BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK, 264 BAY STATE ROAD, BOSTON, MA 02215
FIELD EDUCATION DEPARTMENT (617) 353-3754 fax: (617) 353-8348
FIELD INSTRUCTOR MID-YEAR ASSESSMENT OF STUDENT
FOUNDATION (FIRST) PLACEMENT
Student Status:
Full-time
Part-time
Advanced Standing
Campus:
Date Placement Started:
Date:
Student:
Agency:
Faculty Advisor:
Field Instructor(s):
I.
Brief description of agency:
II.
Brief description of assignments:
III.
Other learning opportunities:
IV.
Supervisory structure:
Primary (MSW) Field Instructor:
Secondary Supervisor (if relevant):
Individual
Individual
Group
Group
Charles River
Fall River
Cape Cod
BU North
Directions for completing evaluation tool.
The following categories are based on a multidimensional framework for assessing the student’s competence which takes into account the
following dimensions of performance: consistency; quality; level of Independence; time needed to accomplish tasks; steady progress; integration of
knowledge, value and skills; ability to transfer learning from one activity to another. Each of the specific bulleted items should be evaluated using
the competency rating scale as well as determining an overall competency rating. For each competency, please provide one or two examples of
the evidence utilized to arrive at the rating. This is especially important for items which receive a rating other than “Competence.” For items
where the student receives a rating of PC, EC or NA, please include a plan to facilitate development of competence.
PC
Pre Competence
Does not or rarely demonstrates and integrates values, knowledge and skills; needs constant supervision; quality of work uneven; tasks not
completed in reasonable time; knowledge/skills not transferred from one assignment to another; progress uncertain
EC
Emerging Competence
Beginning to demonstrate values, knowledge and skills; integrates and applies learning from one activity to another inconsistently or
inappropriately some of the time; requires regular supervision; progress is evident; learning is becoming more efficient; quality of work
uneven but moving in a positive direction
C
Competence
Usually demonstrates and integrates values, knowledge and skills with sufficient mastery and independence; uses supervision for
consultation appropriately, appropriately applies learning from one activity to another; uses time well to accomplish tasks and assignments;
ready to move to advanced placement or beginning practitioner level
AC
Advanced Competence
Consistently demonstrates, integrates and applies values, knowledge and skills in all activities independently and expertly. Uses
consultation appropriately; performs activities in a timely and efficient manner; able to teach others.
Competency 1: Identify as a professional social worker and conduct oneself accordingly.
The student:
•
advocates for client access to the services;
PC
EC
C
AC
•
demonstrates self-reflection that supports professional growth;
PC
EC
C
AC
•
functions within clearly defined professional roles and boundaries;
PC
EC
C
AC
•
demonstrates professional demeanor in behavior, appearance, and communication;
PC
EC
C
AC
•
engages in opportunities that set the stage for career-long learning,
e.g., agency seminars, conferences, workshops;
PC
EC
C
AC

uses supervision and consultation within the agency structure and lines of authority
and the student role;
PC
EC
C
AC
is familiar with and practices according to safety protocols and procedures.
PC
EC
C
AC
•
***********************
•
Competency 1: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 2: Apply social work ethical principles to guide professional practice.
The student:
•
identifies personal values and biases to ensure behavior consistent with
professional values;
PC
EC
C
AC
•
makes ethical decisions by applying NASW Code of Ethics;
PC
EC
C
AC
•
tolerates ambiguity in resolving ethical conflicts;
PC
EC
C
AC
•
applies strategies of ethical reasoning in consultation with field instructors,
and others with expertise and authority.
PC
EC
C
AC
***********************
•
Competency 2: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 3: Apply critical thinking to inform and communicate professional judgments.
The student:
•
identifies, evaluates, and integrates multiple sources of knowledge;
PC
EC
C
AC

recognizes underlying values, biases, and assumptions in oneself, other
people and in sources of knowledge;
PC
EC
C
AC
•
critically analyzes models of assessment, prevention, intervention, and evaluation;
PC
EC
C
AC
•
demonstrates effective communication:
-in writing
PC
EC
C
AC
-verbally
PC
EC
C
AC
-electronically
PC
EC
C
AC
***********************
•
Competency 3: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 4: Engage diversity and difference in practice.
The student:
•
recognizes how cultures may support or oppress clients/consumers and
communities;
PC
EC
C
AC
•
demonstrates self-awareness to minimize the influence of personal biases
and values in working with people;
PC
EC
C
AC
•
understands how differences can shape life experiences and applies this
understanding in social work practice;
PC
EC
C
AC
•
learns about culture from multiple sources including clients/consumers.
PC
EC
C
AC
***********************
•
Competency 4: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 5: Advance human rights and social and economic justice.
The student:
•
understands how oppression and discrimination impact the agency, community
and clients/consumers;
PC
EC
C
AC
•
engages in practices that advance social and economic justice and human rights for
clients/consumers and communities.
PC
EC
C
AC
***********************
•
Competency 5: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 6: Engage in research-informed practice and practice-informed research.
The student:
•
uses research evidence to inform practice;
PC
EC
C
AC
•
understands how practice experience can inform the research process.
PC
EC
C
AC
***********************
•
Competency 6: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 7: Apply knowledge of human behavior in the social environment (HBSE).
The student:
 applies and critiques relevant HBSE theory to guide prevention, assessment,
intervention and evaluation;
PC
EC
C
AC
***********************
•
Competency 7: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
The student:

analyzes, formulates, and advocates for policies (e.g., agency, program, legislative)
that advance client/consumer and/or community well-being;
PC
EC
C
AC
•
collaborates with colleagues and clients/consumers for effective policy action.
PC
EC
C
AC
***********************
•
Competency 8: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 9: Respond to contexts that shape practice.
The student:
•
recognizes how social, cultural, economic and technological changes
impact services provided;
PC
EC
C
AC
•
provides leadership, appropriate to the student role, to promote improved
service delivery.
PC
EC
C
AC
***********************
•
Competency 9: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
Competency 10 (a)-(d): Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
The student:
(a)- Engagement
•
applies social work knowledge to engage individuals, families, groups,
organizations, and communities;
PC
EC
C
AC

uses professional and interpersonal skills to facilitate engagement.
PC
EC
C
AC
(b)- Assessment
•
collects, organizes, and interprets client/consumer/community data;
PC
EC
C
AC
•
assesses client/consumer/community strengths and limitations;
PC
EC
C
AC
•
develops mutually agreed-on interventions goals and objectives;
PC
EC
C
AC
•
writes an assessment in agency format appropriate to the focus
of the assignment;
PC
EC
C
AC

selects appropriate intervention strategies.
PC
EC
C
AC
PC
EC
C
AC
(c)- Intervention

implements appropriate prevention and intervention strategies that
build upon and enhance client/consumer/community capacities;

helps clients/ consumers/ communities resolve problems;
PC
EC
C
AC

negotiates, mediates, and advocates with and on behalf of clients/
PC
EC
C
AC
consumers/ communities;

facilitates transitions and endings.
PC
EC
C
AC
PC
EC
C
AC
(d)- Evaluation

critically analyzes, monitors, and evaluates interventions .
***********************
•
Competency 10: Overall Rating
PC
EC
C
AC
What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.
What plans do you and the student have to further the student’s competence in this area?
SUMMARY OF EVALUATION AND REVISED LEARNING GOALS
Field instructor’s comments: Please include comments addressing the student’s strengths, challenges, use of supervision and goals for future
learning.
Student’s comments: Please include comments addressing your strengths, challenges, use of supervision and goals for future learning.
Please type in names and dates:
Student:
3.6.12
Date:
Field Instructor:
Date: