Minnesota State University, Mankato
Department of Social Work
MSW Program
MSW Field Education Manual
PART 2
SOWK 615/625, Foundation Practicum & Seminar I/II
&
SOWK 665/675, Concentration Practicum & Seminar I/II
Revised Fall, 2012-2013
Prof. Robin R. Wingo, MSW, LISW
MSW Field Director
Minnesota State University, Mankato
Department of Social Work, MSW Program
358 Trafton Science Center, North
Mankato, MN 56001
507-389-5084
Fax (507) 389-6769
robin.wingo@mnsu.edu
Dr. Michelle Alvarez, MSW
MSW Field Coordinator
Minnesota State University, Mankato
Department of Social Work, MSW Program
358 Trafton Science Center, North
Mankato, MN 56001
507-389-1253
Fax (507) 389-6769
michelle.alvarez@mnsu.edu
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Table of Contents
Page
Contact Information ......................................................................................................... 1
Introduction ....................................................................................................................... 3
Integration of MSW Field Courses
SOWK 615/SOWK 625
Integration & Course Description ......................................................................................
Course Objectives ...............................................................................................................
Course Assignments ............................................................................................................
Attendance and Participation .............................................................................................
Time Logs and Field Journals ............................................................................................
Three Case Assessments and Intervention Plans ................................................................
Learning Contract...............................................................................................................
Evaluation ...........................................................................................................................
Credit For Life Experience Or Previous Course Work Experience Policy ........................
Statement of Non-Discrimination Policy ............................................................................
Access for Students with Disabilities Policy .......................................................................
Student Responsibilities Policy and Academic Honesty Policy ..........................................
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5
6
6
7
8
9
10
11
11
11
11
Forms
Attachment A ...................................................................................................................... 12
SOWK 615/625 Learning & Evaluation Matrix ................................................................. 14
SOWK 665/SOWK 675
Integration & Course Description ......................................................................................
Course Objectives ...............................................................................................................
Course Assignments ............................................................................................................
Attendance and Participation .............................................................................................
Time Logs and Field Journals ............................................................................................
Learning Contract...............................................................................................................
Evaluation ...........................................................................................................................
Capstone Project Overview ................................................................................................
Credit For Life Experience Or Previous Course Work Experience Policy ........................
Statement of Non-Discrimination Policy ............................................................................
Access for Students with Disabilities Policy .......................................................................
Student Responsibilities Policy and Academic Honesty Policy ..........................................
Forms
Attachment A………….......................................................................................................
SOWK 665/675 Learning & Evaluation Matrix..................................................................
N.B. All websites used in this manual are hot links when accessed on-line.
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Introduction
It is strongly encouraged that students review Part 1 and Part 2 of the manual carefully in order
to appreciate where these courses lie within the social work curriculum, the requirements for
successful completion of field practicum, the Department of Social Work faculty’s expectations,
and the transition into professional social work, including licensure.
Completion of SOWK 615/SOWK 625, Foundation Practicum & Seminar I & II in the
foundation year and or SOWK 665/675, Advanced Practicum and Seminar I & II that occurs in
the concentration year, will lead to graduation with the Master of Social Work (MSW) degree.
This degree allows its holder access to specific opportunities, rights, privileges, and obligations
pertaining to the practice and leadership of social work locally, statewide, nationally, and
internationally. This manual contains information regarding expectations, assignments, and
evaluation requirements to which the student must comply for completion of SOWK 615/625
and SOWK 665/675 requirements. This document will reflect the curricular requirements
prescribed by the Council on Social Work Education (CSWE, 2002) as well as the mission,
goals, and objectives of the University, the College, and the Department (refer to Part 1 for those
details). Documents that the student, field instructor/task supervisor, off-site MSW field
instructor (as needed), and field liaison will use for planning and evaluation purposes are
integrated into this manual. Students please review the section that applies to where you are in
your academic program and consult with the field liaison with your questions. Field
Instructors/Task Supervisors please use this to guide the development of the learning contract
and the evaluation of the student who is placed in your agency. Please direct any questions to
the field liaison. If you have feedback to help us clarify this information, we encourage you to
share that with us.
Best wishes for a successful semester!
N.B. All websites used in this manual are hot links when accessed on-line.
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Integration & Course Description of SOWK 615/625
SOWK 615, Foundation Practicum & Seminar I
&
SOWK 625, Foundation Practicum & Seminar II
Place in the Curriculum
Students planning to enroll in SOWK 615/SOWK 625, Foundation Practicum & Seminar I/II
must have successfully completed the first semester of coursework.

Foundations of Generalist Practice I (SOWK 601)

Human Behavior in the Social Environment I (SOWK 603)

Social Welfare Policy and Services (SOWK 605)
Integration and Course Description of SOWK 615/625
SOWK 615/625 is designed to fully engage the student in the field of social work, practicing the
knowledge, skills, and values to which the student has been exposed in their social work courses
(i.e. courses taken in the first semester and concurrent courses). The primary purpose is to offer
the student the opportunity for support and direction in making the application of coursework to
generalist practice that includes practice at the micro, mezzo, and macro levels. Second, it
affords the student social worker a successful transition to the advanced generalist focus of the
concentration year of the MSW program.
Although previous work experience will support and enhance participation in the practicum
experience, under no circumstances will previous life or work experience substitute for
practicum hours.
SOWK 615, Foundation Practicum & Seminar I is taken in the spring semester of the first year
of the MSW program. It is taken concurrently with SOWK 611, Foundation of Generalist
Practice II, SOWK 609, Culturally Responsive Communication in Social Work.
SOWK 625, Foundation Practicum & Seminar II is taken in the summer semester of the first
year of the MSW program concurrently with SOWK 629, Applied Social Work Research.
SOWK 625 is the conclusion of the practicum begun in SOWK 615 and is therefore linked
throughout this document.
Required Textbooks
Dolgoff, R., Loewenberg, F.M. & Harrington, D. (2004). Ethical decisions for social
work practice (7th ed). Belmont, CA: Brooks/Cole.
(previously used in SOWK601/609)
MSW Field Education Manual, Minnesota State University, Mankato, Social Work Department
National Association of Social Workers (1999). NASW code of ethics, retrieved at
http://www.socialworkers.org/pubs/code/default.asp
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Minnesota Board of Social Work Practice,
http://www.revisor.leg.state.mn.us/revisor/pages/statute/statute_chapter_toc.php?chapter=148D
Course Description
SOWK 615/625 provides students with the opportunity to apply generalist social work
methodology in a practice-learning environment as they continue their knowledge building and
professional development while concurrently enrolled in courses. The practicum experience is
designed to give students agency-based opportunities to integrate and apply generalist social
work practice knowledge, skills, theories, and values while assisting individuals, families, and/or
groups with their concerns and/or to practice at a macro level. Practice occurs under the
supervision of a MSW prepared social worker that functions as a field instructor. One of the
primary purposes is to allow students contact with individuals, families, groups, organizations or
communities involved with the social service delivery system and are distinguished by race,
ethnicity, culture, class, gender, sexual orientation, religion, physical or mental disability, age,
and national origin. This will also sensitize students to the practice issues germane to these
client groups, to learn how to provide services adequately, and to develop collegial relationships
with a diverse group of practitioners.
Seminar is the integrative component of the course that promotes the open discussion of students'
experiences with their student-colleagues from the perspective of various practice settings. The
purpose of seminar is to help students reflect on their practice experiences within the field
agency, and to clarify and integrate theoretical and practice curriculum content with experiences
at micro, mezzo, and macro levels. Professional development, application of coursework, and
issues related to populations at risk and clients distinguished by race, ethnicity, culture, class,
gender or sexual orientation, religion, physical or mental disability, age and national origin, will
be addressed through case presentation and discussion (face to face and/or on-line). Students
will explore the ethical considerations of social justice, intervention and non-intervention in a
supportive and collaborative setting.
Course Objective
This course provides the opportunity to demonstrate, through active engagement with agency
personnel, clients, and faculty members, mastery of the knowledge, skills, and values referred to
as Competencies and Practice Behaviors as outlined by the Council on Social Work Education.
Those appear in Part 1 of this manual and are encompassed in the learning contract and
evaluation to follow.
Teaching Methods
Practicum and seminar are highly experiential learning experiences. Teaching is conducted in
the field site through the assignment of tasks and responsibilities in the agency by the field
instructor as agreed upon in the Learning Portfolio and with the field liaison. Teaching in
seminar is grounded in theory that focuses on the adult need for experiential learning, problem
solving, immediacy of application of new knowledge, and understanding and valuing what is
being taught. Based on those assumptions, information will be provided in multiple ways.
Students will facilitate group discussions based on individually prepared current topics related to
practicum setting. Additionally the seminar instructor will facilitate group discussion of cases
and practicum experiences, web-based or face to face, and will provide individual consultation
with students and field instructors as required. Seminar will be scheduled to meet face to face on
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at least 12 class days during the spring and summer semesters. Online assignments will be
utilized to enhance learning.
Course Assignments (enumerated below)
Practicum and seminar assignments are designed to meet the aforementioned course objectives
and may be developed by the student, the field liaison, the field instructor, and/or a task
supervisor in the agency. These may include reading, observation, seminars, training sessions,
specific client or agency related tasks or involvement, and/or other educational opportunities that
arise. Some assignments will help to satisfy the Minnesota educational requirements for
eventual practice as a licensed clinical social worker, if the student chooses to pursue that
license. Students are required to complete all assignments in an organized, professional, and
timely manner. As with any master’s level paper or experience, awareness of issues of cultural
diversity, populations at risk, ethics, and best practices should be an integral part of the student’s
thinking and should be reflected not only in the written work but also in conduct and
participation. Incomplete or poorly prepared assignments may be returned for remediation and or
may result in an unsuccessful completion of the practicum and, consequently, a delay in
continuation of the program. Some specific assignments may vary from student to student but
the following provides an overall perspective of assignments.
1. Attendance and Participation SOWK 615/SOWK 625
Students must be prepared to meet the following expectations in field and seminar when they
enroll in SOWK 615/SOWK 625:
# Weeks/Seminars
15 weeks (Spring)
10 weeks (Summer)
Times
X
X
# Hours
20 hours
16 hours
12 in-class seminars,
held bi-weekly,
supplemented with online discussion (Spring,
Summer)
X
2 hours
Equals
=
=
SubTotal
=
Total # Hours
300
160
460 Field Education
Hours
24
Location
Practicum setting
Practicum setting
Face-to-face
seminar with
Desire2Learn
(on-line)
discussion group
Total = 484 hours
Participation is critical for SOWK 615/625. It includes, in both seminar and at the agency,
taking initiative as appropriate, regular attendance, attentive nonverbal behavior, active
participation in discussions including asking and responding to questions and comments, offering
support, and preparing materials in advance. Students should expect to participate in a variety of
activities both in the agency, in the scheduled seminar meetings, and on-line, individually and as
members of a group.
Practicum is scheduled for approximately 20 hours per week for 15 weeks (300 hours) in the
spring semester and 16 hours per week for 10 weeks (160 hours) in the summer semester. A
plan for accruing hours will be discussed by the student and field instructor. The schedule may
include days, evening, and or weekend hours as long as appropriate supervision is available.
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Time will be documented with a bi-weekly annotated time log, submitted on-line through the
course website on Desire2Line.
Students will not begin or end the placement beyond the University begin and end dates of the
spring and summer semesters without prior approval of the field instructor and field liaison.
Students must notify the field instructor and the field liaison of any alterations of the schedule.
This contact can be by telephone or email.
Practicum is designed for continuity of experiences across both semesters. Students are expected
to begin the first day of classes and conclude the last class day of each semester as determined by
the University calendar unless approved by the field instructor and field liaison. Students will
not be expected to be at the placement site or to attend seminar during spring break, University
holidays, exam week, or between semesters except by special arrangement between the student,
the field liaison, and field instructor. Practicum sites may observe holidays not recognized by
the University. Students can use opportunities, as available, to accrue additional hours,
participate in different agency experiences, and to provide continuous services to clients.
Seminar will meet roughly every other week generally corresponding to the meeting of other
classes. Students are expected to be present for the face-to-face meetings and to participate online regularly. The meeting/on-line schedule will be distributed at the beginning of each
semester as part of the course syllabus and will total 24 seminar hours. Seminar participation
will be evaluated by the field liaison. Successful completion of the seminar will include the
following components:







Active, prompt engagement in the seminar activities and assignments based on direct and
indirect social work practice and supervision.
Presentation of cases and field experiences for consultation – direct and indirect practice.
Participation in case consultation with student-colleagues.
Accurate accounting of time spent in agency via annotated time logs.
Participation in weekly supervisory meetings with the field instructor/task supervisor.
Participation on off-site MSW supervision as required.
Self-evaluation in addition to evaluation by the field instructor/task supervisor and the
field liaison.
Agency standards for professional dress should be clarified and followed when at the practicum
site and when representing the agency within the community or at other agencies. Casual attire
is appropriate for seminar.
If off-site MSW field instruction is required, the field liaison will make the arrangements for that
to occur. Generally off-site MSW follows the same calendar as the field seminar and meets on
campus. Those hours count toward your field hour accrual.
2. Time Logs & Field Journals
A regular schedule for practicum participation will be negotiated with the field instructor should
be maintained to meet the 460 field hours required. Students will submit during the online
weeks:
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

the number of hours accrued in field practicum and seminar attendance weekly and a
running total. This is the only official documentation of hours required by the field
liaison. Your agency may have additional time-keeping requirements to which you will
need to adhere. Accuracy and integrity count.
500 word journals related to Competency and Practice Behavior mastery submitted on the
D2L website (discussion section) for online seminars. Refer to course schedule for
online dates and specific assignment information.
3. Three Case Assessment and Intervention Plans
This is a two part assignment. Each student will choose one micro, one mezzo, and one macro
case to post. Due dates for each part of this assignment appear on the class schedule.
It may be useful to think about this assignment as an ‘on-line case consultation’. First, the
student will post the answers to as many questions from the list below as they can. If you cannot
answer a question, indicate how you will be continuing to gather that information. Second, all
students must respond to two of the cases posted in the D2L discussion forum with feedback,
suggestions, or other contributions. Be sure to go back and read the comments others have
posted about your cases to continue the learning and conversation.
Each student will post, and respond to, the first and second case in SPRING and third case
during the SUMMER semester.
The first posting should include as much of the following as possible:
 List the presenting problem(s), issues, or situation.
 Describe agency, local, state and/or federal policies that could potentially impact this
case.
 Note ethical issues could be present in this case and how you would address them.
 Describe in what ways your responses and choices might be influenced by personal
factors including biases and prejudices and how you will address them.
 List interventions that you considered utilizing in this case.
 Outline the specific support you found from the literature/foundation course textbooks for
your interventions (by author or class, APA style unnecessary).
 Provide a description of interventions the client chooses to utilize.
 Define the role you played with each agency involved in the intervention plan.
 List any needs that may not be met with current resources that require further
investigation or action.
 Share whether or not the outcomes thus far were as you anticipated or intended. Why or
why not?
 List factors you think contributed to the outcomes.
 Describe how you will evaluate the effectiveness of the intervention.
Responses (200 words) should go beyond the “that’s interesting” or “I agree” comment. You
may ask questions, present collaborating information, compare to work you are doing in your
practicum, draw attention to course material that informs what you have read, or present other
ideas that support or might impact the workers ideas or strategies.
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4. Learning Contract for SOWK 615/625
The Learning Contract and Evaluation Matrix (LC&E) will be developed by the student, in
collaboration with the Field Instructor/Task Supervisor, to provide specific educational tasks,
activities, duties, and opportunities to demonstrate mastery of the Competencies and Practice
Behaviors, and consequently will document successful completion of the practicum experience.
Additional information will be provided by the field liaison. This document will be created
electronically and moved from person to person for review, approval, and evaluation.
The Learning Contract and Evaluation Matrix document follows this narrative. Each student
should review this form BEFORE they begin practicum. Students should use one copy of this to
gather information about tasks, duties, and or opportunities that exist to ensure their being able to
learn and be evaluated on the Competencies and Practice Behaviors. Tasks, activities, duties,
and opportunities may be within the agency itself or within the agency network. Other items
may be acceptable from the larger community (for example, Social Work Day at the Capitol or
relevant training).
Students are not required to have separate tasks, activities, duties, and opportunities for each
Competency or Practice Behavior. Instead they may follow the writing criteria as demonstrated
below and include one task in the LC&E for more than one Competency and Practice Behavior.
Each tasks, activities, duties, and opportunities should be enumerated separately on the
appropriate page of the Matrix using the following
 Identify a specific learning objective – I will provide case management to the assigned
clients using research informed interventions…
 Have a timeline for completion– throughout my practicum…
 Have an evaluation method - and have case notes to review with my Field
Instructor/Task Supervisor…
The following statement could appear on the following pages of the Matrix and provided the
foundation for evaluation of several Competencies and Practice Behaviors: Comp. 2.1.1, PB 4 &
6, Comp 2.1.2, PB 7 & 8, Comp 2.1.3 PB 11 & 12 & 13, Comp 2.1.4 PB 16, Comp 2.1.6, PB 22,
etc.
I will provide case management to the assigned clients using research informed intervention,
throughout my practicum, and have case notes to review with my Field Instructor/Task
Supervisor.
Once the student has delineated the tasks, activities, duties, and opportunities, and recorded them
electronically on all the appropriate pages of the LC&E Matrix, the Field Instructor/Task, they
will electronically sign and date the document and forward it to the Field Instructor/Task
Supervisor who will approve the LC&E by electronically signing off and dating the documents.
The LC&C will be returned to the student who will then forward if applicable to the Off-site
MSW Field instructor who will sign, date, and return to the student. That document will them be
forwarded by the student for final approval to the faculty field liaison. That fully approved
document will then provide the direction for the field practicum and will be used for all
evaluations throughout the practicum experience.
Attachment A, following this narrative, is considered part of the LC&E and should be completed
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and submitted along with the LC&E Matrix as cover pages.
5. Evaluation of SOWK 615/625
Students will be evaluated based on their LC&E when approximately 150 hours, 300 hours, and
460 hours have been completed. A same LC&E Matrix will be used for each of those
evaluations. This Matrix will provide opportunity for first self-evaluation by the student who
will then email the Matrix to the Field Instructor/Task Supervisor for their evaluation and
comments. The student and Field Instructor/Task Supervisor should meet to talk about their
respective scores and comments. [The Matrix will then be forwarded to the off-site MSW field
instructor, if required, for evaluation and comments and returned to the student.] The field liaison
will receive this electronically once all others have reviewed and added their scores and
comments. The field liaison will then add their scores and comments. Grades will be assigned
by the field liaison based on the completed form and returned electronically to the student.
At the 460 hour evaluation, the student will print a hard copy of the whole document, sign it,
have it hand signed by the Field Instructor/Task Supervisor [and the off-site MSW field
instructor if applicable], and submit it to the field liaison to be added to the students file.
Although a student may not have the requisite grade of ‘Pass’ at the SOWK 615 150 or 300 field
hour evaluations, students may continue into SOWK 625 Foundation Practicum & Seminar II
with an ‘In-progress’ grade with successful completion of their concurrent courses. During the
summer semester of SOWK 625, students will again be evaluated at 460 field hours with a final
grade assigned by the field liaison based on the completed form. Students will not continue in
the MSW program without resolving the ‘In-progress’ from SOWK 615 (if applicable) by
earning a ‘Pass’ grade in SOWK 625 and their concurrent courses. A grade of ‘No Credit’ at the
end of SOWK 625 will result in the student not continuing in the MSW program. The student
must initiate a meeting with the field liaison, the student’s advisor, and the MSW Program
Director to propose and discuss a possible remediation of the grade and continuation of the
program.
Students should carefully review their LC&Es at 150 and 300 hour evaluation periods to
make any necessary adjustments due to changes in the agency, new or alternative tasks or
assignments, or simply an overly ambitious LP. On the LC&E document, simply line out
(line out) items that are being removed and insert any additions with underlining. Any
adjustments must be approved by the field instructor and the field liaison. ALL elements
appearing in the LP at the final 460 hour evaluation must be evaluated.
The Department may also require a separate evaluation as part of its program evaluation.
Students, Attachment A and the Learning Contract and Evaluation Matrix, pages 12–29, may be
cut and pasted into a word document for your convenience. In order to retain the formatting, you
may be required to change the page orientation. Place in your cursor within the document, Click
on Page Layout, select Orientation, and select Landscape. If you need additional assistance
please contact the field liaison.
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CREDIT FOR LIFE EXPERIENCE OR PREVIOUS COURSE WORK EXPERIENCE
POLICY
Although previous work experience will support and enhance participation in the practicum
experience, under no circumstances will previous life or work experience substitute for
practicum hours. Refer to the Credit for Life Experience or Previous Work Experience Policy in
the MSW Program Graduate Student Handbook.
STATEMENT OF NON-DISCRIMINATION POLICY
The University and Department of Social Work is committed to providing equal education and
employment opportunities to all persons and does not discriminate on the basis of race, religion,
color, veteran’s status. National origin, sex, sexual orientation, age, marital status, physical and
mental disabilities, creed, status due to receipt of public assistance, or any other groups against
which discrimination is prohibited by Title VII of the Civil Rights Acts of 1964, Title IX of the
Education Amendments of 1972, Minnesota Statute Chapter 363, and other applicable state or
federal laws or State University System policy. Complaints of discrimination are filed with the
Office of Affirmative Action located at 112 Armstrong Hall.
ACCESS FOR STUDENTS WITH DISABILITIES POLICY
In accordance with University Policy, the Department of Social Work is committed to ensuring
equal educational opportunity and full participation for qualified persons with disabilities as is
legally required under the Rehabilitation Act of 1973 including section 504 and the Americans
with Disabilities Act. All students with a disability request accommodation through the Office of
Disability Services. Visit the Office of Disabilities Services at 132 Memorial Library or call 507389-2825 (V/TTY). Student disability accommodations will be made by faculty based upon the
advisement of the Office of Disability Services.
STUDENT RESPONSIBILITIES POLICY AND ACADEMIC HONESTY POLICY
Students are expected to comply with the Student Responsibility Policy and Academic Honesty
Policy stipulated in the MSW Program Graduate Student Handbook.
Students, Attachment A and the Learning Contract and Evaluation Matrix, pages 12–29, may be
cut and pasted into a word document for your convenience. In order to retain the formatting, you
may be required to change the page orientation. Place in your cursor within the document, Click
on Page Layout, select Orientation, and select Landscape. If you need additional assistance
please contact the field liaison.
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ATTACHMENT A
STUDENT TRAINING EXPERIENCE/INTERNSHIP AGREEMENT
Name of
College/University: ___________________________________________________________
Name of College/University Program (“the Program”): _____________________________
Type of Training Experience/Internship: _________________________________________
Dates of Training/Internship: ____________________________________________________
Student’s Name: _______________________________ Phone #: _______________________
Average number of hours to be worked by the Student each week: _____________________
Facility Name and Address:
____________________________________________________________
Location Where Training will Occur (if different from Facility’s Address above):
______________________________________________________________________________
Facility Representative’s Name: ______________________ Phone #: __________________
Activities/Job tasks and skills the Student will learn:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Tools and Equipment the Student will use:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENT RESPONSIBILITIES
In exchange for the opportunity to participate in the training experience/ internship at the
Facility, the Student agrees to:
1. Keep regular attendance and be on time, both at school and at the Facility’s training site.
The Student will promptly notify the Facility’s training site if unable to report. The
Student’s placement will automatically terminate if the Student terminates his/her
enrollment in the Program or is no longer enrolled as a student at the College/University.
2. Demonstrate honesty, punctuality, courtesy, a cooperative attitude, desirable health and
grooming habits, desirable/required dress and a willingness to learn; and
3. Furnish the coordinating College/University instructor with all necessary information and
complete all necessary reports requested by the instructor. Submitting falsified reports is
cause for immediate expulsion from the Program; and
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4. Conform to all rules, regulations, and policies including health, safety, and work
environment of the Facility, follow all instructions given by the Facility and always
conduct myself in a safe manner; and
5. Consult with the College/University instructor/lab assistant about any difficulties arising
at the Facility’s training site; and
6. Be present at the Facility’s training site on the dates and for the number of hours agreed
upon; and
7. Not terminate his/her participation in the training experience at the Facility without first
consulting with the College/University’s instructor/lab assistant.
The Student also understands and agrees that:
a.
placement and participation in this training experience is not employment with the
College/University or Facility;
b.
the Student is not covered by the College/University worker’s compensation
coverage; and
c.
the Student will not receive any money or compensation or benefits of any kind
from the College/University in exchange for his/her participation in the training
experience. Agency stipends, wages or any other forms of remuneration are not
prohibited for students with approval from the College/University.
The Student also understands that the Facility does not promise or guarantee any future
employment for the student.
The Student understands that he/she is responsible for providing his or her own health
insurance and for any and all medical expenses incurred by him/her related to any injury, loss
or illness sustained by him/her while participating in the training experience at the Facility.
Student’s Name (please print): _____________________________________________________
Student’s Signature: _____________________________________________________________
Date: _________________________________________________________________________
Field Instructor/Task Supervisor Signature: __________________________________________
Date: ________________________________________________________________________
Offsite MSW Field Instructor Signature: _____________________________________________
Date: _________________________________________________________________________
Field Liaison Signature: __________________________________________________________
Date: _________________________________________________________________________
MSU, Mankato, part of the Minnesota State Colleges and Universities system, is an Equal Opportunity employer and educator.
13
Foundation Year COMBINED Learning Contract and Evaluation
Students, please work in collaboration with your field instructor/task supervisor to develop Learning Opportunities that will allow you to be evaluated on the
Competencies and Practice Behaviors. LO may be revised only at 150 and 300 hour evaluations. For each Competency, you must have tasks, assignments, and or
experiences that demonstrate your mastery of all the Practice Behaviors. To demonstrate your mastery of all the Practice Behaviors indicated, you may need more
than one task, assignment, or experience. Please review the manual for additional information regarding how evaluation will occur. ONE form with all
approvals, ratings, and signatures must be submitted at the 460 hour FINAL evaluation.
Evaluation of the student mastery will utilize the following scale.
*Level of Mastery
Rating
Not demonstrated (NO CREDIT). Offers no evidence of engagement with practicum experience. Examples include: does not show up when scheduled; does not
engage in agency milieu, or activities, tasks, or other participatory events selected to achieve the course objective.
Engaged Learner. Demonstrates the following: shows up as scheduled; engaged in agency milieu and or in some activities, tasks, or other participatory events
selected but a specific opportunity not yet available.
0
1
2
Apprentice. Demonstrates the following: imitates behavior of Field Instructor and or colleagues; provides limited evidence of mastery in the activities, tasks, or other
participatory events selected to achieve the course objective.
Proficient (PASSING). Demonstrates the following: understands overarching professional competency; demonstrates commitment to developing practice behavior;
evidence emerging of mastery in activities, tasks, or other participatory events selected to achieve the course objective.
Distinguished. Exceeds expectation: proactively engages and excels in activities, tasks, or other participatory events selected to achieve the course objective; extends
this behavior to other activities throughout the practicum experience.
3
4
5
6
7
*model adapted from Indiana University, School of Social Work: ePortfolio
NB: Students may earn an In Progress OR Pass and move forward to SOWK 625. As long as the student earns a Pass for SOWK 625, the In Progress for SOWK 615 will be
changed to Pass at the conclusion of SOWK 625.
Pass = Evaluations at 150 hours and 300 hours: 8 out of 10 (80%) ratings at 4 or higher.
Evaluation at 460 hours: 80% (8 out of 10) rating at 5 or higher with no ratings at 1 or 0 permitted for successful completion of SOWK 615/625 Foundation Field
Practicum
In Progress permissible at 150 and 300 evaluations = 8 out of 10 (80%) ratings at 1 – 7. Presence of ratings of 0 requires a written plan from the student for
remediation. Remediation plan must be approved by the agency Field Instructor and or Task Supervisor and the Faculty Field Liaison. In Progress is not
permissible at 460 hour evaluation for SOWK 625.
No Credit = Evaluation at 150 hours and 300 hours – Did not achieve 80% of ratings at 1 – 7.
Evaluation at 460 hours: Did not achieve 80% of ratings at 5 or higher with no ratings at 1 or 0 for successful completion of SOWK 615/625 Foundation Field
14
Learning Contract
Once all items on the Learning Contract have been reviewed and approved OR revised and approved, sign and date below.
Student
Approved ____ Signature/Date______________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Approved____ Signature/Date______________________________________________________________
Field
Instructor/Task Revision Approved ___ Signature/Date____________________________________________________________
Supervisor
Revision Approved ___ Signature/Date____________________________________________________________
(FI/TS)
Off-site Task
Instructor as
needed (Offsite FI)
Approved____ Signature/Date______________________________________________________________
Faculty Field
Liaison
Approved____ Signature/Date______________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
15
Core Competency 1. Identify as a professional social worker and conduct oneself accordingly. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 1. Identify as a
professional social worker and conduct
oneself accordingly.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 1: Advocate for client access to
services of social work
PB 2: Practice personal reflection and selfcorrection to assure continual professional
development
PB 3: Attend to professional roles and
boundaries
PB 4: Demonstrate professional demeanor
in behavior, appearance, and
communication
PB 5: Engage in career-long learning
PB 6: Use supervision and consultation
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
16
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 2. Apply social work ethical principles to guide professional practice. Task, assignment, or experience that student will complete to demonstrate mastery
of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 2. Apply social work
ethical principles to guide professional
practice.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 7: Recognize and manage personal
values in a way that allows professional
values to guide practice
PB 8: Make ethical decisions by applying
standards of the National Association of
Social Workers Code of Ethics and, as
applicable, of the International Federation
of Social Workers/ International
Association of Schools of Social Work
Ethics in Social Work, Statement of
Principles
PB 9: Tolerate ambiguity in resolving
ethical conflicts
PB 10: Apply strategies of ethical
reasoning to arrive at principled decisions
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
17
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 3. Apply critical thinking to inform and communicate professional judgments. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 3. Apply critical thinking
to inform and communicate professional
judgments.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 11: Distinguish, appraise, and integrate
multiple sources of knowledge, including
research-based knowledge, and practice
wisdom
PB 12: Analyze models of assessment,
prevention, intervention, and evaluation
PB 13: Demonstrate effective oral and
written communication in working with
individuals, families, groups,
organizations, communities, and colleagues
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
18
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 4. Engage diversity and difference in practice. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and
Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 4. Engage diversity and
difference in practice.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 14: Recognize the extent to which a
culture’s structures and values may
oppress, marginalize, alienate, or create or
enhance privilege and power
PB 15: Gain sufficient self-awareness to
eliminate the influence of personal biases
and values in working with diverse groups
PB 16: Recognize and communicate their
understanding of the importance of
difference in shaping life experiences
PB 17: View themselves as learners and
engage those with whom they work as
informants
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
19
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 5. Advance human rights and social and economic justice. Task, assignment, or experience that student will complete to demonstrate mastery of Core
Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Core Competency 5. Advance human rights
and social and economic justice.
PB 18: Understand the forms and
mechanisms of oppression and
discrimination
PB 19: Advocate for human rights and
social and economic justice
PB 20: Engage in practices that advance
social and economic justice
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
20
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 6. Engage in research-informed practice and practice-informed research. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 6. Engage in researchinformed practice and practice-informed
research.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 21: Use practice experience to inform
scientific inquiry
PB 22: Use research evidence to inform
practice
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
21
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 7. Apply knowledge of human behavior and the social environment. Task, assignment, or experience that student will complete to demonstrate mastery of
Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Core Competency 7. Apply knowledge of
human behavior and the social environment.
PB 23: Utilize conceptual frameworks to
guide the process of assessment,
intervention, and evaluation
PB 24: Critique and apply knowledge to
understand person and environment
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
22
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Task, assignment, or experience
that student will complete to demonstrate mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Core Competency 8. Engage in policy
practice to advance social and economic
well-being and to deliver effective social
work services.
PB 25: Analyze, formulate and advocate
for policies that advance social well-being
PB 26: Collaborate with colleagues and
clients for effective policy action
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
23
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 9. Respond to contexts that shape practice. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and
Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 9. Respond to contexts
that shape practice.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 27: Continuously discover, appraise,
and attend to changing locales, populations,
scientific and technological developments,
and emerging societal trends to provide
relevant services
PB 28: Provide leadership in promoting
sustainable changes in service delivery and
practice to improve the quality of social
services
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
24
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(a). Engagement. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and Practice Behaviors
(complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 10(a). Engagement.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
PB 29: Substantively and effectively
prepare for action with individuals,
families, groups, organizations, and
communities
PB 30: Use empathy and other
interpersonal skills
PB 31: Develop a mutually agreed-on
focus of work and desired outcomes
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
25
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(b). Assessment. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and Practice Behaviors (complete
list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
Core Competency 10(b). Assessment.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
PB 32: Collect, organize, and interpret
client data
PB 33: Assess client strengths and
limitations
PB 34: Develop mutually agreed-on
intervention goals and objectives
PB 35: Select appropriate intervention
strategies
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
Core Competency 10(c). Intervention. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and Practice Behaviors
26
(complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(c). Intervention.
PB 36: Initiate actions to achieve
organizational goals
PB 37: Implement prevention interventions
that enhance client capabilities
PB 38: Help clients resolve problems
PB 39: Negotiate, mediate, and advocate
for clients
PB 40: Facilitate transitions and endings
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
Core Competency 10(d). Evaluation. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and Practice Behaviors (complete
list appears below):
27
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at each
interval based on the agreed upon tasks,
assignments, or experiences. The Core
Competency and EACH of the Practice
Behaviors must be rated using the above scale.
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison using
the scale notations above.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Core Competency 10(d). Evaluation.
PB 41: Social workers critically analyze,
monitor, and evaluate interventions
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
28
STUDENT
FI/TS
460 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
GRADE PAGE – FIELD LIAISON USE ONLY
*Level of Mastery
Rating
Not demonstrated (NO CREDIT). Offers no evidence of engagement with practicum experience. Examples include: does not show up when scheduled; does not
engage in agency milieu, or activities, tasks, or other participatory events selected to achieve the course objective.
Engaged Learner. Demonstrates the following: shows up as scheduled; engaged in agency milieu and or in some activities, tasks, or other participatory events
selected but a specific opportunity not yet available.
0
1
2
Apprentice. Demonstrates the following: imitates behavior of Field Instructor and or colleagues; provides limited evidence of mastery in the activities, tasks, or other
participatory events selected to achieve the course objective.
Proficient (PASSING). Demonstrates the following: understands overarching professional competency; demonstrates commitment to developing practice behavior;
evidence emerging of mastery in activities, tasks, or other participatory events selected to achieve the course objective.
Distinguished. Exceeds expectation: proactively engages and excels in activities, tasks, or other participatory events selected to achieve the course objective; extends
this behavior to other activities throughout the practicum experience.
3
4
5
6
7
*model adapted from Indiana University, School of Social Work: ePortfolio
NB: Students may earn an In Progress OR Pass and move forward to SOWK 625. As long as the student earns a Pass for SOWK 625, the In Progress for SOWK 615 will be
changed to Pass at the conclusion of SOWK 625.
150 Hour Evaluation
300 Hour Evaluation
460 Hour Evaluation - FINAL
Pass = 8 out of 10 (80%) ratings at 4 or
higher
In Progress = 8 out of 10 (80%) ratings at
1–7
No Credit = Did not achieve 80% of
ratings at 1 – 7
Pass = 8 out of 10 (80%) ratings at 4 or
higher
In Progress = 8 out of 10 (80%) ratings at
1–7
No Credit = Did not achieve 80% of
ratings at 1 – 7
Pass = 80% (8 out of 10) rating at 5 or
higher
No Credit = Did not achieve 80% of
ratings at 5 or higher
Grade based on evaluations:
Field Liaison:____________________________________________________________Date:___________________________________________
Student: ________________________________________________________________Date:____________________________________________
29
SOWK 665, Advanced Practicum & Seminar I
&
SOWK 675, Advanced Practicum & Seminar II
Place in the Curriculum
Students planning to enroll in SOWK 665/SOWK675, Advanced Practicum & Seminar I/II must
have successfully completed their first year of the MSW program OR been admitted to the
Advanced Standing class. Successfully completion of the first semester of the second year is
required for all students.
Foundation year courses:
 Foundations of Generalist Practice I (SOWK 601)

Human Behavior in the Social Environment I (SOWK 603)

Social Welfare Policy and Services (SOWK 605)

Professional Competence Seminar I (SOWK 607)

Foundation of Generalist Practice II (SOWK 611)

Human Behavior in the Social Environment II (SOWK 613)

Foundation Practicum & Seminar (SOWK 615)

Foundation Practicum & Seminar (SOWK 625)

Foundations of Applied Social Work Research (SOWK 629)
Concentration year courses:

Advanced Standing Preparation Seminar (SOWK 650) (advanced standing only)

Advanced Social Work Practice with Individuals (SOWK 651) OR Advanced Social
Work Practice with Groups (SOWK 663)

Advanced Social Work Evaluation (SOWK 669)
Integration and Course Description of SOWK 665/675
 SOWK 665 is taken in the spring semester of the second year of the MSW program. It is
taken concurrently with Advanced Social Work Practice with Individuals (SOWK 651)
OR Advanced Social Work Practice with Groups (SOWK 663) and Social Welfare Policy
and Practice (SOWK 665), and MSW Capstone Project (SOWK 679).
SOWK 675 is taken in the summer semester of the second year of the MSW program
concurrently with Advanced Social Work Practice Administration (SOWK 661), and MSW
Capstone Project (SOWK 679). SOWK 675 is the conclusion of the practicum begun in SOWK
665 and is therefore linked through out this document.
SOWK 665/675 is designed to offer students the opportunity for direct and indirect evidencebased practice with increasingly more complex and ambiguous practice situations, to emphasize
30
practice in the small and rural context as appropriate, and to recognize opportunities for
leadership in both direct and indirect practice. In practicum settings students should be drawing
on all courses previously completed and taking initiative to apply knowledge, skills, and ethical
principles in their contact with client populations, colleagues, and communities. This requires the
use of critical thinking, increasing responsibility for applying theories and methodology, and for
assuming leadership as appropriate to create change opportunities in both direct and indirect
practice. In addition, students will be designing and implementing their Capstone Project to
demonstrate evaluation and or development skills in direct/ indirect practice. Practice occurs
under the supervision of a MSW prepared social worker that functions as a field instructor. One
of the primary purposes of this practicum is to provide students contact with individuals,
families, groups, organizations or communities who are involved with the social service delivery
system and are distinguished by race, ethnicity, culture, class, gender, sexual orientation,
religion, physical or mental disability, age, and national origin. This will serve to sensitize
students to the practice issues germane to these client groups, to learn how to provide services
adequately, and to develop collegial relationships with a diverse group of practitioners.
Seminar is the integrative component of the course that promotes the open discussion of students'
experiences with their student-colleagues from the perspective of various practice settings. The
purpose of seminar is to help students reflect on their experiences within the field agency, and to
clarify and integrate theoretical and practice curriculum content with experiences at micro,
mezzo, and macro levels. Professional development, application of coursework, and issues
related to populations at risk and clients distinguished by race, ethnicity, culture, class, gender or
sexual orientation, religion, physical or mental disability, age and national origin, will be
addressed through case presentation and discussion (face to face and/or on-line). Students will
explore the ethical considerations of social justice, intervention and non-intervention in a
supportive and collaborative setting. Additionally students will discuss their Capstone Projects.
Course Objectives
This course provides the opportunity to demonstrate, through active engagement with agency
personnel, clients, and faculty members, mastery of the knowledge, skills, and values referred to
as Competencies as outlined by the Council on Social Work Education and the Advanced
Practice Behaviors as outlined by the Department of Social Work, MSW Program. Those appear
in Part 1 of this manual and are encompassed in the learning contract and evaluation to follow.
TEACHING METHODS
Practicum and seminar are highly experiential learning experiences. Teaching is conducted in
the field site through the assignment of tasks and responsibilities in the agency by the field
supervisor as agreed upon in the learning contract and with the field coordinator. Teaching in
seminar is grounded in theory that focuses on the adult need for experiential learning, problem
solving, immediacy of application of new knowledge, and understanding and valuing what is
being taught. Based on those assumptions, information will be provided in multiple ways.
Students will facilitate brief group discussions based on individually prepared current topics
related to practicum setting. Additionally the seminar instructor will facilitate group discussion
of cases and practicum experiences, web-based or face to face, and will provide individual
consultation with students and field instructors as required. Seminar will be scheduled to meet
face to face on at least 12 class days during the spring and summer semesters. Online
31
assignments will be utilized to enhance learning.
Course Assignments
Practicum and seminar assignments are designed to meet the aforementioned course objective
and may be developed by the student, the field liaison, the field instructor. These may include
reading, observation, seminars, training sessions, specific client or agency related tasks or
involvement, and/or other educational opportunities that arise. Some assignments will help to
satisfy the Minnesota educational requirements for eventual practice as a licensed clinical social
worker, if the student chooses to pursue that license. Students are required to complete all
assignments in an organized, professional, and timely manner. As with any master’s level paper
or experience, awareness of issues of cultural diversity, populations at risk, ethics, and best
practices should be an integral part of the students’ thinking and should be reflected not only in
the written work but also in conduct and participation. Incomplete or poorly prepared
assignments may be returned for remediation and or may result in an unsuccessful completion of
the practicum.
1. Attendance and Participation in SOWK 665/675
Students must be prepared to meet the following expectations in field and seminar when they
enroll in SOWK 665/675:
# Hours Times
# Weeks/Seminars
Equals
Total # Hours
Location
20 hours
X
15 weeks (Spring)
=
300
Practicum setting
20 hours
X
10 weeks (Summer)
=
200
Practicum setting
Sub500 Field
Total Education Hours
2 hours
X
12 in-class seminars,
=
Face-to-face
held bi-weekly,
seminar with
supplemented with
24
Desire2Learn (onon-line discussion
line) discussion
(Spring, Summer)
group
Total = 524 hours
Participation is critical for SOWK 665/675. It includes, in both seminar and at the agency,
taking initiative as appropriate, regular attendance, attentive nonverbal behavior, active
participation in discussions including asking and responding to questions and comments, offering
support, and preparing materials in advance. Students should expect to participate in a variety of
activities both in the agency, in the scheduled seminar meetings, and on-line, individually and as
members of a group.
Practicum is scheduled for 20 hours per week for 15 weeks (300 hours) in the spring semester
and 20 hours per week for 10 weeks (200 hours) in the summer semester. A plan for accruing
hours will be discussed by the student and field instructor. The plan may include days, evening,
and or weekend hours. Time will be documented with a bi-weekly annotated time log, submitted
on-line. Students will not begin or end the placement beyond the University begin and end dates
of the spring and summer semesters without prior approval of the field instructor and field
liaison. Students must notify the field instructor and the field liaison of any alternations of the
schedule. This contact can be by telephone or email.
32
Practicum is designed for continuity of experiences across both semesters. Students are expected
to begin the first day of classes and conclude the last class day of each semester as determined by
the University calendar unless approved by the field instructor and field liaison. Students will
not be expected to be at the placement site during spring break, University holidays, exam week,
or between semesters except by special arrangement between the student, the field liaison, and
field instructor. Practicum sites may observe holidays not recognized by the University.
Students can to use opportunities, as available, to accrue additional hours, participate in different
agency experiences, and to provide continuous services to clients.
Students will not begin or end the placement beyond the University begin and end dates of the
spring and summer semesters without prior approval of the field instructor and field liaison.
Students must notify the field instructor and the field liaison of any alterations of the schedule.
This contact can be by telephone or email.
Practicum is designed for continuity of experiences across both semesters. Students are expected
to begin the first day of classes and conclude the last class day of each semester as determined by
the University calendar unless approved by the field instructor and field liaison. Students will
not be expected to be at the placement site or to attend seminar during spring break, University
holidays, exam week, or between semesters except by special arrangement between the student,
the field liaison, and field instructor. Practicum sites may observe holidays not recognized by
the University. Students can use opportunities, as available, to accrue additional hours,
participate in different agency experiences, and to provide continuous services to clients.
Seminar will meet roughly every other week generally corresponding to the meeting of other
classes. Students are expected to be present for the face-to-face meetings and to participate online regularly. The meeting/on-line schedule will be distributed at the beginning of each
semester as part of the course syllabus and will total 24 seminar hours. Seminar participation
will be evaluated by the field liaison. Successful completion of the seminar will include the
following components:







Active, prompt engagement in the seminar activities and assignments based on direct and
indirect social work practice and supervision.
Presentation of cases and field experiences for consultation – direct and indirect practice.
Participation in case consultation with student-colleagues.
Accurate accounting of time spent in agency via annotated time logs.
Participation in weekly supervisory meetings with the field instructor/task supervisor.
Participation on off-site MSW supervision as required.
Self-evaluation in addition to evaluation by the field instructor/task supervisor and the
field liaison.
Agency standards for professional dress should be clarified and followed when at the practicum
site and when representing the agency within the community or at other agencies. Casual attire
is appropriate for seminar.
If off-site MSW field instruction is required, the field liaison will make the arrangements for that
33
to occur. Generally off-site MSW follows the same calendar as the field seminar and meets on
campus. Those hours count toward your field hour accrual.
2. Time Logs & Field Journals
A regular schedule for practicum participation will be negotiated with the field instructor should
be maintained to meet the 500 field hours required. Students will submit during the online
weeks:
 the number of hours accrued in field practicum and seminar attendance weekly and a
running total. This is the only official documentation of hours required by the field
liaison. Your agency may have additional time-keeping requirements to which you will
need to adhere. Accuracy and integrity count.
 200 word journal based on two prompts: What is going well? nd What are your
challenges? Refer to course schedule for online dates and specific assignment
information.
3. SOWK 665/675 Learning Contract
The Learning Contract and Evaluation Matrix (LC&E) will be developed by the student, in
collaboration with the Field Instructor/Task Supervisor, to provide specific educational tasks,
activities, duties, and opportunities to demonstrate mastery of the Competencies and Advanced
Practice Behaviors (C/APBs), and consequently will document successful completion of the
practicum experience. Additional information will be provided by the field liaison. This
document will be created electronically and moved from person to person for review, approval,
and evaluation.
The LC&E Matrix document follows this narrative. Each student should review this form
BEFORE they begin practicum. Students should use one copy of this to gather information
about tasks, duties, and or opportunities that exist to ensure their being able to learn and be
evaluated on the C/APBs. Tasks, activities, duties, and opportunities may be within the agency
itself or within the agency network. Other items may be acceptable from the larger community
(for example, Social Work Day at the Capitol or relevant training).
Students are not required to have separate tasks, activities, duties, and opportunities for each
C/APBs. Instead they may follow the writing criteria as demonstrated below and include one
task in the LC&E for more than one C/APBs.
Each tasks, activities, duties, and opportunities should be enumerated separately on the
appropriate page of the Matrix using the following criteria:
 Identify a specific learning objective – I will provide case management to the assigned
clients using research informed interventions…
 Have a timeline for completion– throughout my practicum…
 Have an evaluation method - and have case notes to review with my Field
Instructor/Task Supervisor…
The following statement could appear on the following pages of the Matrix and provided the
foundation for evaluation of several C/APBs: Comp. 2.1.1, APB 3 Comp 2.1.2, APB 6 &7,
Comp 2.1.3 APB 8 & 93, Comp 2.1.4 APB 10, & 12, Comp 2.1.6, APB 16, etc.
34
I will provide case management to the assigned clients using research informed intervention,
throughout my practicum, and have case notes to review with my Field Instructor/Task
Supervisor.
Once the student has delineated the tasks, activities, duties, and opportunities, and recorded them
electronically on all the appropriate pages of the LC&E Matrix, the Field Instructor/Task, they
will electronically sign and date the document and forward it to the Field Instructor/Task
Supervisor who will approve the LC&E by electronically signing off and dating the documents.
The LC&C will be returned to the student who will then forward if applicable to the Off-site
MSW Field instructor who will sign, date, and return to the student. That document will then be
forwarded by the student for final approval to the faculty field liaison. That fully approved
document will then provide the direction for the field practicum and will be used for all
evaluations throughout the practicum experience.
Attachment A, following this narrative, is considered part of the LC&E and should be completed
and submitted along with the LC&E Matrix as cover pages.
5. Evaluation of SOWK 665/675
Students will be evaluated based on their LC&E when approximately 170 hours, 340 hours, and
500 hours have been completed. A same LC&E Matrix will be used for each of those
evaluations. This Matrix will provide opportunity for first self-evaluation by the student who
will then email the Matrix to the Field Instructor/Task Supervisor for their evaluation and
comments. The student and Field Instructor/Task Supervisor should meet to talk about their
respective scores and comments. [The Matrix will then be forwarded to the off-site MSW field
instructor, if required, for evaluation and comments and returned to the student.] The field liaison
will receive this electronically once all others have reviewed and added their scores and
comments. The field liaison will then add their scores and comments. Grades will be assigned
by the field liaison based on the completed form and returned electronically to the student.
At the 500 hour evaluation, the student will print a hard copy of the whole document, sign it,
have it hand signed by the Field Instructor/Task Supervisor [and the off-site MSW field
instructor if applicable], and submit it to the field liaison to be added to the students file.
Although a student may not have the requisite grade of ‘Pass’ at the SOWK 665 170 or 340 field
hour evaluations, students may continue into SOWK 675 Foundation Practicum & Seminar II
with an ‘In-progress’ grade with successful completion of their concurrent courses. During the
summer semester of SOWK 675, students will again be evaluated at 500 field hours with a final
grade assigned by the field liaison based on the completed form. Students will not continue in
the MSW program without resolving the ‘In-progress’ from SOWK 615 (if applicable) by
earning a ‘Pass’ grade in SOWK 675 and their concurrent courses. A grade of ‘No Credit’ at the
end of SOWK 675 will result in the student not continuing in the MSW program. The student
must initiate a meeting with the field liaison, the student’s advisor, and the MSW Program
Director to determine steps to complete the MSW program.
35
Students should carefully review their LC&Es at 170 and 340 hour evaluation periods to
make any necessary adjustments due to changes in the agency, new or alternative tasks or
assignments, or simply an overly ambitious LP. On the LC&E document, simply line out
(line out) items that are being removed and insert any additions with underlining. Any
adjustments must be approved by the field instructor and the field liaison. ALL elements
appearing in the LP at the final 500 hour evaluation must be evaluated.
The Department may also require a separate evaluation as part of its program evaluation.
Students, Attachment A and the Learning Contract and Evaluation Matrix, pages 38-55, may be
cut and pasted into a word document for your convenience. In order to retain the formatting, you
may be required to change the page orientation. Place in your cursor within the document, Click
on Page Layout, select Orientation, and select Landscape. If you need additional assistance
please contact the field liaison.
Capstone Project Overview
Concentration year Capstone Project provides MSW students with the opportunity to create and
implement a project at their practicum agency in order to demonstrate mastery of the knowledge,
skills, ethics, and values necessary for evidence-based advanced generalist social work practice.
The Capstone Project also gives students the opportunity to contribute to the knowledge-base of
the profession and to develop and enhance professional presentation skills through the creation
and delivery of a poster presentation describing the project.
Students register for SOWK 679, MSW Capstone Project for 1-credit in both spring and summer
semesters with their academic advisor. Students will receive further instruction on completing
the Capstone Project from their academic advisor. The academic advisors take the lead role for
to ensure that the project is feasible and meets the Capstone Project Requirements.
Students are expected to present their Capstone Project at their practicum agency and at a
campus forum to showcase MSW Capstone Projects posters. The Capstone Project Research
Forum provides the opportunity for students to contribute to the knowledge base of the
profession and for the MSW Program to publically acknowledge field agencies for their
contribution to students’ professional growth and development.
The process for developing and implementing the project and the outcome will be evaluated as
part of SOWK 679 by the academic advisor to ensure that the requirements for the project have
been met. The tasks, activities, duties, and opportunities related to the project are written into
the Learning Contract for field practicum completion. In that respect, failure to satisfactorily
complete the tasks, activities, duties, and opportunities can affect the final evaluation in SOWK
665/675: Advanced Practicum and Seminar I & II.
More information regarding the Capstone policies, procedures, and requirements is available on
the Department of Social Work website, Graduate Program section.
36
CREDIT FOR LIFE EXPERIENCE OR PREVIOUS COURSE WORK EXPERIENCE
POLICY
Although previous work experience will support and enhance participation in the practicum
experience, under no circumstances will previous life or work experience substitute for
practicum hours. Refer to the Credit for Life Experience or Previous Work Experience Policy in
the MSW Program Graduate Student Handbook.
STATEMENT OF NON-DISCRIMINATION POLICY
The University and Department of Social Work is committed to providing equal education and
employment opportunities to all persons and does not discriminate on the basis of race, religion,
color, veteran’s status. National origin, sex, sexual orientation, age, marital status, physical and
mental disabilities, creed, status due to receipt of public assistance, or any other groups against
which discrimination is prohibited by Title VII of the Civil Rights Acts of 1964, Title IX of the
Education Amendments of 1972, Minnesota Statute Chapter 363, and other applicable state or
federal laws or State University System policy. Complaints of discrimination are filed with the
Office of Affirmative Action located at 112 Armstrong Hall.
ACCESS FOR STUDENTS WITH DISABILITIES POLICY
In accordance with University Policy, the Department of Social Work is committed to ensuring
equal educational opportunity and full participation for qualified persons with disabilities as is
legally required under the Rehabilitation Act of 1973 including section 504 and the Americans
with Disabilities Act. All students with a disability request accommodation through the Office of
Disability Services. Visit the Office of Disabilities Services at 132 Memorial Library or call 507389-2825 (V/TTY). Student disability accommodations will be made by faculty based upon the
advisement of the Office of Disability Services.
STUDENT RESPONSIBILITIES POLICY AND ACADEMIC HONESTY POLICY
Students are expected to comply with the Student Responsibility Policy and Academic Honesty
Policy stipulated in the MSW Program Graduate Student Handbook.
Students, Attachment A and the Learning Contract and Evaluation Matrix, pages 38-55, may be
cut and pasted into a word document for your convenience. In order to retain the formatting, you
may be required to change the page orientation. Place in your cursor within the document, Click
on Page Layout, select Orientation, and select Landscape. If you need additional assistance
please contact the field liaison.
37
ATTACHMENT A
STUDENT TRAINING EXPERIENCE/INTERNSHIP AGREEMENT
Name of
College/University: ___________________________________________________________
Name of College/University Program (“the Program”): _____________________________
Type of Training Experience/Internship: _________________________________________
Dates of Training/Internship: ____________________________________________________
Student’s Name: _______________________________ Phone #: _______________________
Average number of hours to be worked by the Student each week: _____________________
Facility Name and Address:
____________________________________________________________
Location Where Training will Occur (if different from Facility’s Address above):
______________________________________________________________________________
Facility Representative’s Name: ______________________ Phone #: __________________
Activities/Job tasks and skills the Student will learn:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Tools and Equipment the Student will use:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENT RESPONSIBILITIES
In exchange for the opportunity to participate in the training experience/ internship at the
Facility, the Student agrees to:
8. Keep regular attendance and be on time, both at school and at the Facility’s training site.
The Student will promptly notify the Facility’s training site if unable to report. The
Student’s placement will automatically terminate if the Student terminates his/her
enrollment in the Program or is no longer enrolled as a student at the College/University.
9. Demonstrate honesty, punctuality, courtesy, a cooperative attitude, desirable health and
grooming habits, desirable/required dress and a willingness to learn; and
10. Furnish the coordinating College/University instructor with all necessary information and
complete all necessary reports requested by the instructor. Submitting falsified reports is
cause for immediate expulsion from the Program; and
38
11. Conform to all rules, regulations, and policies including health, safety, and work
environment of the Facility, follow all instructions given by the Facility and always
conduct myself in a safe manner; and
12. Consult with the College/University instructor/lab assistant about any difficulties arising
at the Facility’s training site; and
13. Be present at the Facility’s training site on the dates and for the number of hours agreed
upon; and
14. Not terminate his/her participation in the training experience at the Facility without first
consulting with the College/University’s instructor/lab assistant.
The Student also understands and agrees that:
a.
placement and participation in this training experience is not employment with the
College/University or Facility;
b.
the Student is not covered by the College/University worker’s compensation
coverage; and
c.
the Student will not receive any money or compensation or benefits of any kind
from the College/University in exchange for his/her participation in the training
experience. Agency stipends, wages or any other forms of remuneration are not
prohibited for students with approval from the College/University.
The Student also understands that the Facility does not promise or guarantee any future
employment for the student.
The Student understands that he/she is responsible for providing his or her own health
insurance and for any and all medical expenses incurred by him/her related to any injury, loss
or illness sustained by him/her while participating in the training experience at the Facility.
Student’s Name (please print): _____________________________________________________
Student’s Signature: _____________________________________________________________
Date: _________________________________________________________________________
Field Instructor/Task Supervisor Signature: __________________________________________
Date: ________________________________________________________________________
Offsite MSW Field Instructor Signature: _____________________________________________
Date: _________________________________________________________________________
Field Liaison Signature: __________________________________________________________
Date: _________________________________________________________________________
MSU, Mankato, part of the Minnesota State Colleges and Universities system, is an Equal Opportunity employer and educator.
39
Concentration Year COMBINED Learning Contract and Evaluation
Students, please work in collaboration with your field instructor/task supervisor to develop Learning Opportunities that will allow you to be evaluated on the
Competencies and Practice Behaviors. LO may be revised only at 170 and 340 hour evaluations. For each Competency, you must have tasks, assignments, and or
experiences that demonstrate your mastery of all the Practice Behaviors. To demonstrate your mastery of all the Practice Behaviors indicated, you may need more
than one task, assignment, or experience. Please review the manual for additional information regarding how evaluation will occur. ONE form with all
approvals, ratings, and signatures must be submitted at the 500 hour FINAL evaluation.
Evaluation of the student mastery will utilize the following scale.
Rating *Level of Mastery
0
1
2
3
4
5
Not demonstrated (NO CREDIT). Offers no evidence of engagement with practicum experience. Examples include: does not show up
when scheduled; does not engage in agency milieu, or activities, tasks, or other participatory events selected to achieve the course objective.
Engaged Learner. Demonstrates the following: shows up as scheduled; engaged in agency milieu and or in some activities, tasks, or
other participatory events selected but a specific opportunity not yet available.
Apprentice. Demonstrates the following: imitates behavior of Field Instructor and or colleagues; provides limited evidence of mastery in
the activities, tasks, or other participatory events selected to achieve the course objective.
Proficient (PASSING). Demonstrates the following: understands overarching professional competency; demonstrates commitment to
developing practice behavior; evidence emerging of mastery in activities, tasks, or other participatory events selected to achieve the course
objective.
6
7
Distinguished. Exceeds expectation: proactively engages and excels in activities, tasks, or other participatory events selected to achieve the
course objective; extends this behavior to other activities throughout the practicum experience.
*model adapted from Indiana University, School of Social Work: ePortfolio
NB: Students may earn an In Progress OR Pass and move forward to SOWK 675. As long as the student earns a Pass for SOWK 675, the In Progress for SOWK
665 will be changed to Pass at the conclusion of SOWK 675.
Pass = Evaluations at 150 hours and 300 hours: 8 out of 10 (80%) ratings at 4 or higher.
Evaluation at 460 hours: 80% (8 out of 10) rating at 5 or higher with no ratings at 1 or 0 permitted for successful completion of SOWK 615/625 Foundation Field
Practicum
In Progress permissible at 150 and 300 evaluations = 8 out of 10 (80%) ratings at 1 – 7. Presence of ratings of 0 requires a written plan from the student for
remediation. Remediation plan must be approved by the agency Field Instructor and or Task Supervisor and the Faculty Field Liaison. In Progress is not
permissible at 460 hour evaluation for SOWK 625.
No Credit = Evaluation at 150 hours and 300 hours – Did not achieve 80% of ratings at 1 – 7.
Evaluation at 460 hours: Did not achieve 80% of ratings at 5 or higher with no ratings at 1 or 0 for successful completion of SOWK 615/625 Foundation Field
40
Learning Contract
Once all items on the Learning Contract have been reviewed and approved OR revised and approved, sign and date below.
Student
Approved ____ Signature/Date______________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Approved____ Signature/Date______________________________________________________________
Field
Instructor/Task Revision Approved ___ Signature/Date____________________________________________________________
Supervisor
Revision Approved ___ Signature/Date____________________________________________________________
(FI/TS)
Off-site Task
Instructor as
needed (Offsite FI)
Approved____ Signature/Date______________________________________________________________
Faculty Field
Liaison
Approved____ Signature/Date______________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
Revision Approved ___ Signature/Date____________________________________________________________
41
Core Competency 1. Identify as a professional social worker and conduct oneself accordingly. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
100 Hour Evaluation
STUDENT
FI/TS
Sign and date for each evaluation interval.
300 Hour Evaluation
Off-site
FI as
needed
STUDENT
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 1. Identify as a
professional social worker and conduct
oneself accordingly.
APB 1: Demonstrate independence and
accountability as an Advanced Generalist
social worker.
APB 2: Advocate for just social structures
and equitable client services.
APB 3: Differentiate and manage
boundaries and multiple roles at multiple
system levels.
APB 4: Model and promote life-long
learning, scholarship, community
involvement, and commitment to the social
work profession.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
42
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site
FI as
needed
Core Competency 2. Apply social work ethical principles to guide professional practice. Task, assignment, or experience that student will complete to demonstrate mastery
of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 2. Apply social work
ethical principles to guide professional
practice.
APB 5: Identify and analyze ethical issues
related to the selection and implementation
of interventions particularly in rural and
small community settings.
APB 6: Practice ethical decision making
to resolve complex ethical dilemmas using
consultation and supervision as needed.
APB 7: Assume leadership for critically
examining ethical issues within
multidisciplinary settings.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
43
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 3. Apply critical thinking to inform and communicate professional judgments. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 3. Apply critical
thinking to inform and communicate
professional judgments.
APB 8: Communicate professional
judgments to client systems, public
audiences, professional colleagues, and
policy makers through multiple forms of
media
APB 9: Analyze and integrate disparate
information, theories, and empirical
research knowledge in selecting and using
intervention strategies.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
44
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 4. Engage diversity and difference in practice. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and
Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 4. Engage diversity
and difference in practice.
APB 10: Demonstrate culturally
responsive social work practice appropriate
to the practice context.
APB 11: Critically examine historical and
contemporary policy and practice issues
impacting diverse groups.
APB 12: Engage in on-going selfreflective practice to address strengths and
challenges related to working with diverse
groups.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
45
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 5. Advance human rights and social and economic justice. Task, assignment, or experience that student will complete to demonstrate mastery of Core
Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 5. Advance human
rights and social and economic justice.
APB 13: Advocate for just social and
economic policies for rural and small
community settings.
APB 14: Synthesize knowledge of the
effects of oppression, discrimination, and
historical trauma on client systems to
guide planning and intervention.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
46
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 6. Engage in research-informed practice and practice-informed research. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 6. Engage in
research-informed practice and
practice-informed research.
APB 15: Apply and integrate research and
evaluation at all levels of practice.
APB 16: Use the evidence-based practice
framework with client systems.
APB 17: Collect and analyze quantitative
and qualitative forms of data.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
47
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 7. Apply knowledge of human behavior and the social environment. Task, assignment, or experience that student will complete to demonstrate mastery of
Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 7. Apply knowledge
of human behavior and the social
environment.
APB 18: Critically evaluate and
differentially apply theoretical
perspectives for interventions that support
optimal client outcomes.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
48
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 8. Engage in policy practice to advance social and economic well-being and deliver effective social work services. Task, assignment, or experience that
student will complete to demonstrate mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 8. Engage in policy
practice to advance social and economic
well-being and deliver effective social
work services.
APB 19: Develop, implement and
evaluate advocacy strategies for
influencing social and economic policy.
APB 20: Demonstrate leadership in
critiquing policy and advocating for policy
change.
APB 21: Effectively communicate
socially and economically just policy
positions.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
49
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 9. Respond to contexts that shape practice. Task, assignment, or experience that student will complete to demonstrate mastery of Core Competency and
Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 9. Respond to
contexts that shape practice.
APB 22: Engage in multidisciplinary
collaborative practice.
APB 23: Critically analyze, respond to,
and shape the rural and small community
practice context.
APB 24: Demonstrate ability to write
grants and develop resources.
APB 25: Evaluate the effectiveness of
leadership to enhance practice within the
social work practice context.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
50
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(a). Engage with individuals, families, groups, organizations and communities. Task, assignment, or experience that student will complete to
demonstrate mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 10(a). Engage with
individuals, families, groups,
organizations and communities.
APB 26: Critically apply interaction skills
in engaging client systems throughout the
planned-change process.
APB 27: Develop trusting helping
relationships that are culturally
responsive, change-focused, client
informed, collaborative, strengths based,
and outcome oriented.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
51
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(b). Assess individuals, families, groups, organizations and communities. Task, assignment, or experience that student will complete to demonstrate
mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 10(b). Assess
individuals, families, groups,
organizations and communities.
APB 28: Formulate comprehensive
assessments of the client system
appropriate to the practice context.
APB 29: Demonstrate the use of
assessment instruments and analytic
frameworks to decipher complex
phenomena.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
52
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(c). Intervene with individuals, families, groups, organizations and communities. Task, assignment, or experience that student will complete to
demonstrate mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using the
above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 10(c). Intervene with
individuals, families, groups,
organizations and communities.
APB 30: Demonstrate the differential
application of evidence-based,
theoretically grounded, and culturally
responsive methods of intervention.
APB 31: Differentially select and
implement advanced practice skills
appropriate to the practice context.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
53
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
Core Competency 10(d). Evaluate interventions with individuals, families, groups, organizations and communities. Task, assignment, or experience that student will
complete to demonstrate mastery of Core Competency and Practice Behaviors (complete list appears below):
1.
2.
3.
EVALUATION FORM
Student, FI/TS, Off-site FI will evaluate at
each interval based on the agreed upon
tasks, assignments, or experiences. The
Core Competency and EACH of the
Practice Behaviors must be rated using
the above scale.
150 Hour Evaluation
STUDENT
FI/TS
300 Hour Evaluation
Off-site FI
as needed
Sign and date for each evaluation interval.
Grades are assigned by the Field Liaison
using the scale notations above.
Core Competency 10(d). Evaluate
interventions with individuals, families,
groups, organizations and communities.
APB 32: Use process and outcome
evaluations to inform and improve
practice.
APB 33: Evaluate interventions with
client systems using approaches that are
evidence-based, theoretically grounded,
and culturally responsive.
ADMINISTRATIVE USE ONLY - Grade
Please sign and date any comments below (use additional pages as needed):
Strengths:
Areas for Improvement:
54
STUDENT
FI/TS
500 Hour FINAL Evaluation
Off-site FI
as needed
STUDENT
FI/TS
Off-site FI
as needed
GRADE PAGE – FIELD LIAISON USE ONLY
*Level of Mastery
Rating
Not demonstrated (NO CREDIT). Offers no evidence of engagement with practicum experience. Examples include: does not show up when scheduled; does not
engage in agency milieu, or activities, tasks, or other participatory events selected to achieve the course objective.
Engaged Learner. Demonstrates the following: shows up as scheduled; engaged in agency milieu and or in some activities, tasks, or other participatory events
selected but a specific opportunity not yet available.
0
1
2
Apprentice. Demonstrates the following: imitates behavior of Field Instructor and or colleagues; provides limited evidence of mastery in the activities, tasks, or other
participatory events selected to achieve the course objective.
Proficient (PASSING). Demonstrates the following: understands overarching professional competency; demonstrates commitment to developing practice behavior;
evidence emerging of mastery in activities, tasks, or other participatory events selected to achieve the course objective.
Distinguished. Exceeds expectation: proactively engages and excels in activities, tasks, or other participatory events selected to achieve the course objective; extends
this behavior to other activities throughout the practicum experience.
3
4
5
6
7
*model adapted from Indiana University, School of Social Work: ePortfolio
NB: Students may earn an In Progress OR Pass and move forward to SOWK 675. As long as the student earns a Pass for SOWK 675, the In Progress for SOWK 665 will be
changed to Pass at the conclusion of SOWK 665.
150 Hour Evaluation
300 Hour Evaluation
460 Hour Evaluation - FINAL
Pass = 8 out of 10 (80%) ratings at 4 or
higher
In Progress = 8 out of 10 (80%) ratings at
1–7
No Credit = Did not achieve 80% of
ratings at 1 – 7
Pass = 8 out of 10 (80%) ratings at 4 or
higher
In Progress = 8 out of 10 (80%) ratings at
1–7
No Credit = Did not achieve 80% of
ratings at 1 – 7
Pass = 80% (8 out of 10) rating at 5 or
higher
No Credit = Did not achieve 80% of
ratings at 5 or higher
Grade based on evaluations:
Field Liaison:____________________________________________________________Date:___________________________________________
Student: ________________________________________________________________Date:____________________________________________
55