University of Nevada Reno
School of Social Work
Field Instructor Orientation
Facilitated by:
Jill Manit
Field Education Program Coordinator
775-682-8717
jmanit@unr.edu
S
Today’s Plan
Millennial Generation
Ethical Obligations
Learning Agreements & Evaluations
Field Instructor Roles
Brief overview of School of Social Work
University of Nevada Reno
School of Social Work
Mission
Our mission is to prepare effective, ethical social work leaders
and practitioners who—with a deep and abiding respect for
cultural diversity and human strengths— challenge injustice and
promote a more humane world through the development and
delivery of evidenced-informed practices, policies, and programs.
Revised 10/21/09
New Curriculum
S
S
•
•
Pre-Placement •
•
Start
Placement
Complete
Placement
•
•
•
•
Placement confirmed
Initial contact with site to arrange schedule
Background checks, etc.
Register for appropriate seminar
Begin hours as of August 26rd
Student reads all codes, manuals, policies, procedures, etc.
Complete agency orientation
Complete and submit Learning Agreement
• Successfully complete 15 hours in field and 1 hour in seminar each
week
• Participate in a site visit 1 time per semester
• Complete and submit evaluation of student performance by
deadline provided
• Develop and follow through with termination plan from agency
(transfer of cases, etc.)
Continuum of
Social Work Education
• Generalist
• Variety of
settings
• Equivalent to
BSW Senior
• Foundational
• Advanced Generalist
• Leadership
• Autonomy
• Complexity
Who’s
Who?
• Dr. Goutham Menon,
Director
•Dr. Gloria Messick Svare,
MSW Program Coordinator
•Dr. Mary Hylton, BSW
Program Coordinator
•Jill Manit, Field Program
Coordinator
The Faculty
Liaison…
is an academic faculty member
assigned to consult with the field
instructor about the student in
placement,
assists in the development of the
student's educational plan,
leads an integrative seminar,
participates in the evaluation of the
student's performance and
assignment of a grade, and
conducts a site visit and acts as a
liaison to the agency.
The Field Instructor is a
Social Worker …
•
With 2 years post-graduate
experience.
•
That provides a minimum of 1 hour per
week onsite direct supervision and
other educational opportunities for
the student
•
That guides the development of the
student's learning agreement, and
evaluates the student's performance.
•
Who is in a key position to provide the
student with reality-based education
in the field that cannot be provided in
the classroom and which is the
cornerstone of quality social work
education.
Partner Activity
S Why or how are you uniquely prepared to be
a field instructor?
S How long has it been since you have been a
student (not so long, a while, so long ago)?
S What difference do you think will surprise you
the most about being a Field Instructor
instead of a student?
S What are you excited about? Nervous about?
Critical Aspects of Becoming a
Field Instructor
S Monitor adherence to NASW Code of
Ethics and agency policies
S Model appropriate social work
knowledge, skills, and values
S Promote self-reflection and “course
correction”
S Continually assess student’s readiness
for practice
S Typical experience consists of shadowing,
observation, and supervised experience in
1st semester. Increased autonomy &
initiative in 2nd semester.
Supervising a Student
S Protect the client(s)
Your Teaching Philosophy
S How will you structure supervision?
S How will you provide effective feedback?
S What learning objectives, competencies, and
standards of practice will you develop?
S How will you contribute to the student’s
development of a professional identity?
Supervision
Knowledge: Process ideas, sources, relevance
Reaction/feelings about applying a skill (i.e.
ease, discomfort, confusion)
Feedback & reflection on application of the
skill
S
NASW Code of Ethics
3.02 Education & Training
S Social workers who function as educators,
field instructors for students, or trainers
should:
(a) provide instruction only within their areas
of knowledge and competence and should
provide instruction based on the most
current information and knowledge
available in the profession.
NASW Code of Ethics
3.02 Education
&
Training
One of the first items on your
orientation list should be to
teach the student about
informed
consent. field
S Social workers who function
as educators,
instructors for students, or trainers should:
Have them practice on you!!
(c) take reasonable steps to ensure that
clients are routinely informed when
services are being provided by students.
NASW Code of Ethics
It is the
policy Education
of the School of & Training
3.02
Social Work to not have
students and field instructors
“friend” each other on social
S Social
workerssites.
who function as educators, field
networking
instructors for students, or trainers should:
(d) not engage in any dual or multiple
relationships with students in which there
is a risk of exploitation or potential harm
to the student. Social work educators and
field instructors are responsible for setting
clear, appropriate, and culturally sensitive
boundaries.
NASW Code of Ethics
3.02 Education & Training
S Social workers who function as educators, field
instructors for students, or trainers should:
(b) evaluate students’ performance in a
manner that is fair and respectful.
Student Learning Tasks & Opportunities
“In social work, the signature
pedagogy is field education. …
CSWE
responsible for
developing accreditation
standards that define
competent preparation
and ensuring that social
work programs meet
them
CSWE 2008
It is a basic precept of social
work education that the two
interrelated components of
curriculum – classroom and
field – are of equal
importance within the
curriculum, and each
contributes to the
development of the requisite
competencies of professional
practice.”
CSWE
Program
“Competencies”
Measurable
Practice
Behaviors
University of Nevada, Reno ! School of Social Work, Field Education Program
Field Practicum Foundation Learning Agreement
The University of Nevada Reno School of Social Work believes that experiential learning is a central component of the
educational preparation of students for entry into professional practice. Experiential learning occurs in various aspects of
the program, but the core of such learning is the field practicum experience. The purpose of the social work field
practicum is to provide students with an opportunity to apply academic knowledge and practice skills gained in the
classroom to authentic human service experiences. The foundation curriculum is based upon the generalist perspective.
The generalist perspective encompasses multiple methods, multiple intervention levels, and an eclectic theory base. This
perspective enables social workers, as Ann Hartman writes, “! to follow a problem wherever it might lead, to move across
different sized systems and intervene as appropriate.”
The Learning Agreement outlines how generalist practice opportunities are provided for students to demonstrate the
identified practice behaviors and core competencies. The agreement highlights the partnership between the student, the
Field Instructor, and the agency and must be thoroughly discussed prior to execution. This agreement sets forth the
context of the field experience, its parameters, and the expectations of both the student and the Field Instructor.
Students are responsible for the coordination, final completion and submission of the Learning Agreement to their
assigned Faculty Liaison. Agreements must be type written, no hand written agreements will be accepted.
Name (First and Last Name)
Current Semester (double click to select one)
Fall
Faculty Liaison
Spring
Placement Setting (Agency Name/Unit, etc.)
Field Instructor (Social Work Supervisor)
Task Supervisor(s) (if applicable)
Agency Address
Field Instructor Phone
City, State
Zip Code
Student Phone
This Learning Agreement constitutes a learning contract between the Field Instructor and the student whose signatures
appear below. It will be used by the Faculty Liaison to monitor the field experience of the student. In the event of
problems, this agreement will be referenced where appropriate.
Date:
Student Signature
Date:
Field Instructor Signature (Social Work Supervisor)
Date:
Faculty Liaison Signature
Date:
Field Education Program Coordinator Signature
Learning Agreement
Background and Instructions
University of Nevada, Reno ! School of Social Work, Field Education Program
Please complete the information requested below:
2. Brief assessment of student’s prior experience: Write a brief assessment of student’s relevant
education and experience. This information is to be used in developing student’s educational plan (section will
expand as student types).
3. Supervisory structure and process: Detail how the schedule and/or plan for the student and Field
Instructor to meet for a minimum standard of one hour of supervision each week (section will expand as
student types).
4. Tools and supervision strategies: Please list the teaching tools (i.e. observation, shadowing, videos,
process recordings) the student will be expected to use during the field practicum. Please provide a brief
description of each.
Supervisory checklist (double click to select):
Student’s schedule is clearly outlined
Student and Field Instructor identified a plan for communicating schedule changes and/or urgent matters
(include a back-up contact should the Field Instructor not be available)
Student has been informed of Field Instructor and Agency expectations for professional conduct (i.e. timeliness,
communication with other co-workers, use of personal computers, cell phones, etc.)
Student and Field Instructor identified a plan for communicating successes, challenges, and concerns to one
another and plans for what the student should do if they become concerned with an agency policy and/or co-worker
Student and Field Instructor have discussed learning and supervisory styles/preferences and how those styles
may impact the practicum process, expectations, and experience
!
Learning Agreement
1. Orientation to agency: Provide a brief description of plan for orientation to the agency (section will expand
as student types).
University of Nevada, Reno ! School of Social Work, Field Education Program
A. In order to achieve this Foundation Competency:
2.1.1 Identify as a professional social worker and conduct oneself accordingly
Social workers serve as representatives of the profession, its mission, and its core values. They know the
profession’s history. Social workers commit themselves to the profession’s enhancement and to their own
professional conduct and growth.
B. Student will demonstrate these Practice Behaviors:
·
·
·
·
·
·
Advocate for client access to the services of social work;
Practice personal reflection and self-correction to assure continued professional development;
Attend to professional roles and boundaries;
Demonstrate professional demeanor in behavior, appearance, and communication;
Engage in career-long learning; and
Use supervision and consultation.
C. By completing and/or participating in the
following tasks and opportunities:
Professional appearance, behavior, and
communication at all times while representing the
agency and the School of Social Work
D. Student’s performance will be measured in the
following manner:
Observation
Student will disclose to clients that they are a
student, not a licensed professional.
Observation of initial client contact
Prepare for and attend weekly supervision sessions
Observation of participation in weekly supervision
Learning Agreement
Review the Foundation “Competencies” and “Practice Behaviors” identified below in sections A and B.
Collaboratively, the student and Field Instructor must identify and record in section C the tasks and
opportunities that will allow the students to demonstrate the “Practice Behaviors.” Section D must include how
the students’ behaviors will be observed and assessed. It is recognized that some opportunities may overlap
multiple competencies and may be repeated as appropriate.
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Field Education Program
The School of Social Work at the University of Nevada Reno believes that experiential learning is a central component of the educational preparation of students for entry
into professional practice. Experiential learning occurs in various aspects of the program, but the core of such learning is the field practicum experience.
In 2008, the Council on Social Work Education (CSWE) recognized field education as the “signature pedagogy” of social work education. This means that, for the Social
Work profession, field education is the characteristic form of teaching and learning. Field education prepares students for the “profession’s fundamental ways of thinking,
performing, and acting with integrity”(Wayne, et al. 2010). This shift has elevated the field experience to equal importance as the classroom content and experience. The
belief is that the critical blending of knowledge, skills, and values with practice applications is most effectively learned in field settings. Nationally and internationally,
schools of social work strive to develop generalist and advanced generalist field education opportunities for students to demonstrate core competencies.
Ultimately, these opportunities aim to prepare students to practice with clients and in settings that are impacted by today’s complex social concerns.
The integration of classroom knowledge with practice demands and practice wisdom is as important as it is difficult. In attempting to achieve this vital educational goal, we
are indebted to our Field Instructors and the agencies that provide field practicum experiences. In our view, close collaboration among the Field Instructor, Faculty Liaison,
and Field Education Program Coordinator (hereinafter Field Coordinator) promotes an effective program of social work field education.
Field Forms and Information:
(For details, click on the related tab below.)
Prospective Field Agencies and Field Instructors
Current Field Instructors
Current BSW Field Students
Welcome to the Field Education Program. You will find the field education program to be an incredible
opportunity to link what you will be learning in the classroom to practice experiences. Your assigned faculty
liaison (instructor for your SW 480/481 course) will guide you through this process and provide you with
appropriate due dates and deadlines. Below you will find steps and links to forms that will assist you in
successfully completing your field practicum.
If you have any questions about these forms please ask your Faculty Liaison or contact the School of Social
Work at 775-784-6542. Good luck!
Agency Practice Areas:
Social Service/Community Resource
Health/Medical/Hospice
Mental Health
Child Welfare
School Social Work
Domestic Violence
Homelessness
Substance Abuse
Elder Care/Geriatric
Legal/Forensic
Administrative/Policy/Legislative
Community Organization
Summer
Step 1: Review "confirmation" e-mail from Field Coordinator and follow instructions for
contacting your assigned agency.
Step 2: Download and complete the "Student Review of Practicum Setting".
Please note that you are to complete this document on your own utilizing all available
material and information you have about your agency. Please do not ask your Field
Instructor to assist you with this. Turn this form in to your assigned Faculty Liaison on
the first scheduled day of your field seminar class (SW 480).
Step 3: Read (or re-read) NASW Code of Ethics, the UNR Student Code of
Conduct, and the IASSW and IFSW Statement of Ethical Principles.
Step 4: Download and read “BSW Field Education Program Manual.”
Step 5: Download “Acknowledgement Form,” sign, and turn this form in to your
assigned Faculty Liaison on the first scheduled day of SW 480.
S
Learning
Agreement:
Getting Started
Make a list of common activities,
tasks, and opportunities.
1.
Attend MDT meetings
2.
Conduct assessments
3.
Enter case notes
University of Nevada, Reno ! School of Social Work, Field Education Program
Review the Foundation “Competencies” and “Practice Behaviors” identified below in sections A and B.
Collaboratively, the student and Field Instructor must identify and record in section C the tasks and
opportunities that will allow the students to demonstrate the “Practice Behaviors.” Section D must include how
the students’ behaviors will be observed and assessed. It is recognized that some opportunities may overlap
multiple competencies and may be repeated as appropriate.
A. In order to achieve this Foundation Competency:
2.1.6 Engage in research-informed practice and practice- informed research
Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their
own practice, and use research findings to improve practice, policy, and social service delivery. Social workers
comprehend quantitative and qualitative research and understand scientific and ethical approaches to building
knowledge.
B. Student will demonstrate these Practice Behaviors:
· Use practice experience to inform scientific inquiry and
· *Use research evidence to inform practice.
C. By completing and/or participating in the
following tasks and opportunities:
D. Student’s performance will be measured in the
following manner:
Considerations for
Learning Agreement
“I learned the importance of the skills needed
S to
BSW
& MSW Foundation
appropriately
end a students:
meeting, interview, and
especially
telephone calls when there is nothing
S High anxiety
more
to be accomplished.
This is truly an art
S Dependent
on field instructor
form. If rapport has not been established this
S Self-focus due to self-consciousness
approach may not be the best choice, however
Concrete
thinking leading
to concrete
inS certain
circumstances
it is essential.”
interventions
Considerations for
Learning Agreement
“In short, there seems to be a sense of order
S MSW students:
beginning
“Even though
to form
wein
talk
theabout
hazy cultural
fog of the
S Decreased
anxiety
untrained
competency
learning
so much
experience.
that it seems
I amlike
at that
overkill,
S Ability
to think
complex
stage
I have
of become
learning
fascinated
best more
judged
by
by
how
thesystems
recognition
can
S Increased
complexity
in
understanding
ofreally
what
bulldoze
I don’t know
over people
coupled
ofwith
other
the
cultures
confidence
and clients
the consequences
gained with can
small
truly
steps
beof
devastating.”
progress.
It isStruly
funclient-worker
time.”
Viewa of
relationship as
interactional
Considerations for
Learning Agreement
BSW & MSW Foundation students:
•
High anxiety
•
Dependent on field
instructor
•
Self-focus due to selfconsciousness
•
Concrete thinking
leading to concrete
interventions
Considerations for
Learning Agreement
“I learned the importance of the skills needed
to appropriately end a meeting, interview, and
especially telephone calls when there is nothing
more to be accomplished. This is truly an art
form. If rapport has not been established this
approach may not be the best choice, however
in certain circumstances it is essential.”
Considerations for
Learning Agreement
“In short, there seems to be a sense of order
S MSW students:
beginning
“Even though
to form
wein
talk
theabout
hazy cultural
fog of the
S Decreased
anxiety
untrained
competency
learning
so much
experience.
that it seems
I amlike
at that
overkill,
S Ability
to think
complex
stage
I have
of become
learning
fascinated
best more
judged
by
by
how
thesystems
recognition
can
S Increased
complexity
in
understanding
ofreally
what
bulldoze
I don’t know
over people
coupled
ofwith
other
the
cultures
confidence
and clients
the consequences
gained with can
small
truly
steps
beof
devastating.”
progress.
It isStruly
funclient-worker
time.”
Viewa of
relationship as
interactional
Student Performance
University of Nevada, Reno ! School of Social Work, Field Education Program
"!
!
Assessment of Foundation Field Practicum Student Performance
!
Instructions
Current Semester (double click to select one) Faculty Liaison
Name (First and Last Name)
Fall
Spring
Placement Setting (Agency Name/Unit, etc.)
Field Instructor (Social Work Supervisor)
Task Supervisor(s) (if applicable)
Agency Address
Field Instructor Phone
City, State
Zip Code
Student Phone
Signatures below confirm that the student and field instructor have reviewed and discussed this assessment. Signature
also confirms that student will complete mandatory 225 hours by the end of the semester.
Date:
Student Signature
Date:
Field Instructor Signature (Social Work Supervisor)
Date:
Faculty Liaison Signature
Date:
Field Education Program Coordinator Signature
Evaluation
This assessment instrument is designed to provide input from the field instructor to the student and faculty
liaison about the student’s performance in the field practicum according to the requisite Competencies and
Practice Behaviors. The faculty liaison is responsible for assigning the student’s semester grade on the basis
of this assessment and on the student’s participation in the field seminar. The field instructor should review the
student’s learning agreement before initiating the assessment. Student performance should be rated on the
basis of the established criteria set forth in the learning agreement. Evaluation of the student for SW 680 (first
semester) should be reflective of the student’s beginning level of knowledge and skill. Evaluation for SW 681
(second semester) should reflect the student’s advanced knowledge in each competency.
University of Nevada, Reno ! School of Social Work, Field Education Program
#!
Please base your assessment of how well the Field Practicum Student demonstrates their ability related to the
performance of the practice behaviors using the rating scale below. Please note that a “practice behavior”
comprises knowledge, skills, and values. As indicated in the definitions below, a student may receive a
“Competent” score if they can demonstrate the knowledge, skills, and values of that practice behavior even if it
is at a beginning level (and may move up from there). An “Inadequate” score is when a student cannot
demonstrate all three areas. For example, they may have knowledge of a term such as empathy, but they are
not able to demonstrate the skill of empathy.
On the following pages, please circle or mark with an “X” an assessment of the student according to each
practice behavior. Thank you.
Performance Measure
Mastered Performance
Description
The student shows effective and
innovative application of the
knowledge, values, and skills related to
the performance of the practice behavior.
Definition
Mastered: “somebody highly skilled
at something.” Mastered performance
is demonstration of knowledge,
values, and skills of the practice
behavior at high levels.
Superior Performance
The student shows superior application
of the knowledge, values, and skills
related to the performance of the practice
behavior.
Superior: “surpasses competent in
one or more ways.” Superior
performance is demonstration of
knowledge, values, and skill where all
components of the practice behavior
are included.
Competent Performance
The student shows competent
application of the knowledge, values,
and skills related to the performance of
the practice behavior.
Competent: “having enough skill or
ability to do something well.”
Competent performance is a
demonstration of knowledge, values,
and skills where all components of
the practice behavior are included,
but at the beginning or rudimentary
level.
Inadequate
Performance
The student shows beginning
application of the knowledge, values
and skills related to the performance of
the practice behavior.
Inadequate: “failing to reach an
expected or required level or
standard.” Inadequate performance is
demonstration of knowledge, values,
and skills where one or more of the
components of the practice behavior
are missing.
Lacking Performance
The student has not demonstrated
application of the knowledge, values
and skills related to the performance of
the practice behavior.
Not Observed
The student has not had the
opportunity to demonstrate the
knowledge, values, and skills related to
the performance of the practice behavior.
Lacking: “missing, not present or
available.” Lacking performance is
the inability to demonstrate any of the
components of the knowledge,
values, or skills related to the practice
behavior.
Observed: “to see or notice
something, especially while watching
carefully.” There was no observation
of the performance of the practice
behavior.
9
8
7
6
5
4
3
2
1
0
Evaluation
Scale
University of Nevada, Reno ! School of Social Work, Field Education Program
! " # $%&%' ( )%*!
2.1.3 Apply critical thinking to
inform and communicate
professional judgments.
+, - ( &)( %./ %0- 1)" , *.
2- &)' 3.
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
Evaluation
A. Distinguish, appraise, and
integrate multiple sources of
knowledge including researchbased knowledge, and
practice wisdom
B. Analyze models of
assessment, prevention,
intervention, and evaluation
C. Demonstrate effective oral
and written communication in
working with individuals,
families, groups,
organizations, communities,
and colleagues
%!
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.
.
.
.
.
.
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2.1.4 Engage diversity and
difference in practice.
+, - ( &)( %./ %0- 1)" , *.
A. Recognize the extent to
which a culture’s structures
and values may oppress,
marginalize, alienate, or create
or enhance privilege and
power
B. Gain sufficient selfawareness to eliminate the
influence of personal biases
and values in working with
diverse groups
C. Recognize and
communicate their
understanding of the
importance of difference in
shaping life experiences
D. View themselves as
learners and engage those
with whom they work as
informants
2- &)' 3.
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
4)%56.7' *&,8( &" , 9*.! " # # %' &*:.
.
.
.
!
Supervising a
Millennial
“They're ambitious, they're
demanding and they question
everything, so if there isn't a
good reason for that long
commute or late night, don't
expect them to do it.”
S
What challenges might you see
with the Millennials?
S text messaging that they are sick or late
S willing to give cell phone number to clients, or text message
clients
S attire
S texting/social networking while at practicum
S can’t be “thrown into the fire” without some structure and
reinforcement
S discussing clients or practicum experiences on social networking
sites
What can we learn from
Millenials?
S How to multi-task
S Priorities: Putting our personal life first
S Optimism leads to great ideas,
even if they don’t have the experience
S Goal and task oriented
S Gentle spirited
S Fun and interested in making work fun too
S They need praise and lots of positive reinforcement … who doesn’t!
S Can take on lots of challenges (will need some structure to back it up)
Supervising a
Millenial
•
Help them clearly see and
understand the end
goal…Both from tasks to
correcting behavior.
•
Intentionally shift from task
completion & basic
shadowing.
•
Challenge the students
judgments.
•
Invite the student to
challenge your judgments.
•
Prepare students to receive
constructive criticism.
What can you do in field?
S Detailed orientation (how to work the copier, work the phones…
they don’t want to fail)
S Provide a sense of “place” (name badge, name tag, job
description)
S Introduce them proudly to other workers
S Send e-mails of praise (so that they can forward them on to
family)
S Consider text messaging (as appropriate)
S Have some fun!
Thanks for
your time!
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