Group Seminar Field Instruction Model



1. Delivery of consistent competency based
field instruction and augmented case
supervision.
2. Provision of consistent child welfare peer
group experience
3. Strengthening of collaboration between
the University and Public Child Welfare
Agency.






Group Supervision Seminar Model was selected.
1. Students receive case supervision in field
placement, but this supervision does not necessarily
incorporate all the CALSWEC Competencies
2. This model integrates into the curriculum
CALSWEC Competencies and EPAS Standards
3. This model develops a support network for
students and allows for sharing of field experiences
4. This model allows students to learn and practice
skills in a supportive group setting and provides rich
professional coaching opportunities
5. It reinforces students’ commitment to the
CALSWEC mission, and centralizes the importance of
CALSWEC in the MSW program.
Foundation Year students met in a group
seminar every other week .
 Staffing : Three CALSWEC Field Faculty with
extensive backgrounds in Public Child Welfare
served as seminar instructors.
A competency based field curriculum was
delivered.
Evaluation of effectiveness was done through a
vignette based assessment (pre and post test)
and a student satisfaction survey.





1. Developed foundation year group field
instruction seminar
2. Identified and integrated CALSWEC
competencies into the field seminar
curriculum
3. Developed and administered vignette
based pre and post test (with consultation
from CALSWEC researcher and Public Child
Welfare field instructors)
4. Developed and administered Student
Satisfaction Survey


1. It is critical for students to have a place to
process their knowledge, assumptions,
feelings, and fears about their work with
clients in the child welfare system
2. It is important to link the language used in
the classroom to the actual language used in
the vignette evaluation rubric
3. More time is needed in the field seminar
to adequately address the identified content
and allow time for students to process issues
and feelings.



4. It is essential that community providers
and consumers be integrated into the
classroom experience as guest lecturers
5. The use of multi media presentations
greatly enhances student learning
6. It is important to educate field instructors
regarding the group seminar content, in
order for them to integrate this content and
allow students to complete seminar
assignments in the field placement.



7. It is a critical component to the student’s
learning that the seminar instructors act as
mentors and role models and have extensive
backgrounds in child welfare.
8. The seminar instructors participation in
the process exercises, models the ability to
risk in the classroom and enhances student
learning.
9. High ratio of number of instructors to
students allows for rich coaching
opportunities in learning new skills.





Evaluation Instruments are a work in progress.
10/11 experience led to refinement of both
instrument construction and delivery.
Language clarity
Developing a consistent rubric that adequately
measures the response (consistent and reliable)
The importance that the students placed on the
value of connecting with one another and peer
support.
Team teaching model expanded knowledge base
and broadened teaching strategies.










Expansion of Foundation Field Seminar from bi-monthly to
weekly sessions
Creation of Concentration Field Seminar to meet bi-monthly
Strengthening collaboration with public child welfare field
instructors through the creation of field Instructor trainings.
Increasing the number of child welfare agency professionals and
consumers classroom presentations
Increasing the number of multi media presentations
Refinement of pre/post test instruments, including revision of
rubric
Development of pre/post test and rubric for Concentration Year
Seminar
Refinement and development of Student Satisfaction Surveys
Development of Field Instructor Satisfaction Survey
Development of Field Instructor Training Seminar




Summer 2011: Pilot Project Data Analysis, Submission of Final
Project Report, Development/Refinement or 2011/12
Curriculum , Refinement and Development of Evaluation
Instruments, and development of Field Instructor Training
Curriculum.
Fall 2011: Implement two Field Seminar (Foundation and
Concentration). Conduct Field Instructor Training, Administer
Pre Tests to CALSWEC students and control groups
Spring 2012: Continue implementation of student group
supervision seminars ,facilitate meeting with field instructors,
administer post tests to CALSWEC students and control groups,
administer satisfaction surveys to students and field instructors.
Summer 2012: Analyze data and provide project reports.
Provision of technical assistance to CALSWEC consortium who
want to replicate model. Plan for 2012/13.




Group Field Instruction Syllabi
Pre/Post Tests and Rubrics
Satisfaction Surveys
Field Instructor Training Syllabus

Students were asked to share 3 things they
learned this semester in this class.

Student Comments:
◦
◦
◦
◦
◦
◦
◦
Learned how much I don’t know
Can I really do this?
Am I really going to finish graduate school?
Reinforced purpose of being a social worker
Learned about myself-need to be more assertive
Learned I can be myself
Professor Montero changed people’s perspective on
the work and profession

Students were asked to share 1 thing they liked this semester in this
class.

Student Comments:
◦ The cultural competence module (video & PowerPoint presentation) around
critical race theory
◦ The support group feeling and the fact that it’s built on a cohort model
◦ The intimate environment
◦ Grateful for the positive feedback from instructors
◦ Homeless children
◦ The support
◦ The class decreased anxiety and competitiveness
◦ Safety in the class
◦ Having three instructors helped bring balance
◦ This class is a good supplement to 587A/B
◦ Summer Institute