Program Conceptual Framework
School Social Worker, Grades P-12
Other School Personnel Program
Fall 2006
The School Social Worker Preparation Program is a unified program designed to meet the needs of
candidates with three different types of social work preparation: 1) candidates who have completed or
are enrolled in the UK 60 graduate hour Master of Social Work program or who have completed a
social work program with a masters of less than 60 hours, 2) candidates who have completed a
Bachelor of Social Work program, and 3) candidates who hold a Master in Social Work, who have a
school social worker certificate, and who need to earn the Rank I. In the case of the first two types, the
School Social Worker Program will lead to an initial license as a school social worker. In the third
case, the program will be customized to fit the training and experience of the candidate and will lead to
a Kentucky Rank I in school social work.
The School Social Worker Program is guided by a program conceptual framework, which aligns
closely with the conceptual framework for the UK professional education unit. The unit conceptual
framework is reflected in the following abstract:
The conceptual framework for the professional education unit at the University of
Kentucky (UK) is guided by the theme, Research and Reflection for Learning and
Leading. This theme is aligned closely with both the institutional vision and mission of
UK and the vision and mission of the professional education unit. The theme reflects
and guides how we approach preparation of professional educators within the context
of a research extensive, land grant university.
Research is a valued activity and tool within UK’s educator preparation programs.
Faculty and candidates generate scientific research using a wide range of research
methodologies and contribute to the professional literature. Programs use practitioner
inquiry and data-based instructional models in applied settings to enhance student
learning and professional development. Research findings from the entire field of
education inform design of courses, selection of interventions, and features of
professional education programs.
Reflection is a long-standing aspect of UK’s educator preparation programs and is, in
our view, a hallmark of professional practice. Reflective assessment of performance,
outcomes, and approaches to problems is a dynamic process appropriate for faculty,
experienced educators, and candidates in initial stages of their careers. Candidates are
expected to complete numerous reflective activities as they work to meet standards; the
goal is to prepare educators who are capable of analysis and problem solving that will
result in improving educational practices and outcomes.
Learning is included as a component within our conceptual framework to underscore
our commitment to the many facets of learning and to highlight the ways in which our
programs conceptualize, promote, and accomplish learning. As a unit, we do not share a
single theoretical view of learning. Faculty and candidates conceptualize learning
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using a wide range of perspectives including behavioral, constructivist, and social. We
believe that our diversity of thought enriches and strengthens our unit. The reference to
learning in our conceptual framework encompasses learning among all those who
participate in our educator preparation programs and those who are affected by the
educational efforts of our faculty and candidates.
Leading is an expectation that faculty hold for themselves and an outcome that we
promote among our candidates. As members of the educational community at
Kentucky’s flagship university, we believe it is our obligation and privilege to provide
leadership in educational policies and practices across levels and dimensions of
universities, schools, and agencies. We believe that as leaders and followers work
together to improve student learning among diverse student populations, we can obtain
positive results that improve education in Kentucky and beyond.
The four elements of our conceptual framework are synergistic and mutually supportive
of our work. Taken as a whole, research, reflection, learning, and leading provide a
strong conceptual basis and functional framework for the preparation of educators at
the University of Kentucky.
Institutional and Unit Vision and Mission
In conjunction with the unit conceptual framework, the vision and missions of the University of
Kentucky also guide the School Social Worker Program. These vision and mission statements are
described as follows:
Vision of the Institution
The University of Kentucky will be one of the nation's 20 best public research universities, an
institution recognized world-wide for excellence in teaching, research, and service and a catalyst for
intellectual, social, cultural, and economic development.
Mission of the Institution
The University of Kentucky is a public, research-extensive, land grant university dedicated to
improving people's lives through excellence in teaching, research, health care, cultural enrichment, and
economic development.
The University of Kentucky:
 Facilitates learning, informed by scholarship and research.
 Expands knowledge through research, scholarship, and creative activity.
 Serves a global community by disseminating, sharing, and applying knowledge.
The University, as the flagship institution, plays a critical leadership role for the Commonwealth by
contributing to the economic development and quality of life within Kentucky's borders and beyond.
The University nurtures a diverse community characterized by fairness and equal opportunity.
Values of the Institution
The values of the University guide its decisions and the behavior of its community. Its core values are:
 Integrity
 Academic excellence and academic freedom
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Mutual respect and human dignity
Embracing diversity
Personal and institutional responsibility and accountability
Shared governance
A sense of community
Sensitivity to work-life concerns
Civic responsibility
Service to society
Conceptual Framework for the School Social Worker Program
Candidates must have a good grounding in a range of theories that inform social work; relying on peerreviewed literature for the curriculum’s conceptual base is not enough. Candidates must learn to
critique not only theory but also the research that may or may not be based on theoretical constructs.
The Human Behavior and the Social Environment course covers the broad range of theories that
represent the two major social science paradigms that inform social work: theories that emanate from
the objective i.e. the imposed model (behaviorism, social learning, psychodynamic constructs) and
those that are derived from the Kantian notion of the subjective--symbolic interactionism,
existentialism. These theories and later the theoretical constructs that are less paradigmatically well
defined, but conceptually strong (cognitive, social learning etc.) are further taught. This grounding
along with the place of theory and theoretical constructs in practice is taught in the HBSE course. In
addition, the program is guided by the NASW (National Association of Social Work) Standards of
School Social Work Practice.
The social work knowledge base is defined from a broad perspective which includes teaching
candidates the value of criticism of knowledge. Reinforcing the entire foundation is a reliance on
independent inquiry, integrative learning, and the value of diversity. We define this descriptively,
leaving it up to theoretical constructs to place the term in context both theoretically and practically.
Further, building the concentration on theoretical constructs that are cutting-edge, well researched, and
testable becomes possible. With that in mind, the concentrations are built on theoretical constructs, not
on theory itself. We are defining theoretical constructs as models that consist of intellectually
compatible concepts with strong explanatory power. They are not always derived from one strictly
defined theory. Theoretical constructs are far more useful in applied work in the social and behavioral
sciences than are, strictly speaking, theories. Thus, teaching theories in the foundation year and
constructs in the second year is both sensible and logical.
School Social Work Certificate Program’s Relationship to the Professional Education Unit’s
Conceptual Framework
The conceptual frameworks for the School Social Work Program and the professional education unit
are aligned in a number of specific areas. For example, both focus on reflective decision-making and
using research to inform practice. MSW candidates are challenged to think critically about their
coursework including theoretical knowledge and research findings. This process helps candidates
learn to make decisions based on reflective thinking and research-based practices.
The unit conceptual framework theme, Research and Reflection for Learning and Leading, is
compatible with the teaching philosophy of the College of Social Work. The MSW curriculum focuses
on research and requires three courses in which candidates learn methods, develop proposals, and carry
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out research. The program strives to prepare candidates to understand and value the need for research,
as well as to apply research methods in their practice. For example, in school social work practicum
settings, candidates often participate in program evaluation activities. Leadership is taught in the
required Educational Leadership course. School social work candidates often have the opportunity to
practice the advocacy role. Reflection for learning is inherent in the MSW curriculum as candidates
are asked frequently to assess clients/students, analyze cases and develop intervention plans applying
the human behavior theories they have learned. Candidates are required to keep journals/logs for
practice and field education classes thus emphasizing that reflection is an integral part of good
casework.
The Master of Social Work curriculum is based on the principles of independent inquiry, integrative
learning, and the value of diversity. As such, it is consistent with the conceptual framework of the
unit. Candidates in the MSW program are prepared for social work careers in a variety of settings.
However, candidates in the school social work program follow an adapted curriculum based on a
specific set of standards, the National Association of Social Work’s School Social Work Standards.
This curriculum involves courses specific to school social work practice, practica in school settings,
and the requirement of continuous assessment.
Candidates interested in practicing social work in schools apply to the SSW (school social work)
preparation program and complete additional coursework under the guidance of the program
coordinator. The SSW program’s mission is to prepare candidates for professional social work
practice in schools by providing the specialized knowledge and skills needed to address social,
emotional, familial, economic, and cultural barriers to student achievement and school adjustment.
The knowledge and skills are guided by the NASW (National Association of Social Work) Standards
of School Social Work Practice. The required coursework is aligned with SSW certification
preparation programs in other states in the Midwest region, according to a 2002 study by the Midwest
School Social Work Council and information from SSWAA, the School Social Work Association of
America.
Integration of Standards in the School Social Worker Program
The School Social Worker Program is aligned with standards from the National Association of Social
Work. The program also addresses the Kentucky Experienced Teacher Standards, the Unit Functional
Skills and Dispositions, and the Unit Technology Standards. These standards are identified in the
following tables.
National Association of Social Work Standards
NASW School Social Work Standards
Standard 1. A school social worker shall demonstrate commitment to the values and ethics of the
social work profession and shall use NASW’s Code of Ethics as a guide to ethical decision-making.
Standard 2. School social workers shall organize their time, energies, and workloads to fulfill their
responsibilities and complete assignments of their position, with due consideration of the priorities
among their various responsibilities.
Standard 3. School social workers shall provide consultation to local education agency personnel,
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school board members, and community representatives to promote understanding and effective
utilization of school social work services.
Standard 4. School social workers shall ensure that students and their families are provided services
within the context of multicultural understanding and competence that enhance families’ support of
students’ learning experiences.
Standard 5. School social work services shall be extended to students in ways that build students’
individual strengths and offer students maximum opportunity to participate in the planning and
direction of their own learning experience.
Standard 6. School social workers shall help empower students and their families to gain access to
and effectively use formal and informal community resources.
Standard 7. School social workers shall maintain adequate safeguards for the privacy and
confidentiality of information.
Standard 8. School social workers shall advocate for students and their families in a variety of
situations.
Standard 9. As leaders and members of interdisciplinary teams and coalitions, school social
workers shall work collaboratively to mobilize the resources of local education agencies and
communities to meet the needs of students and families.
Standard 10. School social workers shall develop and provide training and educational programs
that address the goals and mission of the educational institution.
Standard 11. School social workers shall maintain accurate data that are relevant to planning,
management, and evaluation of school social work services.
Standard 12. School social workers shall conduct assessments of student needs that are
individualized and provide information that is directly useful for designing interventions that
address behaviors of concern.
Standard 13. School social workers shall incorporate assessments in developing and implementing
intervention and evaluation plans that enhance students’ abilities to benefit from educational
experiences.
Standard 14. School social workers, as systems change agents, shall identify areas of need that are
not being addressed by the local education agency and community and shall work to create services
that address these needs.
Standard 15. School social workers shall be trained in and use mediation and conflict-resolution
strategies to promote students’ resolution of their nonproductive encounters in the school and
community and to promote productive relationships.
Standard 16. School social workers shall meet the provisions for practice set by NASW.
Standard 17. School social workers shall possess knowledge and understanding basic to the social
work profession.
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Standard 18. School social workers shall understand the backgrounds and broad range of
experiences that shape students’ approaches to learning.
Standard 19. School social workers shall possess knowledge and understanding of the organization
and structure of the local education agency.
Standard 20. School social workers shall possess knowledge and understanding of the reciprocal
influences of home, school, and community.
Standard 21. School social workers shall possess skills in systematic assessment and investigation.
Standard 22. School social workers shall understand the relationship between practice and policies
affecting students.
Standard 23. School social workers shall be able to select and apply empirically validated or
promising prevention and intervention methods to enhance students’ educational experiences.
Standard 24. School social workers shall be able to evaluate their practice and disseminate the
findings to consumers, the local education agency, the community, and the profession.
Standard 25. School social workers shall possess skills in developing coalitions at the local, state,
and national levels that promote student success.
Standard 26. School social workers shall be able to promote collaboration among community health
and mental health services providers and facilitate student access to these services.
Standard 27. School social workers shall assume responsibility for their own continued professional
development in accordance with the NASW Standards for Continuing Professional Education* and
state requirements.
Standard 28. School social workers shall contribute to the development of the profession by
educating and supervising school social work interns.
Kentucky Experienced Teacher Standards
Standard 1: Demonstrates Professional Leadership
Standard 2: Demonstrates Knowledge of Content
Standard 3: Designs/Plans Instruction
Standard 4: Creates/Maintains Learning Climate
Standard 5: Implements/Manages Instruction
Standard 6: Assesses and Communicates Learning Results
Standard 7: Reflects/Evaluates Teaching/Learning
Standard 8: Collaborates with Colleagues/Parents/Others
Standard 9: Engages in Professional Development
Standard 10: Demonstrates Implementation of Technology
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Unit Functional Skills and Dispositions
Functional Skill and Disposition 1: Candidates communicate appropriately and effectively.
Communicates orally in formal presentations
Communicates with individuals in small groups in informal settings
Uses nonverbal communication skills
Communicates in writing (reports, essays, letters, memos, emails)
Functional Skill and Disposition 2: Candidates demonstrate constructive attitudes.
Demonstrates knowledge and command of socio-cultural variables in education
Demonstrates constructive attitudes toward children, youth, parents, and the community
Demonstrates awareness and acceptance of diversity in educational settings
Functional Skill and Disposition 3: Candidates demonstrate ability to conceptualize key subject
matter ideas and relationships.
Correctly states key subject matter ideas
Explains key subject matter ideas
Tailors key subject matter ideas to diverse populations
Addresses misconceptions in key subject matter ideas
Identifies real life examples to enhance student learning
Functional Skill and Disposition 4: Candidates interact appropriately and effectively with diverse
groups of colleagues, administrators, students, and parents in educational settings.
Demonstrates acceptable educator behavior in diverse educational settings
Demonstrates adaptability in reflecting on self in relation to diverse groups
Functional Skill and Disposition 5: Candidates demonstrate a commitment to professional ethics
and behavior.
Demonstrates understanding of the Kentucky School Personnel Code of Ethics
Complies with all legal requirements required of educators in a knowledgeable and timely
manner
Demonstrates understanding of ethical issues related to School Social Work
Unit Technology Standards
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:
Candidates integrate media and technology into instruction.
Candidates utilize multiple technology applications to support student learning.
Candidates select appropriate technology to enhance instruction.
Candidates integrate student use of technology into instruction.
Candidates address special learning needs through technology.
Candidates promote ethical and legal use of technology disciplines.
Integration of Conceptual Framework Themes in School Social Work Curriculum and
Experiences
Throughout the curriculum and field and clinical experiences in the School Social Worker Program,
candidates are required to complete activities and assessments aligned with the four conceptual
framework components of research, reflection, learning, and leading. The remainder of this section
identifies specific examples of assignments and course activities that illustrate integration of these
themes throughout the program.
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Research
Research is an integral part of the core curriculum in the MSW program; two classes in Research are
required. In addition, all classes are to include assignments for reading and evaluating research. As an
example, in the two semester practicum class (SW 740 and SW 741) for candidates doing field
education in schools, candidates must write a paper about the research project they are engaged in at
their field site. Also, candidates review an article which addresses an issue relevant to their practicum
work. The article must be from a peer-reviewed school social work or education journal.
Reflection
Reflection is covered in the curriculum and field experience through the use of logs. Candidates are
required to write about their experiences reflecting on the relationship of theory to practice, ethical
dilemmas in practice, and various other learning experiences which cause one to question, ponder, and
reflect.
Learning
Most of what school social workers are trained to do address the identification, assessment, and
intervention of barriers to learning. In particular, the preparation courses require candidates to carry
out psycho-social assessments of students who have been identified as failing to determine the nature
of the non-academic barriers, i.e., emotional, social, economic, cultural, or familial barriers to learning.
In addition, candidates are required to develop and provide interventions that address these barriers.
Candidates either write about these assignments or give case presentations which are evaluated by the
course professors/instructors. Copies of some assignments are placed in the candidate portfolios.
Several of the NASW Standards for School Social Work Practice address the school social worker’s
role in the creation of positive learning environments.
Leading
The school social work curriculum and the NASW Standards for School Social Work Practice address
the development of leadership skills. Candidates observe the leadership roles of consultation,
collaboration, and coordination among others at their school field sites. They write in their logs about
their observations and often they are given the opportunity to experience a leadership role. In addition,
the School Social Work course emphasis the role of the school social worker in school reform and
various areas of ongoing changes that take place in schools.
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