LOYOLA UNIVERSITY CHICAGO
SCHOOL OF SOCIAL WORK
FIELD WORK OFFICE
SECOND LEVEL (MSW) ADVANCED EVALUATION
Leadership and Development in the Social Services
Please check one:
Mid-term evaluation (630)
Final evaluation (631)
Date: ____________________
Student: ________________________________ Student ID:___________________
Start Date: ________________________ End Date: _________________________
Placement Site: _____________________________________________________
Field Instructor:_____________________ Field Liaison: _____________________
Check the number of areas for Organizational Experience:_____Board/Executive Team Meetings
______Program Evaluation _______Human Resources ______Resource Development _______Finance
Cumulative Hours: _______
Recommended Grade:_________
(Student needs to complete 720 hours total)
(P=PASS, NP=NO PASS)
Please refer to the Learning Agreement and use the following criteria to rate the student.
You will find bulleted qualifiers under each of the ten competencies. Please note that the bullets listed are
suggestions to highlight the behavior of your student. Keep in mind that the rating should reflect the student’s
progress at this point in the overall internship. Please also note that although not always specified, practice here
refers to practice at the macro level – organizational, community, and administrative. If the student’s internship
experience does not include tasks or activities related to the competency circle NA. Please complete the
questions at the end of the evaluation. No further write-up is necessary. After you and the student have reviewed
the evaluation, sign it and submit it to the field office:
Rating Scale Criteria
1 Demonstrates no competency in this area
2
3
4
Demonstrates minimal competency, little knowledge or skill, limited evidence of growth or change, rarely
demonstrates progress on tasks and behaviors, and takes little initiative for learning.
Developing competence with assistance, with some coaching or prompting demonstrates some skill, marginal
competency working towards improvement, beginning level of skill development, needs continued practice and
assistance, progress on tasks and behaviors is inconsistent, inconsistently takes initiative for learning.
Emerging competency, demonstrates the ability to independently apply skills in simple situations, moderate
competency, demonstrating ongoing progress, adequate performance just needs more practice, takes initiative for
learning.
Demonstrates the competency to begin independent social work practice, demonstrates the ability to apply skills in
complex situations, consistent growth and change, demonstrates the ability to complete assigned tasks and
activities, takes full responsibility for learning
5
0 Does not relate to the student’s internship experience or not sufficient experience to evaluate skill level.
1
COMPETENCY #1
PROFESSIONALISM
Identify with the social work profession, its mission and core values, and conduct oneself accordingly
Student demonstrates the ability to:
No Competency
1
A. Practice self-reflection and self-correction

Students will independently analyze and reflect on their
practice in the organization and/or institute in which they are
practicing
B. Advocate for client access to services
 Students will participate in management and organizational
planning, develop methods for operationalization, and evaluate
programs and outcomes as part of their professional advocate
role.
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Emerging
Competency
4
Competency
N/A
5
0
C. Attend to professional roles and boundaries

Students will be cognizant of and compliant and contribute to
the development of social work roles.
D. Use supervision and consultation
 Students will actively prepare for supervision and
constructively analyze their own practice, taking an active role
in consultation and supervision.
 Students will anticipate and respond to crises and ethical
dilemmas.
E. Engage in life-long learning & professional growth
 Students will evaluate their learning needs and regularly select
venues that increase their expertise, e.g., workshops, training
and reading professional publications.
F. Students at the Advanced level will demonstrate advanced
professional use of self with client(s) and/or within
organizational settings.
COMPETENCY #2
VALUES AND ETHICS
Define and apply social work ethical principles to guide professional practice in this setting
Students will demonstrate the ability to:
Minimal
Developing
A. Make ethical decisions by applying standards of the NASW No Competency
1
Competency
Competency


B.

C.

Code of Ethics
Students will anticipate areas of potential conflict relevant to
their area of specialty and formulate a plan of action should
such conflict arise.
Students will assess the intersection of relevant codes of ethics
and state/federal laws and justify a reasoned approach when
ethics and laws are in conflict.
Tolerate ambiguity and cultural differences in resolving
ethical conflicts
Students will evaluate alternative courses of action and justify
their choice of action in resolving an ethical issue.
Apply ethical reasoning to arrive at principled decisions
Students will formulate, apply, and evaluate the outcome of a
reasoned, critical approach to resolving an ethical issue.
2
3
2
D. Articulate the process of ethical decision making in work
with client systems and/or within organizational settings.

Distinguish between personal and professional ethics and
behaviors.
 Students will manage personal values and interpret the
values of the profession and relevant codes of ethics in
their application to practice situations
COMPETENCY #3
CRITICAL THINKING
Apply critical thinking to inform and communicate professional judgments
Student demonstrates the ability to:
A. Critically appraise and integrate multiple sources of
No Competency
1
knowledge, including research-based knowledge and
evidence informed practice wisdom
 Students will critically evaluate different knowledge bases,
including research informed practice and practice wisdom, and
constructively contribute to the advancement of those sources.
B. Analyze models of assessment, prevention, intervention and
evaluation
 Students will analyze the outcome of their use of differing
knowledge sources and further delineate the sources that are
most effective with which practice populations and settings
 Students will evaluate and make modifications as needed of
models of treatment for diverse client systems correcting for
any models that oppress vulnerable populations.
C. Use various methods of technology to search for
information, critically interpret evidence, and communicate
with others
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
D. Demonstrate critical thinking by communicating
professional judgment using oral and written communication as
appropriate to the practice setting.
COMPETENCY #4
DIVERSITY
Engage diversity and difference in practice
Student demonstrates the ability to:
A. Exhibit an appreciation for both differences and similarities No Competency
1
within social contexts
 Inventory and measure one’s own assumptive worldviews of
self and others.
B. Engage client systems in diverse settings to challenge
oppression, discrimination, and privilege at the societal,
institutional and personal level.
• Appraise the impact of institutional structures that perpetuate
inequality, oppression, discrimination and privilege.
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C. Gain sufficient self-awareness to minimize the influence of
•
•
personal biases and values in working with diverse groups
Evaluate the elements of a culturally competent practice with
diverse client systems.
Examine self-awareness of stereotypes, biases and prejudices
towards culturally diverse communities in all forms.
D. Recognize and communicate their understanding of the
importance of differences and similarities in shaping life
experiences
 Develop and apply culturally sensitive and appropriate
interventions that acknowledge differences in values.
E. View themselves as learners and engage those with
whom they work as informants
COMPETENCY #5
SOCIAL AND ECONOMIC JUSTICE
Advance local and international human rights and social and economic justice
Student demonstrates the ability to:
A. Understand the forms and mechanisms of oppression and
No Competency
1
discrimination
 Evaluate the appropriateness and feasibility of social justice
and human rights considerations and models in social work
practice.
B. Advocate for human rights and social and economic justice
 Assess social work client circumstances and then choose
ethically sound practice skills in furthering social justice and
human rights.
C. Engage in practices that advance social and economic
justice
 Propose and implement collective action and political
advocacy to promote social change.
 Manage and revise organizational and community change in
response to local level service gaps.
D. Use knowledge of the effects of oppression and
discrimination on clients and client systems to guide
programmatic or organizational planning and intervention
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
COMPETENCY #6
RESEARCH INFORMED PRACTICE
Engage in research-informed practice and practice-informed research.
Student demonstrates the ability to:
No Competency
A. Use research evidence and other disciplines to inform
1
practice
 Conduct analysis of social work practice through the lens of
practice based research.
 Conduct comprehensive review of research related to a
practice focused research question to include critical
evaluation of research studies as they apply to disenfranchised
populations.
Minimal
Competency
2
4
B. Use practice, policy and administrative experience
to inform the formulation of researchable questions


Become more evidence-informed in selecting interventions
and conducting program evaluation, particularly with
diverse and marginalized clients
Propose practice-based research questions based on
practice experience.

C. Understand the process of evidence-informed
administrative practice
Critically analyze ethics of research designs particularly
related to the potential of differential impact on vulnerable
populations
D. Demonstrate basic understanding of research design,
methods, and statistics
 Formulate and propose a research design based on practicebased research questions, the current state of professional
research, and resources available.

COMPETENCY #7
HUMAN BEHAVIOR AND SOCIAL ENVIRONMENT (HBSE)
Apply knowledge of human behavior and the social environment
Student demonstrates the ability to:
No Competency
A. Students at the advanced level will select diverse
1
theories of human behavior and the social
environment including organizational theory to guide
their administrative practice.




B.



Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Examine and inspect information from human behavior and
the social environment with consideration for social justice.
Distinguish among practice situations where HBSE
knowledge may apply.
Distinguish among select conceptual frameworks that best fit
the practice situations of diverse client systems.
Evaluate and revise the utility of conceptual frameworks as
they are applied to practice.
Critique and apply knowledge to understand the
reciprocal interactions between people and their
environments
Differentially evaluate the applicability of HBSE knowledge to
practice situations and diverse client systems.
Assess how relevant HBSE knowledge applies to practice
situations and diverse client systems.
Measure and rate how relevant HBSE knowledge applies to
practice.
COMPETENCY #8
POLICY
Engage in policy practice to address social and economic well-being and to deliver effective social work services
Student demonstrates the ability to:
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A. Analyze, formulate and advocate for policies that advance
social well-being
 Conduct analysis of policy system for an issue to include
defining the problem or issue, formulate the vision if the
problem or issues was resolved, identifying a range of policy
options, compare and contrast policy options, and propose a
potential policy option that maximizes social work values.
 Distinguish theories and models that inform the identification
of steps in implementing policy change that leads to the
advancement of the social and economic well-being of a target
population. For a specific target population, formulate a policy
change process securely rooted in these theories and models.
B. Collaborate with colleagues, clients, administrators, policy
makers and legislators for effective policy implementation
and action
 For a specific targeted population and problem or issue,
formulate a collaborative change plan to include identification
of specific stakeholders, the role of the stakeholder in the
policy changes, and strategies to engage stakeholders.
C. Communicate to stakeholders and policymakers the
implications of policies and policy change in the lives of
clients.
No Competency
1
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
6
COMPETENCY #9
SHAPING PRACTICE
Respond to contexts that shape practice
Student demonstrates the ability to:
A. Continuously discover, appraise, and learn about




B.


C.
No Competency
1
populations, scientific and technological developments, and
emerging social trends to provide relevant social services
Maintain and improve professional skills by engaging with the
analysis, evaluation and reformulation of changing
demographics, theoretical and scientific developments and
emerging social trends as they arise within the profession.
Assess and evaluate one’s own professional efficacy and ethics
regularly, within the context of social work practice principles.
Continuously evaluate the current technology that most
efficiently communicates social work skills and efficacy.
Analyze ongoing needs for service and construct and/or
reformulate leadership skills.
Provide leadership in promoting sustainable changes in
service delivery and practice to improve the quality of social
services
Analyze ongoing social work situations and identify areas in
need of stronger leadership skills.
Construct strategies for relevant social services with
corresponding methods of evaluation.
Identify ways that to maximize the strengths of the client
context to design and promote effective programs for
clients.
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Emerging
Competency
4
Competency
N/A
5
0
COMPETENCY #10
ENGAGE, ASSESS, INTERVENE AND EVALUATE
Engagement
Students will demonstrate the ability to:
A.





Substantively and affectively prepare for action with individuals,
families, groups, organizations, and communities
No Competency
1
Minimal
Competency
2
Developing
Competency
3
Employ basic administrative skills of engagement adapted to
the particular organizational system.
Apply increased advanced competency within diverse
administrative settings in skills related to:
Interviewing; recognizing, interpreting, and responding to
verbal and non verbal communication; identifying relevant
systems needed for next phases of services;
Demonstrate increased competency in the utilization of
professional self within diverse organizational settings:
Ability to collaborate with professional colleagues as needed;
ability to access and utilize professional scholarship and
research; ability to utilize emerging sense of professional self
into the engagement process; differentiate use of self learned
from experience and self improvement.
B. Use empathy and other interpersonal skills

Demonstrate the professional use of empathy, active listening,
effective communication, and interpersonal skills within
diverse organizational settings.
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C. Develop a mutually agreed-on focus of work and desired outcomes

Utilize a collaborative and empowerment perspective
approach to understand and develop the focus of work and
desired outcomes within diverse organizational settings.
D. Demonstrate an understanding of how organizations
function in formulating effective communication plans with
diverse stakeholders.
Assessment
Students will demonstrate the ability to:
A.




B.

C.



Collect, organize, and interpret organizational data
Access and utilize relevant professional scholarship and
research needed in organizational practice within diverse
contexts.
Demonstrate skills in multidimensional assessment and data
collection techniques within diverse organizational systems
and contexts.
Demonstrate skills in organizing and interpreting data for the
purpose of planning and intervening with diverse
organizational systems.
Understand and demonstrate culturally-competent
organizational assessment.
No Competency
1
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Assess agency strengths and limitations
Recognize and understand systemic factors that impact the
strengths and limitations of organizational systems..
Develop mutually agreed-on intervention goals and objectives
Utilize a collaborative and empowerment perspective
approach to understand and develop the focus of work and
desired outcomes for diverse organizational systems.
Understand the impact of the ecological perspective and its
impact on organizational systems and outcomes (e.g. ongoing
policy changes, economic trends, etc.)
Utilize a collaborative and empowerment perspective approach
to understand and develop the focus of work and desired
outcomes within organizational settings.
D. Select appropriate evidence informed intervention strategies




Analyze and design intervention strategies appropriate to
diverse organizational systems, situations, and contexts as
informed by current professional scholarship and research.
Devise and construct interventions informed by evidence based
practice.
Collaborate with multidisciplinary systems to formulate a
comprehensive intervention and service delivery system.
Precisely formulate interventions for the specific system to
address target areas of change
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E. Collect, maintain, interpret and analyze data from
both internal and external organizational
environments, the community of stakeholders and
diverse client groups to assess whether outcome goals
have been achieved.
Intervention
Students will demonstrate the ability to:
A.





B.

Initiate actions to achieve organizational goals
Understand agency structure, function, and policies in relation
to practice with client systems.
Engage in ongoing assessment, integrating new information
about diverse client systems as they relate to organizational
missions and goals.
Utilize conceptual frameworks to guide the process of
intervention appropriate to the global and multicultural
context.
Understand and respond to the impact of the social, political,
and economic environment upon organizational structure,
function, policies, and service delivery.
Work with staff and management to evaluate feasibility and
effectiveness of agency goals and determine need for change
or further advocacy
No Competency
1
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
Implement prevention interventions that enhance client
capabilities
Envision and enact strategies to prevent or mitigate issues that
are detrimental to diverse client systems.
 Promote public and organizational policies that address diverse
client system needs through the differential use of prevention
and/or intervention strategies.
C. Conduct and design a plan of organizational analysis and
change.

Work with relevant constituencies, to evaluate
interventions that impact clients and communities utilizing
best practice models reflecting social work values, ethics
and the mission of the organization
9






D.
Help organizations resolve problems
Critically analyze the professional scholarship and research in
identifying appropriate intervention techniques for the
identified organizational systems.
Select and effectively apply appropriate intervention
techniques for the identified diverse client systems in a variety
of global and multicultural contexts. To include individual,
family, group, agency and more macro interventions as
appropriate.
Maintain appropriate professional relationships with diverse
client systems.
Apply basic social work values, ethics, and principles as
appropriate with diverse client systems in a variety of global
and multicultural contexts.
Connect diverse systems to relevant external resources as
appropriate.
Promote self-advocacy and self-determination where
appropriate for diverse client systems.
E. Negotiate, mediate, and advocate for clients



Understand and respond appropriately to the impact of policy
on diverse client systems with special attention to issues of
human rights and social and economic justice.
Demonstrate the ability to work with various professional
colleagues both internal and external to the specific setting.
Advocate for the development of or continuous provision of
appropriate services when policies, etc. limit such services.
F. Facilitate transitions and endings

Demonstrate use of culturally competent transition and
termination skills, in diverse organizational systems..
Evaluation
Students will demonstrate the ability to:
A.

Critically analyze, monitor and evaluate social work interventions
Demonstrate ability to effectively evaluate varied interventions
and outcomes appropriate to diverse client systems in diverse
practice contexts.
 Utilize outcome information to refine assessment, intervention,
and evaluation processes.
 Understand the connections among evaluation, agency services
and funding sources.
B. Devise logic models to assist the organization in evaluating
outcomes and justify interventions that reflect evidence
based practice.
No Competency
1
Minimal
Competency
2
Developing
Competency
3
Emerging
Competency
4
Competency
N/A
5
0
1
0
ADDITIONAL COMMENTS
1.
Identify the methods used to evaluate the student’s performance (example: process recording, observation, etc.)
2.
Identify the student’s strengths
3.
Identify the area(s) where the student needs improvement.
4.
What is the plan to address the area(s) needed for improvement?
5.
Summarize the student’s performance, overall, as it relates to these competencies.
__________________________
SUPERVISOR’S SIGNATURE
___________________________
STUDENT’S SIGNATURE
______________
DATE
______________
DATE
Please make sure that the:
· Supervisor and student keep a signed copy of the evaluation and time logs
· Student submits a signed copy of the evaluation to the Loyola field office
· Evaluation can be submitted to Lewis Tower, Room 850 in person, by fax to 312-915-7090 or by e-mail to internship coordinator
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