School of Social Welfare
University at Albany, State University of New York
Liaison: ___________________________
From: ____________ To: _____________
Evaluation:
Agency: ________________________________________________________
Field Instructor: __________________________________________________
2nd
st
1
2nd
Semester:
1st
final
Student: ________________________________________________________
INSTRUCTIONS
First-Year Generalist Evaluation Instrument
The first-year generalist practice field evaluation instrument is comprised of six
sections: Student as Learner; Development of Professional Attitudes, Values and
Ethics; Knowledge and Skills for Agency-Based Work; Communication Skills;
Assessment Skills; and Intervention Skills. Students are evaluated on a continuum
of skills at three intervals throughout the year-long placement. The skills are
applicable to individuals, families, groups, and community assignments.
For each evaluation period, please rate a student on every item by entering the
number that corresponds to your assessment of the student’s demonstrated
performance in the box or boxes to the right of each item. Reevaluate a student’s
performance from a previous evaluation when the student’s performance has
changed.
Ratings
0
1
2
3
4
5
9
No significant opportunity yet
Unacceptable (never or rarely meets criteria)
Needs improvement (meets criteria inconsistently)
Satisfactory (meets criteria most of the time)
Very good (consistently meets criteria)
Outstanding (consistently exceeds criteria)
Not applicable in setting
Summarize the student’s overall performance for each section by placing an X at
the point on the bar graph that represents his or her overall performance for that
section. Space for comments is included after each section.
The last page includes an overall student rating, space for comments, goals for the
next evaluation period, and the signature page. The student and field instructor are
required to sign each evaluation. When a student disagrees with the contents of the
evaluation, he or she can submit an addendum stating the reasons for disagreement
which is attached to the evaluation in the student’s file. Each faculty field liaison
reads all evaluations for assigned agencies and will be available for discussion at
the student’s or field instructor’s request.
Any time a student receives a summary rating, in any section, of “needs
improvement” or “unacceptable,” please provide supporting documentation
in the comments section.
Your careful attention to completing the evaluation form is greatly appreciated.
Evaluation is a crucial part of a student’s professional training and provides an
opportunity for feedback and educational planning.
School of Social Welfare, University at Albany, State University of New York
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
Describe the student’s assignment for this evaluation period:
Describe the student’s caseload:
How many individual clients assigned?
How many families or groups assigned?
How often do you meet for supervision?
Weekly
In group
In staff meeting
The Student as Learner
The student is able to
utilize the field instructor as an educator of social work values, attitudes, knowledge and
skills.
Nov
Feb
May
Feb
May
participate in developing/updating learning agreement.
seek and respond nondefensively to feedback about professional performance.
carry learning from supervisory conference to work with clients, agency and community.
seek direction for an assignment, as needed.
complete process recordings in a timely manner.
identify and discuss strengths and weaknesses in knowledge, skills, accomplishments and
learning needs with the field instructor.
identify experiences in the field agency that address the learning needs and relate to
coursework.
use constructive criticism to try new skills to improve practice.
make appropriate use of other available learning opportunities.
demonstrate an ability to generalize learning from one case or situation to another.
prepare for supervision, including development of an agenda.
2
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
The Student as Learner (continued)
May
The student is able to
increasingly link theory with practice and translate concepts into specific action.
analyze and verbally articulate her or his own knowledge, skills, accomplishments and
learning needs.
use process recording or other learning tools to critique practice.
Summary for Student as Learner (See Instructions)
☐
☐
unacceptable
needs improvement
☐
satisfactory
☐
☐
very good
outstanding
Comments:
Development of Professional Attitudes, Values and Ethics
The student is able to
Nov
Feb
May
elicit and demonstrate commitment to client’s participation in decision making.
protect client’s right to confidentiality.
protect client’s right to self-determination.
preserve human dignity and client individuality.
identify personal values about race, creed, sexual orientation, color, gender, age, natural
origin, socio-emotional factors, handicaps or life-styles.
identify social work values and ethics in work with colleagues and clients and in other
professional relations.
3
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
Development of Professional Attitudes, Values and Ethics (continued)
Nov
The student is able to
Feb
May
Feb
May
form and sustain professional relationships.
respect the rights of others to maintain perspectives and positions different from one’s
own.
act professionally and responsibly in matters of punctuality, appearance and presentation
of self.
struggle with value dilemmas.
recognize the impact that the student’s personality has on professional relationships.
take responsibility for timely completion of records and statistics and for notifying others
of schedules.
set priorities for the use of time.
May
prevent personal values and biases from interfering with practice decisions in the best
interest of the client.
demonstrate a commitment to a multi-cultural perspective.
demonstrate a commitment to the promotion of social and economic justice.
Summary for Development of Professional Attitudes, Values and Ethics (See Instructions)
☐
☐
☐
☐
☐
unacceptable
needs improvement
satisfactory
very good
outstanding
Comments:
4
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
Knowledge and Skills for Agency-Based Work
The student is able to
Nov
Feb
May
Feb
May
seek out relevant agency policies and procedures.
identify the field agency’s structure, goals, sanction and target population.
understand the relation of the field agency to other agencies or organizations in the
community.
identify the purpose and use of agency records and forms.
understand the types and purpose of groups within the agency setting.
describe the demographic characteristics of the field agency’s service population and
implications for service delivery.
understand the relation of relevant social policy to the agency.
assess the effect of regulations, policies, and procedures on service delivery.
identify the formal and informal channels of communication in the field agency.
identify the range of relevant services (formal and informal) available in the community
and the ways in which these services are used for referrals by the field agency.
act as a representative of the organization in interpreting its services and conditions of
eligibility within the community and with treatment teams.
complete agency records and forms on a timely basis.
identify the primary duties and responsibilities of various staff positions with whom the
student has contact.
share the collegial work responsibilities, including meeting deadlines and accepting
assignments.
May
describe the inadequately or inappropriately served groups in the service population.
identify ways in which changes in the agency’s regulations, policies and procedures
could enhance service delivery.
differentiate between representing a personal, professional, or organizational position.
take an active role in collective work such as team meeting, staff meetings, committees.
5
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
Summary for Knowledge and Skills for Agency-Based Work (See Instructions)
☐
☐
☐
☐
unacceptable
needs improvement
satisfactory
very good
☐
outstanding
Comments:
Communication Skills
*Please note: client system, in all cases, may refer to a group, community, family, or organization.
The student is able to
Nov
Feb
May
Feb
May
recognize need to focus an interview, group or community meeting.
listen attentively to client/client system*.
recognize the importance of student nonverbal communication with the client/client
system*.
recognize the moralizing, persuading, premature reassurance, threatening, judging and
criticizing are not appropriate in a social work interview or meeting.
recognize nonverbal client/client system* communication.
communicate clearly and directly with clients/client systems*.
communicate clearly and productively with agency personnel and referral sources.
focus an interview, group or community meeting.
help client/client system* elaborate on problems.
elicit underlying feelings.
6
0 No significant opportunity yet
2 Needs improvement
4 Very good
1 Unacceptable
3 Satisfactory
5 Outstanding
9 Not applicable
Communication Skills (continued)
Feb
The student is able to
May
interpret her or his own and agency’s role and function with client/client system*.
identify emotionally charged issues.
recognize her or his verbal and nonverbal communication of biases and feelings in an
interview, group, or meeting.
respond to verbal and nonverbal client/client system* communication.
communicate clearly and purposefully.
May
maintain focus on client concerns.
control her or his own verbal and nonverbal communication of biases and feelings in
interview.
explore emotionally charged issues.
summarize session content with client/client system*.
listen empathetically to client/client system*.
Summary for Communication Skills (See Instructions)
☐
☐
unacceptable
needs improvement
☐
satisfactory
☐
very good
☐
outstanding
Comments:
7
0 No significant opportunity yet
2 Needs improvement
4 Very good
9 Not applicable
1 Unacceptable
3 Satisfactory
5 Outstanding
Assessment Skills
The student is able to
Nov
Feb
May
Feb
May
gather data related to the presenting problem.
recognize the importance of separating facts from her or his own attitudes and biases.
use different sources of information, including nonverbal data, client’s support system,
and collateral contacts in the assessment process.
recognize and elicit information that will contribute to the understanding of the client and
the client’s situation.
articulate some of the emotional, social (including effects of racism, sexism and ageism),
economic, and cultural facets of a presenting problem.
organize, interpret, and summarize collected information.
identify group dynamics.
identify sources of strengths and stress in the client and in the client’s support system.
connect a problem with its emotional, biological, social (including effects of racism,
sexism, social class and ageism), economic, and cultural components with some
consistency.
individualize clients.
present this information in a well-written formal assessment, using agency format–
separating facts and inferences.
use her or his knowledge of group dynamics to help clients build a positive group
culture.
recognize the difference between the needs of an individual and the needs of a group.
May
develop a plan of intervention based on the problem definition.
revise the plan based on new information.
8
0 No significant opportunity yet
2 Needs improvement
4 Very good
1 Unacceptable
3 Satisfactory
5 Outstanding
Summary for Assessment Skills (See Instructions)
☐
☐
☐
unacceptable
needs improvement
satisfactory
9 Not applicable
☐
☐
very good
outstanding
Comments:
Intervention Skills
The student is able to
Nov
Feb
May
Feb
May
understand the concept of contracting to clarify client’s/groups exceptions and objects
regarding service needs.
involve the client/group in establishing desired goals.
negotiate the terms of the work with the client/group, including time, place and
frequency of contact.
reduce larger problems into manageable parts.
select systems for intervention based on assessment, including larger system.
consider appropriate tasks for the student, the client system, and collateral contacts.
recognize client/group resistance to seeking help.
set priorities in plans for intervention.
base goals on assessment conclusions.
identify immediate, short-term and long-range goals.
keep goal planning within the constraints of the agency’s function.
monitor the implementation plan (analyze consequences of change, modify objectives
and tasks as indicated, assess new problems that require action).
gain cooperation from relevant agencies to meet client needs.
respond to crisis situations.
9
0 No significant opportunity yet
2 Needs improvement
4 Very good
1 Unacceptable
3 Satisfactory
5 Outstanding
9 Not applicable
Intervention Skills (continued)
Feb
The student is able to
May
demonstrate skills in interdisciplinary teamwork.
demonstrate skills in case management.
actively participate in case conferences.
identify and attempt interventions in a group setting.
May
develop a mutually agreeable contract/treatment plan.
elicit client responses to the contract/treatment plan.
revise the contract/treatment plan based on feedback.
model, rehearse and impart coping and interactional skills on clients.
deal with client/group resistance about seeking help.
articulate and utilize recurring themes from session to session.
demonstrate advocacy skills and mobilize services for clients/client groups.
demonstrate development of crisis intervention skills.
determine when to terminate intervention.
anticipate and deal with a range of client/group and student reactions to termination.
evaluate, with the client/group, the extent to which the objectives of the intervention plan
was achieved.
engage the client/group in a review of accomplishments and areas of continuing concern.
Summary for Intervention Skills (See Instructions)
☐
☐
☐
unacceptable
needs improvement
satisfactory
☐
very good
☐
outstanding
Comments:
10
0 No significant opportunity yet
2 Needs improvement
4 Very good
1 Unacceptable
3 Satisfactory
5 Outstanding
Overall Student Rating
☐
unacceptable
☐
☐
needs improvement
satisfactory
☐
very good
9 Not applicable
☐
outstanding
Comments:
Goals for Next Evaluation Period:
Would you like to talk to the faculty liaison regarding this student’s field experience?
☐
☐
Yes
Yes
☐
☐
No, unnecessary at this time
No
My field liaison made an attempt to contact me this year.
(via email, voice mail, phone conversation or in-person contact)
Instructor’s signature
Would you like to talk to the faculty liaison regarding this student’s field experience?
☐
☐
Yes
Yes
☐
☐
Date
No, unnecessary at this time
No
My field liaison made an attempt to contact me this year.
(via email, voice mail, phone conversation or in-person contact)
I have read the contents of this evaluation.
Student’s signature
Date
PROCESS RECORDING Required: Reminder- Attach a current process recording on which your field instructor has made
feedback comments, while being sure to protect client confidentiality.
11