organizations.
Advocate for human rights and social, economic and political justice.
Apply knowledge of oppression and engage in practices that advance social, economic, and political justice in working with diverse populations and organizations.
Advocate for human rights and social, economic and political justice.
2.1.6 Engage in research-informed practice and practice-informed research.
Use critical thinking to evaluate research studies applicable to practice.
Evaluate the assessment process based on research relevant to the client population and setting.
Use research findings to inform clinical practice interventions.
Use practice experience to inform clinical scientific inquiry.
Use research findings to inform leadership, administration, community development, and advocacy efforts.
Use leadership, administration, community development and advocacy experience to inform scientific inquiry.

Competency (2.1)
FP I
Field Education Table of Competencies and Practice Behaviors
Practice Behaviors
FP II FP III CP FP IV CP FP III MP
2.1.7 Apply knowledge of human behavior and the social environment.
Identify theoretical frameworks utilized in the agency setting to understand individual and organizational behavior.
Demonstrate application of theoretical frameworks utilized in the assessment process.
FP IV MP
Utilize multiple theoretical frameworks in the application of clinical practice.
Demonstrate the ability to critique the effectiveness of theoretical approaches in clinical practice.
Utilize multiple theories of leadership, administration, community development, and advocacy in the practice of social work.
Demonstrate the ability to critique the effectiveness of theoretical approaches to leadership, administration, community development, and advocacy.
2.1.8 Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services.
Demonstrate an awareness of the impact of social policy on practice.
Assess how social policy impacts client systems, agencies and communities.
Analyze the implications of policy on client problems.
Demonstrate leadership in critiquing policy and advocating for policy change.
Analyzing the implications of policy on human service organizations, community, governments and society.
Demonstrate leadership in critiquing policy and advocating for policy change.

Field Education Table of Competencies and Practice Behaviors
Practice Behaviors Competency (2.1)
FP I FP II FP III CP FP IV CP FP III MP FP IV MP
2.1.9 Respond to contexts that shape practice.
Function within the structure of organizations and service delivery systems.
Assess organizational policies, functioning, resources, and agency culture for their impact on service delivery.
Recognize and respond to the evolving organizational, community, and societal contexts of clinical practice.
Demonstrate leadership in proactively shaping the organizational, community, and societal contexts of clinical practice.
Recognize and respond to the evolving organizational, community, governmental, and societal contexts of social work practice.
Demonstrate leadership in proactively shaping the organizational, community, governmental, and societal contexts of social work practice.
2.1.10 Engage assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Apply the knowledge and skills of an integrated and contextualized social work perspective to practice with systems of all sizes.
Conduct assessments that demonstrate an integrated and contextualized social work perspective.
Apply a dynamic and interactive process of engaging, assessing, intervening, and evaluating client systems on multiple levels.
Analyze and implement evidencedbased interventions to achieve client goals.
Demonstrate skills in planning, goal formulation, program development, implementation, monitoring, and evaluation.
Provide leadership to the analysis and implementation of evidencedbased interventions to achieve system goals.

Placement Process
Active agencies inform the field office of the number of students they can accommodate in any given semester via completion of a form mailed to the agency educational coordinator and/or field instructor.
Students complete an application for each field course.
The Foundation Field Process :
● Students are matched to agencies by the Director of Field Education.
● Matches are made based on knowledge of agencies and programs and information about the student’s experience and interest as indicated on the field application.
● Notifications of Referral are emailed to the agency and to the students, with instructions for the students to contact the agency within 14 days of receipt of the notification.
● Agencies and students meet to determine hours, dates, and pertinent data regarding the specific placement.
● The agency returns the Notification of Referral to the GCSW with an indication of the status (see example of Notification of Referral).
Advanced Field Process, Field Practicum II :
Students continue Field Practicum II in the same agency in which they complete the foundation semester field. Objectives and Educational Plan move from foundation content to advanced practice work.
Advanced Field Process, Field Practicum III and Field Practicum IV:
● Student choice drives the agency/student matching for Field Practicum III and IV.
● Students are allowed to interview with three potential placement sites before ranking their choices for Field III and Field IV.
● Choices for agencies with whom to interview are generally made by the students at the
Agency Marketplace.
● The Agency Marketplace is held in the spring semester, usually the first Friday in April.
All agencies seeking Field Practicum III and Field Practicum IV students for placement need to attend since this is where students identify their choices for placement interviews.
● Once all interviews have been completed, both students and agencies submit a preference ranking form to the GCSW. Agencies rank the students they have interviewed in order of preference.
● Matches are made for placement starting with the student’s preferences.

The Field Education Team
Field Instructor
Field instructors represent the heart of the field practicum as they, in their dual role as practitioners and teachers, enable students to bridge the gap between theoretical concepts and practice realities. In close relationship with the student, it is the field instructor who leads the student to a personal understanding of the responsibilities and rewards of professional social work practice. Toward this end, field instructors assume primary responsibility for:
● Orientation to the purpose, policies and procedure of the agency and to expectations for student performance.
● Development of the work plan for meeting learning objectives in collaboration with the student.
● Individual educational supervision of each student at least once a week, exclusive of student group meetings.
● Ongoing, as well as final educational assessments of student progress.
● Participation in periodic meetings with the faculty field liaison to evaluate student progress and the effectiveness of the educational experience.
● Facilitation of a positive, cooperative working relationship between the Agency and the
College, including informing the College of any agency or organizational problems that would affect student learning.
● Participation in field seminars, continuing education offerings, and/or other support systems available for faculty.
Faculty Liaison
The liaison provides a linkage between the College and the field agency. The liaison contributes to the development of the student’s educational plan, focuses on monitoring the student’s educational progress and performance, and consistently maintains a working relationship between the College and the field agency. Responsibilities of the faculty field liaison include:
● Serving as a resource person to student and field instructor on classroom content, advising as needed in order to integrate class and field knowledge/practice/skills.
● Enabling the agency field instructor to identify the student’s career goals and to direct learning assignments related to those goals.
● Conferring with the Director of Field Education in relation to initiating, continuing, or terminating the field placement with which he/she consults.
● Discussing with student and field instructor the student’s level of performance toward meeting educational objectives.
The field liaison assumes responsibility for the student’s grade. The grade is based on the student’s performance in the field and, in most instances, reflects the assessment and recommendation of the field instructor.

Preceptor Model (when necessary)
In selected situations and with prior approval from the Director of Field Education an Off-Site
MSW Field Instructor/On-Site Preceptor Model of field instruction may be utilized by a field agency that does not have an MSW employee available for field teaching.
Off-Site MSW Field Instructor
● Must meet criteria for field instructor.
● Assumes primary responsibility for creating the Educational Contract, with the On-Site
Preceptor and the student.
● Meets weekly with student in educational supervisory session to review progress of student toward achievement of learning objectives and to assist student with the integration of practice realities and theoretical concepts.
● Meets periodically with student and On-Site Preceptor to evaluate student performance and modify the Educational Contract if necessary.
● Assumes primary responsibility for submitting to the College the written evaluation and grade recommendation for the student at the end of each semester.
● Assumes primary responsibility for meeting with the assigned faculty field liaison and student during the semester to review student progress
● Alerts the liaison in a timely manner of any problems or potential problems which might interfere with a successful educational outcome.
On-Site Preceptor
● Assumes primary responsibility for orienting the student to the agency, to agency staff, and to work projects.
● Works with the Off-Site MSW Field Instructor and student to create the Educational
Contract.
● Assumes primary responsibility for supervising the daily work of the student as described in the Educational Contract.
● Meets periodically with the student and the Off-Site MSW Field Instructor to evaluate student performance and modify the Educational Contract, if necessary.
● May meet with the faculty field liaison to review student progress—at the request of either the student, the Off-Site MSW Field Instructor

Field Educational Contract
The educational contract is a working document designed to give direction and structure to the field experience. It is a blueprint for utilization by the field instructor, student, and faculty liaison in structuring, monitoring, and evaluating the progress of the field experience.
Process
It is the joint responsibility of the student and the field instructor to complete this contract within the first few weeks of placement.
The Field Instructor is responsible for completing:
● Description of field setting
● Description of specific unit/service of which field instructor is a part
● Agency and field instructor views on field instruction
● Preferred teaching methodologies
The student is responsible for completing:
● Assessment of current strengths in the areas of knowledge, skills, and values
● Assessment of limitations in the areas of knowledge, skills, and values
● Career goals
● Experiences desired during semester in field setting
The Field Instructor and the student jointly:
● Review the Educational Plan Competencies, Practice Behaviors, and Specific
Assignments
● Develop a Work Plan for accomplishing the above
● Complete the section on administrative details including hours and days for field, plan and times for supervision, make-up procedures, and special arrangements.
Submission
The educational contracts are completed in the IPT system (Intern Placement Tracking).
Student, field instructor, and field liaison must sign the contract electronically. A separate contract is written for each field practicum course.

Instruction and Supervision
Field Education instruction is a unique professional skill that incorporates administrative supervision, educational supervision, role modeling, mentoring, and teaching. It is an ongoing process that commences with the first contact with a student and progresses through the final evaluation process. Two components of instruction and supervision are of particular value:
Weekly conference expectations

Held consistently

Guided by a formal agenda mutually developed by the field instructor and the student

Addresses any administrative concerns, including those related to professional behaviors such as time-keeping, dress, punctuality, etc.

Includes educational and professional development content in addition to caseload management discussion

Providing clear feedback to student on a weekly basis of satisfactory and unsatisfactory performance areas.
Ongoing feedback

Critical to professional growth and development of the student

Should be immediate and clear

Descriptive as well as evaluative

Offered from a strengths perspective

Allows for student discussion and expression of feedback

Evaluation
The Field Practicum Evaluation Form should be utilized as a tool for monitoring educational progress. It should serve as an ongoing resource to all parties, highlighting areas of strength and limitation, and pointing the way toward additional teaching and learning in addition to providing a grade recommendation.
Evaluation Principles

Student evaluation is a process of determining, assessing and mutually clarifying the extent to which the student is attaining desired professional growth as defined in the
Educational Contract and in relation to achievement of field course objectives.

Evaluation must assess not only where the student is in relation to defined goals, but must help him/her identify factors that facilitated or interfered with his/her performance.

Participation by the student in all steps of the evaluation process is essential if the evaluation is to achieve its purpose.

Responsibility for the evaluation must be placed with the field instructor.

The student has a right to express difference and have this difference recorded. Students are required to sign the evaluation and they can attach written comments if they desire.

Evaluation involves placing an estimate on strengths and needs at given points of time within a total period of time (i.e. mid-semester, etc.)

Evaluation should determine and clarify not only where the student is now, but where he/she needs to go within a specified period in the future.
 Evaluation presents an opportunity not only for “stock-taking”, but also for teaching and helping in new dimensions of overall growth.

There should be no surprise in the final evaluation since progress should be evaluated mutually on an on-going basis.

Evaluation involves emotions for both field instructor and student. The impact of these feelings must not be ignored, but should be understood and handled in appropriate ways.
Evaluation Process
Ongoing.
Evaluation of the student’s performance in the field agency by the field instructor must adhere to all of the above principles. It is to be an ongoing process through which the student receives continued assessment of his or her performance. To assist with the ongoing evaluation:
 Evaluation of student’s performance should be discussed in each weekly supervisory meeting. This discussion should be guided by the course learning objectives.

Performance expectations are detailed in the evaluation instruments to be used for foundation and advanced field practice.

The field instructor and student should review the educational contract competencies and performance expectations when approaching evaluation.

Mid-Semester.
Although formal written mid-semester evaluations are not required by the Office of Field Education, each student should be made aware of his/her standing at this point in time.

It is suggested that the evaluation form, provided by the Office of Field Education, be used as the basis for this structured assessment of the student’s performance to date.

It is imperative that the field instructor notify the faculty field liaison immediately if there is any indication that the student’s performance is less than satisfactory.

If the student’s performance at mid-semester is assessed by the field instructor as less than satisfactory, the faculty field liaison shall inform the Director of Field Education and shall offer whatever help is needed to enable the student to achieve an acceptable level of performance.
 Further, if the student’s performance is less than satisfactory, the field instructor, with input from the faculty liaison, prepares a written action plan for the student, with a copy sent to the Director of Field Education, indicating performance deficits that must be eliminated if the student is to satisfactorily meet practicum requirements.
After Mid-Semester.
If a student’s performance is evaluated by the field instructor as less than satisfactory as any point after mid-semester but prior to the end of semester, the field instructor shall notify the faculty liaison immediately and follow the steps outlined above.
Final Evaluation.
A final conference between the field instructor and the student must be held prior to the end of the semester to evaluate the student’s field performance. The student is expected to participate actively in the evaluation conference and to prepare a self-assessment of his of her performance in preparation in preparation for it. This not only encourages the student to develop an awareness of his/her own progress, but also provides for a more meaningful exchange between student and field instructor when separate ratings are shared during the evaluation conference. A formal written evaluation, representing the views of both student and field instructor, is required for all students at the end of each field practicum course. The final evaluation must be completed in the IPT system.

Grading Policy

Field Instructor recommends the final grade.

The faculty field liaison has final responsibility for the grade.

In instances where the faculty field liaison records a grade different from that recommended by the field instructor, the faculty liaison has the responsibility to document to the student, the field instructor, and the Director of Field Education, reasons for the grade change.
 Field grading is done on a pass/fail system. Field grades are designated “S” for satisfactory or “U” for unsatisfactory and are not factored into the cumulative grade point average (GPA).

(S) Satisfactory: The grade of (S) denotes satisfactory completion of field practicum course requirements. It is given when the student has demonstrated the level of social work knowledge and skill required for the specific field practicum course.

(U) Unsatisfactory: The grade of (U) denotes unsatisfactory completion of field practicum course requirements. It is given when the student has not demonstrated the level of knowledge and skill required for the specified field practicum course. It may also be given the documented unprofessional behavior. This includes absence from field without notification.

Incomplete: The grade of (I) presupposes that the student is doing passing work in the field practicum course, but because of illness or other emergency situation beyond the student’s control, is unable to complete all course requirements by the end of the semester.

The grade of (I) may not be given to allow the student to do additional work in order to meet field practicum course requirements more adequately
Receiving a Grade of Unsatisfactory
Students are required to maintain satisfactory performance in all field practicum courses. A student who receives a grade of Unsatisfactory (U) in any semester of field will be placed on academic probation. This student will be allowed to repeat field practicum only with the written recommendation of the faculty advisor and approval from the Dean and/or the Associate Dean for Academic Affairs. Students who receive more than one Unsatisfactory (U) grade in field will be dismissed from the MSW program.
Receiving a Grade of Incomplete
The grade of (I) requires an agreement in writing between the student, the field instructor and the faculty liaison about how the field practicum course requirements will be met and in what time frame. An Incomplete Grade Form must be completed and filed with the Director of Field
Education. All requirements necessary for removal of the Incomplete (I) grade must be completed satisfactorily by the last day of the academic semester one year later. Failure to do so will result in an automatic change of grade to that of Unsatisfactory (U).
Removal of a Student from the Field Placement
A student may be removal from the field agency at any time by the field instructor and/or the field agency for documented unprofessional conduct or for documented demonstrable lack of progress in achieving field practicum learning objectives. A written statement attesting to this action will be prepared by the field instructor in consultation with the faculty liaison for inclusion in the student’s file.

UNIVERSITY OF HOUSTON
GRADUATE COLLEGE OF SOCIAL WORK
Field Practicum I: Foundation
EVALUATION OF STUDENT PERFORMANCE
STUDENT:
AGENCY:
(Address) (City) (State) (Zip Code)
FIELD INSTRUCTOR:
INSTRUCTOR TELEPHONE:
(Area Code)
INSTRUCTOR EMAIL:
SEMESTER:
(Number) Extension
YEAR
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
SUMMARY OF STUDENT’S PRIMARY RESPONSIBILITIES

Evaluation Instrument*
This evaluation instrument addresses the competencies and the practice behaviors associated with each competency for the Foundation Semester, Field Practicum I. It represents practice behaviors to be demonstrated by the end of the semester.
Ratings of each practice behavior must be supported by content in the “Evidence to support rating” section for that particular practice behavior. The “Strategies to increase competence” section should include ways in which the specific practice behavior can be further improved.
On the scale provided after each practice behavior, please indicate level of performance by placing an X in the appropriate box.
UP Unacceptable Progress
Never demonstrates awareness, knowledge and skills as a graduate social work intern
IP Insufficient Progress
Rarely demonstrates awareness, knowledge and skills as a graduate social work intern
EC Emerging Competence
Inconsistently demonstrates awareness, knowledge and skills as a graduate social work intern
C Competence
Consistently demonstrates awareness, knowledge and skills as a graduate social work intern
AC Advanced Competence
Expertly demonstrates awareness, knowledge and skills as a graduate social work intern
Evaluation Process
To evaluate the student’s social work practice competence, the field instructor and student jointly review the student’s performance in terms of the criteria specified in this evaluation instrument. Following their review and discussion, the field instructor completes this instrument. The student then reviews it and writes comments in the section indicated. If the student wishes, he or she may append an additional statement to the instrument. Finally, the field instructor and student both sign and date the instrument.
The field instructor sends the instrument to the Office of Field Education. The Office of Field Education forwards the form to the faculty field liaison, who reviews and confirms the grade recommendation.
* The structure of this instrument and the rating scale were developed by the Office of Field
Education at University of Texas at Austin. The content is specific to the field education program at the University of Houston Graduate College of Social Work.

A. PROFESSIONAL IDENTITY: Demonstrate the ability to understand the role of the social worker.
UP IP EC C AC
    
Practice Tasks
1. Define a professional relationship and explain how it differs from other relationships.
2. Define the role of the professional social worker in relationship to other professional roles.
3. Demonstrate an awareness of the importance of boundaries and practice accordingly.
4. In supervision, identify how one's own biases and/or life experiences affect the development of professional relationships, including work with clients and colleagues; demonstrate ability to modify one's behavior accordingly.
5. Participate in discussion of supervisory feedback and incorporate results of discussion into one's practice.
Evidence to support rating :
Strategies to increase competence:
B. VALUES AND ETHICS: Demonstrate an understanding of the value base of the profession and its ethical standards and principles.
UP IP EC C AC
    
Practice Tasks
1. Articulate with the field instructor agency practice as it relates to the NASW Code of Ethics and the Texas State Board of Social Work Examiners Code of Conduct.
2. Identify personal values as they reflect or conflict with the values of the profession.
Evidence to support rating :
Strategies to increase competence:

C. CRITICAL THINKING: Apply critical thinking skills within the context of professional social work practice.
UP IP EC C AC
    
Practice Tasks
1. Identify and articulate one's own belief system with regard to clients, client problems, practice skills and interventions, and social policy.
2. Demonstrate an ability to raise important questions and problems in social work and to formulate them clearly and precisely.
3. Engage field instructor in discussion when one's belief system is challenged by new circumstances or when one feels uncomfortable.
Evidence to support rating:
Strategies to increase competence:
D. DIVERSITY: Practice without discrimination with respect and with knowledge and skills related to age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation
UP

IP

EC

C

AC

Practice Tasks
1. Identify special concerns related to meeting the needs of the above within the agency context.
2. Articulate and demonstrate an ability to work with special populations and clients who are experiencing discrimination in some form.
Evidence to support rating:
Strategies to increase competence:

E. HUMAN RIGHTS AND SOCIAL JUSTICE: Demonstrate an understanding of the forms and mechanisms of oppression and discrimination.
UP IP EC C AC
    
Practice Tasks
1.
Review the agency’s stated mission for its influence on social, economic, and political justice.
Evidence to support rating:
Strategies to increase competence:
F. RESEARCH: Use critical thinking to evaluate research studies applicable to practice.
UP IP EC C AC
    
Practice Tasks
1. Take initiative to locate readings or other resources to improve practice.
2. Critically analyze readings and other resources and apply one of them to practice in the agency setting.
Evidence to support rating:
Strategies to increase competence:

G. HBSE/THEORY: Identify theoretical frameworks utilized in the agency setting to understand individual and organizational behavior.
UP IP EC C AC
    
Practice Tasks
1. Explore and list the theoretical frameworks used for practice within the agency setting.
Evidence to support rating:
Strategies to increase competence:
H. SOCIAL POLICY: Demonstrate an awareness of the impact of social policy on practice.
UP IP EC C AC
    
Practice Tasks
1. Identify a social policy that impacts agency clients.
2. Discuss the history and rationale for this policy.
Evidence to support rating:
Strategies to increase competence:

I. PROFESSIONAL CONTEXT: Function within the structure of organizations and service delivery systems.
UP IP EC C AC
    
Practice Tasks
1. Describe the history of the agency, or of a specific agency unit, and how its structure has evolved over time.
2. Identify the social service delivery systems of which the agency is a part.
3. Compare the formal and informal decision-making process within the agency.
4. Communicate effectively within the agency structure.
Evidence to support rating:
Strategies to increase competence:
J. PRACTICE: Apply the knowledge and skills of an integrated and contextualized social work perspective to practice with systems of all sizes.
UP

IP

EC

C

AC

Practice Tasks
1. Define the client by answering the question, "Whom do I serve within the context of the agency?"
2. Demonstrate an ability to use both micro and macro tasks on behalf of a single client system.
Evidence to support rating:
Strategies to increase competence:

K. PROFESSIONAL BEHAVIOR: Demonstrate professional behavior in both community and agency setting.
UP IP EC C AC
    
Practice Tasks
1. Be open to learning.
2. Communicate responsibly and sensitively and with respect toward colleagues, field instructors, administrators, staff, and clients.
3. Demonstrate a willingness and an ability to listen to others.
4. Work effectively with others, regardless of level of authority.
5. Show appearance and demeanor that are appropriate to the roles and settings encountered during the educational experiences.
6. Be punctual and consistent in keeping appointments with clients, colleagues, staff and community contacts.
7. Be punctual and consistent with meeting deadlines and with documentation.
8. Advocate for him/herself in a constructive manner and first use established channels for conflict resolution.
9. Demonstrate personal responsibility and accountability for one's own time and actions in relation to his or her work.
10. Actively engage in supervision.
Evidence to support rating:
Strategies to increase competence:

SUMMARY OF STUDENT ACHIEVEMENT
Field Practicum I: Foundation
II.
I.
Student’s Strengths:
Student’s Limitations or Areas Identified for Additional Experience
III. Student’s Comments
Grade Recommendation:
Signature of Field Instructor
Signature of Student
Rev. 7/09/09
Signature of Faculty Liaison
Satisfactory Unsatisfactory
Date
Date
Date

UNIVERSITY OF HOUSTON
GRADUATE COLLEGE OF SOCIAL WORK
Field Practicum II: Advanced
EVALUATION OF STUDENT PERFORMANCE
STUDENT:
AGENCY:
(Address) (City) (State) (Zip Code)
FIELD INSTRUCTOR:
INSTRUCTOR TELEPHONE:
(Area Code)
INSTRUCTOR EMAIL:
SEMESTER:
(Number) Extension
YEAR
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
SUMMARY OF STUDENT’S PRIMARY RESPONSIBILITIES

Evaluation Instrument*
This evaluation instrument addresses the competencies and practice behaviors associated with each competency for Field Practicum II. It represents practice behaviors to be demonstrated by the end of the semester.
Ratings of each practice behavior must be supported by content in the “Evidence to support rating” section for that particular practice behavior. The “Strategies to increase competence” section should include ways in which the specific practice behavior can be further improved.
On the scale provided after each objective, please indicate level of performance by placing an X in the appropriate box.
UP Unacceptable Progress
Never demonstrates awareness, knowledge and skills as a graduate social work intern
IP Insufficient Progress
Rarely demonstrates awareness, knowledge and skills as a graduate social work intern
EC Emerging Competence
Inconsistently demonstrates awareness, knowledge and skills as a graduate social work intern
C Competence
Consistently demonstrates awareness, knowledge and skills as a graduate social work intern
AC Advanced Competence
Expertly demonstrates awareness, knowledge and skills as a graduate social work intern
Evaluation Process
To evaluate the student’s social work practice competence, the field instructor and student jointly review the student’s performance in terms of the criteria specified in this evaluation instrument. Following their review and discussion, the field instructor completes this instrument. The student then reviews it and writes comments in the section indicated. If the student wishes, he or she may append an additional statement to the instrument. Finally, the field instructor and student both sign and date the instrument.
The field instructor sends the instrument to the Office of Field Education. The Office of Field Education forwards the form to the faculty field liaison, who reviews and confirms the grade recommendation.
* The structure of this instrument and the rating scale were developed by the Office of Field
Education at University of Texas at Austin. The content is specific to the field education program at the University of Houston Graduate College of Social Work.

A. PROFESSIONAL IDENTITY: Establish and maintain professional roles and boundaries during the assessment process.
UP IP EC C AC
    
Practice Tasks
1. Identify the difference between the professional role and personal experience during the assessment process.
2. In supervision, identify how one's own biases and/or life experiences may impact the assessment process; demonstrate the ability to modify one's behavior accordingly.
3. Demonstrate the ability to know when to seek out supervision during the assessment process.
Evidence to support rating :
Strategies to increase competence:
B. VALUES AND ETHICS: Demonstrate an understanding of how personal and professional values guide the assessment process.
UP IP EC C AC
    
Practice Tasks
1. Identify personal values that may influence the assessment process.
2. Demonstrate conscious value based and ethical behavior during the assessment process in professional communication and documentation.
Evidence to support rating :
Strategies to increase competence:

C. CRITICAL THINKING: Distinguish multiple sources of knowledge, including research based knowledge and practice wisdom, in the assessment process.
UP

IP

EC

C

AC

Practice Tasks
1. Critique the assessment process in relation to desired outcome.
2. Gather and assess relevant information using abstract ideas to interpret information effectively.
3. Demonstrate effective oral and written communication of assessment outcomes.
Evidence to support rating:
Strategies to increase competence:
D. DIVERSITY: Assess client systems without discrimination and with respect, knowledge, and skill.
UP IP EC C AC
    
Practice Tasks
1. Describe one's own stereotypes and biases toward diverse cultures and populations.
2. Articulate how those stereotypes and biases might impact an assessment.
3. Conduct assessments with respect and skill and critique the outcome in relation to nondiscrimination.
Evidence to support rating:
Strategies to increase competence:

E. HUMAN RIGHTS AND SOCIAL JUSTICE: Address relevant issues of oppression and social change when completing an assessment.
UP IP EC C AC
    
Practice Tasks
1. Identify how the standardized agency based assessment process may contribute to or diffuse oppression.
2. Articulate how the assessment process may relate to social change.
Evidence to support rating:
Strategies to increase competence:
F. RESEARCH: Evaluate the assessment process based on research relevant to the client population and setting.
UP IP EC C AC
    
Practice Tasks
1. Demonstrate familiarity with research relevant to the client population and setting.
2. Critically analyze readings and other resources and apply one of them to improve the assessment process.
3. Review and critique for accuracy at least two empirically based tools and/or measures for assessment.
Evidence to support rating:
Strategies to increase competence:

G. HBSE/THEORY: Demonstrate application of theoretical frameworks in the assessment process.
UP IP EC C AC
    
Practice Tasks
1. Identify the appropriate theoretical framework used to guide an assigned assessment process.
2. Demonstrate use of the knowledge about individual and organizational development and behavior in the assessment process.
3. Identify strengths and coping patterns pertinent to an assigned client.
Evidence to support rating:
Strategies to increase competence:
H. SOCIAL POLICY: Assess how social policy impacts client systems, agencies and communities.
UP IP EC C AC
    
Practice Tasks
1. Assess the impact of a specific social policy on a client system within the agency setting.
2. Assess the impact of a specific agency policy on a client system within the agency setting.
Evidence to support rating:
Strategies to increase competence:

I. PROFESSIONAL CONTEXT: Assess organizational policies, functioning, resources, and agency culture for their impact on service delivery.
UP IP EC C AC
    
Practice Tasks
1. Assess agency culture for its impact on achieving agency goals.
2. Assess adequacy of agency resources for achieving agency goals.
3. Assess how organizational policies relate to organizational functioning.
Evidence to support rating:
Strategies to increase competence:

J. PRACTICE: Conduct assessments that demonstrate an integrated and contextualized social work perspective.
UP IP EC C AC
    
Practice Tasks
1. Demonstrate effective use of engaging skills when performing assessments of client systems.
2. Demonstrate an ability to use both close-ended and open-ended questions and an understanding of when each is most effective.
3. Demonstrate an ability to gather information from the client and other relevant resources to the problem for which help is sought.
4. Demonstrate an ability to utilize an ecological perspective in assessment.
5. Demonstrate an ability to assess both specific strengths and challenges faced by the client system.
6. Define the assessment outcome with implications for both micro and macro change.
Evidence to support rating:
Strategies to increase competence:

K. PROFESSIONAL BEHAVIOR: Demonstrate professional behavior with the client system in data gathering and documentation.
UP IP EC C AC
    
Practice Tasks
1. Be open to learning.
2. Communicate responsibly and sensitively and with respect toward colleagues, field instructors, administrators, staff, and clients.
3. Demonstrate a willingness and an ability to listen to others.
4. Work effectively with others, regardless of level of authority.
5. Show appearance and demeanor that are appropriate to the roles and settings encountered during the educational experiences.
6. Be punctual and consistent in keeping appointments with clients, colleagues, staff and community contacts.
7. Be punctual and consistent with meeting deadlines and with documentation.
8. Advocate for him/herself in a constructive manner and first use established channels for conflict resolution.
9. Demonstrate personal responsibility and accountability for one's own time and actions in relation to his or her work.
10. Actively engage in supervision. including the prior preparation of an agenda.
11. Exhibit professional behavior in interviews and in professional interactions during the assessment process.
12. Demonstrate familiarity with requirements of the specific assessment process.
13. Develop an effective personal style in the recording of client information during the assessment process.
14. Demonstrate ability to translate data collection into the assessment form or format.
Evidence to support rating:
Strategies to increase competence:

S UMMARY OF STUDENT ACHIEVEMENT
Field Practicum II: Advanced
II.
I.
Student’s Strengths:
Student’s Limitations or Areas Identified for Additional Experience
III. Student’s Comments
Grade Recommendation:
Signature of Field Instructor
Signature of Student
Signature of Faculty Liaison
Satisfactory
Rev. 7/09/09
Unsatisfactory
Date
Date
Date

Integrated Paper
Field Practicum IV
The integrated paper assignment required for completion of Field Practicum IV is designed to provide you with the opportunity to reflect on your development as a professional social worker over the course of your MSW study.
Be sure to answer these questions from your own personal frame of reference; and answer every question.
1. What does it mean to be a professional social worker?
2. Discuss the theoretical framework that you feel most comfortable using in your practice; give an example of how you have actually used this theory in your field placement.
3. Evaluate your ability to engage in effective social work practice at this point in your professional development, providing examples from both class and field.
4. Discuss how your personal use of self impacts your professional practice.
5. Discuss how you will integrate into your social work career a commitment to social, economic, and political justice.
The paper must be typed (no smaller than a standard 12 point font), double spaced, and with standard 1” margins. The usual rules of spelling and grammar apply. This is also an exercise in clear and concise writing; writing ability will be evaluated and will count toward the grade.
Each question must be answered in no more than one page. Therefore the entire paper should be no longer than five pages.
Please submit your paper electronically, attaching it as a word document to a cover email. You should submit the paper to your faculty field liaison who will be responsible for the grade.
Please be sure that your name, field placement and field instructor are clearly identified in the cover email and in your paper.
In order to earn a grade of satisfactory, the paper must meet all of the following criteria. It must be submitted on time, follow all of the guidelines listed above (including maximum length), address every question asked, and be clearly and concisely written.
The full grading rubric is below.

GRADING RUBRIC
A satisfactory grade for this paper will be achieved if each criterion is met at the Acceptable level.
CRITERIA
Question 1 worker?
: What does it mean to be a professional social
STRONG
Includes mention of social, economic, and political justice;
Includes both direct
& indirect practice;
Includes discussion of ethics; Includes commitment to continuous learning
ACCEPTABLE
Includes mention of advocacy; person-inenvironment; and ethics
UNACCEPTABLE
Focus only on “helping people”
Question 2 : Discuss the theoretical framework that you feel most helpful and comfortable using in your practice; give an example of how you have actually used this theory in your field placement .
Includes more than one theory; Includes more than one example;
Includes in-depth discussion of theories with practice illustrations
Includes only one theory;
Illustrates understanding of the theory;
Provides a relevant example
Does not include a theory;
Does not provide an example
Question 3 : Evaluate your ability to engage in effective social work practice at this point in your professional development, providing examples from both class and field.
Question 4 : Discuss how your personal use of self impacts your professional practice .
Question 5 : Discuss how you will integrate into your social work career a commitment to social, economic, and political justice
Writing ability
Grammar, spelling, punctuation, capitalization
Timely submission
Includes integration of class and field as opposed to discrete examples; Includes in-depth discussion of self-assessment .
Includes more than one attribute of personal use of self;
Includes more than one effect on practice
In-depth commitment to specific actions on multiple levels
Paper is written in a clear, concise style
Paper is error free
Paper was submitted by the due date
Includes an example from class;
Includes an example from field;
Includes self-assessment of practice skill.
Includes one attribute of personal use of self;
Includes one effect on practice
General discussion of advocacy efforts
Paper presents some confusing thoughts
Paper contains no more than 2 errors.
Paper was one day late with prior instructor permission.
No example from class;
No example from field;
No self-assessment
No attributes;
No effects on practice
No commitment
Paper was more than one day late.
Paper is poorly written and difficult to understand.
Paper contains more than
2 errors.