ADVANCED COMPETENCIES: FIELD INSTRUCTOR
TRAINING
October 7, 2011
Resource: CSWE EPAS
Instructors: UW SSW Field Faculty:
Carrigan, DeFries, Hires, et al.
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 WELCOME
 INTRODUCTIONS
 OBJECTIVES
 CSWE
COMPETENCIES, PRACTICE
BEHAVIORS, METHODS OF ASSESSMENT
 EXERCISE: Developing Measurable Activities to
Support Practice Behaviors in the Learning Contract
 DEMO: STAR Learning Contract
DEMO: STAR Quarterly Evaluation
EXERCISE: Evaluating Practice Behaviors in
Quarterly Evaluations Using ABCD Method
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 Strengthen
partnership with field instructors
around field education objectives
 Provide
information and dialogue on new
Advanced Competencies to support the
Integration of Theory and Practice
3

Support Advanced Field Instructors in developing
an Advanced Learning Contract with Students to
meet Competency Standards for Advanced Practice.
 Provide
information and training on STAR (System to
Administer Records) for use with contracts, evals
 Offer
information and practice in completing the
Quarterly Evaluation using Competency Criteria and
Methods of Measurement to support evaluation of
practice behaviors and competencies.
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 CSWE:
Council on Social Work Education
 EPAS:
Educational Policy and
Accreditation Standards of CSWE
 CSWE
CORE COMPETENCIES
 developed
in 2008
 2009 UWSSW curriculum review and revision
 2010 UW SSW launched Foundation Competencies
 2011 UWSSW launched Advanced Competencies
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Professional identity
SW Ethical principles for practice
Critical thinking
Diversity
Human rights and social & economic justice
Research
Human Behavior & the Social Environment
Policy Practice
Practice context
Engage, Assess, Intervene & Evaluate
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SIGNATURE PEDAGOGY: FIELD EDUCATION
 Signature
pedagogy = the central form of
instruction and learning in which a profession
socializes its students to perform the role of
practitioner.
 The
intent of field education is to connect the
theoretical and conceptual contribution of the
classroom with the practical world of the practice
setting.
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Competency Based Education:
Focuses on outcomes of learning.
Addresses standards of student performance of
professional functions rather than learning goals
or objectives
- Requires defining educational goals in terms of
precise, measurable descriptions of knowledge,
skills, and behaviors students should possess at
end of the quarter/year.
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 Competencies
are measurable practice
behaviors that are comprised of knowledge,
values, and skills.
 The
goal of the outcome approach is to
demonstrate the integration and application
of the competencies in practice
 with
individuals, families, groups, organizations
and communities at the generalist level.
 Within an area of concentration in the Advanced
Year
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1. Specific, measurable competency
activities (Learning Contract)
2. Content of supervision based on student
progress towards required outcome
behaviors, as well as student goals,
agency priorities.
3. Student continues in program until
demonstrating competency.
4. Uses a variety of instructional techniques
and group activities.
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5. Focus is on behaviors the student needs to
learn/demonstrate in a social work practice
context.
6. Provides students with immediate feedback
on assessment and performance.
7. Paces instruction to the students needs.
8. Students demonstrate competency based on
measurable learning activities.
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8. Assessment/Measurement Methods may
Include:
Observed practice
Review of oral/written reports
Review of video/audio tapes
Submission
of reflective journal entries
Presentations to field instructor, staff
Feedback re case/project consultations
Documentation of assessments,
interventions
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

Review of Competencies (CSWE/EPAS)
Review of Practice Behaviors (CSWE/SSW)

Designing Agency-Based Learning Experiences
(Student/Field Instructor)

Incorporating Assessment/Measurement Methods into
Contract and Evaluation (Field Instructor/Student)

Supervision regarding Progress towards Competencies

Evaluation (Field Instructor/Student/Field Faculty)
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Learning experiences that Support
the attainment of practice
behaviors 3
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PRACTICE
BEHAVIORS
COMPETENCY
Student are to
attain by the
end of course
PRACTICE
BEHAVIORS
Knowledge, values and
skills that comprise the
competencies
ACTIVITIES
ACTIVITIES
ACTIVITIES
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Assessment/Measurement
methods to determine if students
14 practice behaviors
have acquired
 Discuss
reactions to competency based
education
 Discuss experience in 2010-11 with rollout of
Foundation Competencies
 Discuss pros and cons of new methodology in
social work field education
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 FOUNDATION
YEAR: Demonstrate the
INTEGRATION and APPLICATION of the
COMPETENCIES in generalist practice with
INDIVIDUALS, FAMILIES, GROUPS,
ORGANIZATIONS, AND COMMUNITIES.

ADVANCED YEAR: Prepares graduates for
ADVANCED PRACTICE through MASTERY of
CORE COMPETENCIES augmented by
KNOWLEDGE AND PRACTICE BEHAVIORS
specific to a CONCENTRATION.
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 Advanced



Practicum Learning Contract
Due within 4 weeks of practicum start
Completed by student and Field Instructor
Submitted by Practicum Instructor on STAR
 Advanced
Practicum Quarterly Evaluation by
Concentration



Due before end of quarter, each quarter
Completed by student and Field Instructor
Submitted by Practicum Instructor on STAR



Hours verified by Field Instructor (720 total/year)
Recommendation for Credit
Revised for completeness if requested by Field Faculty
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 System


New UW database with multiuse functionality
Requires access through UW or Protect Net ID
 Online



To Administer Records
document accessibility and storage
Practicum Placement Description Forms
Learning Contract
Quarterly Evaluations
 Demonstration
of STAR
 Review of Online Learning Contract
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 Agency-based,
specific, professional tasks
and activities must:







support competency growth
outline details of expectations
facilitate visible and measurable skillsets
meet agency needs, student interests, school
requirements
provide a platform for conscious integration of
social work theory and practice
be monitored, feedback given re effectiveness
not be limited by field instructor’s role; PI
facilitates broad/deep social work education
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ABCD Method of Developing Learning
Activities
A: Audience: Student, UWSSW, Agency Staff
B: Behavior: Expected visible performance
C: Condition: Use of particular models, protocols,
location, timeframes, involvement of others, etc.
D: Degree: frequency, length, duration
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 Audience

Student will……
 Behavior

Conduct a community needs assessment about
underserved agency populations
 Condition

By interviewing outreach staff, developing a
written survey instrument, identifying venues for
reaching potential new constituents,
administering survey, and analyzing results
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
Degree
 First quarter: develop survey;
 second quarter, conduct survey;
 third quarter: analyze data and report results in May
staff meeting

Measurement
 Report on progress in supervision,
 present draft of survey in December to PI,
 present draft analysis to PI in April,
 present final report and written conclusions to staff in
May
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 Identify
underserved
populations
 Outreach in underserved communities
 Develop
survey
 Conduct survey
 Analyze results
 Present results
 Diversity
 Assessment
 Engagement
 Research
 Intervention
 Critical
thinking
 Evaluation
 Professional
Development
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THIS IS A MEETING/DISCUSSION BETWEEN A
FIELD INSTRUCTOR AND A STUDENT TO
COMPLETE THE LEARNING CONTRACT.
Student reviews “Work Plan” with FI.
 FI and student discuss learning interest.
 FI identifies learning opportunities

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 Exercise:





You will be assigned one of the 10 competencies
Choose a practice behavior (outcome expected)
Develop an agency activity that would support
development in that competency and behavior
Share with table and/or large group
Discuss questions or learnings from the exercise
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 Demonstration
of STAR Quarterly Evaluation
 Instructor and Student input – summary of
quarter-long progress and development
 No surprises! Supervision should have
provided feedback all along
 PI rates student progress in practice behavior
effectiveness
 PI writes brief narrative to support rating
 PI cites methods of assessment
 Both auto-sign; PI submits electronically
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 Review
Competency Criteria Handout
 Review Developmental Stages of Learning
based on Bloom’s, Anderson’s Taxonomies
 Rating scale for evaluations based on above






No opportunity to address (needs rationale)
1. Student unable to learn in this area
2. Identifying problems
3. Building knowledge and skills
4. Applying knowledge and skills
5. Exceeds expectations in effective application
of knowledge and skills
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THIS IS A MEETING/DISCUSSION BETWEEN A FIELD
INSTRUCTOR AND A STUDENT TO COMPLETE THE
QUARTERLY EVALUATION.







Use a strengths and developmental perspective
Review baseline capacities
Review activities done at agency
Reflect on areas of growth and challenge
Apply Competency Criteria
Assess competency development
Plan next stage of learning and tasks
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Choose a Competency and Practice Behavior.
Using worksheet, write:

1) POSITIVE STATEMENT



2) ADDRESS A CHALLENGE




Support a high rating for a student
Cite visible, measurable achievements
Support a low rating for a student
Cite behaviors, expectations not realized
Summarize quarter’s work and attempts to address
identified lack of abilities or knowledge; follow-up
INCLUDE PLANNED NEXT STEPS IN GROWTH for both
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
GOALS: Work in partnership with students and
instructors to develop



effective strategies for integrating theory and practice,
models and processes for successful supervision and instruction
collaborative and constructive relationships to further professional
development and standards adherence

At Liaison Visit, will review:

Available for questions, consultations, trouble-shooting
> roles and responsibilities of each party
> student interests, goals, background, abilities
> Student fit with opportunities at agency
> Learning Contract development and specificity of
activities related to competencies
> Progress, feedback, and evaluation of student
> Credit hours, yearly plan
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