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