Field Instructor
Orientation to Field
Education
FALL 2015
UCF School of Social Work
Field Education Office
Field Education Faculty & Staff Contact
Information
Jacquie Withers, LCSW – Coordinator of Field Education
Jacquie.withers@ucf.edu
407-823-5716
Shelley Hall, MSW – Assistant Coordinator of Field Education
Shelley.hall@ucf.edu
407-823-3056
Shellene Mazany, LCSW – Instructor, Field Education
Shellene.mazany@ucf.edu
407-823-1089
Field Office – Room 236
407-823-5230 - Phone
407-823-5840 – Fax
Address:
Health & Public Affairs (HPA) I
12805 Pegasus Drive
Orlando, FL 32816
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Field Seminar Faculty & Staff
 Mary
Ann Burg, PhD
 Heather
Burroughs, LCSW
 Angela
Davies, MSW
 Brenda
Legaspi, LCSW
 Iradly
Roche, MSW
 Larry
Smith, LCSW
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Important Dates
Fall Semester Begins:
Fall Semester Ends:
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August 24, 2015
December 7, 2015
Full-time GENERALIST students start field placement week of August
31, 2015
All other students start the week of August 24, 2015
Students remain at field placement until end of semester (cannot end
early)
Students may work a few days past the semester ending date (during
finals week) if necessary and if permitted by agency
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Important Dates
Spring Semester Begins: January 11, 2016
Spring Semester Ends: April 26, 2016
1.
Spring Break: March 7-12, 2016
2.
LEAD Day: two day event in early Spring on a Monday and
Tuesday. Students who attend are eligible to receive 14 field
hours for attending. Dates – TBD (not publicized yet by
NASW)
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Full-Time MSW Program
Two year MSW Program:
 Generalist Field Placement (1st year)
 Clinical Field Placement (2nd year)
One year MSW Program (Advanced Standing):
 Students have a BSW Degree
 Clinical Placement only
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Part-Time MSW Program
Part-Time Student:
3 year program (9 semesters)
 Generalist Field Placement (2nd year)
 Clinical Field Placement (3rd year)
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Part-Time Advanced Standing:
 1 year program (4 semesters)
 Clinical Field Placement (Fall, Spring, Summer)
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Definitions In Field Education
Field Office Faculty & Staff:
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Based in Orlando
Field Seminar Instructor/Liaison:
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Full and part-time faculty/adjunct
Agency Field Instructor:
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Agency personnel assigned to supervise field student
Task Supervisor:
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Agency staff member who may be assigned to supervise
specific learning assignments given to field student
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Field Faculty and Staff
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Work with existing agencies to coordinate placement
opportunities for UCF social work students
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Address field placement issues
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Initiate opportunities for new agencies to become field sites
and respond to requests to become field sites
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Ensure agencies meet mandated requirements set forth by
The Council On Social Work Education (CSWE) and the UCF
School of Social Work
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Field Faculty and Staff
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Place students at internship sites
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Address field placement issues (i.e., students who may be
struggling in their field placement)
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Manage quality improvement and ongoing assessment
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Participate in School of Social Work and campus-wide
committees; community work groups
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Provide orientations (students, field instructors, 16 hour
field instructor training)
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Field Seminar Instructor/Liaison
 Contact
person for any problems that arise with
students during the course of internship
 Initiate
contact early and as often as necessary to assist
you with problems
 Collect
all student assignments/documents (Learning
Contract, Evaluations, Record of Field Hours,
Supervisory Log)
 Assigns
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grade for Field Education course
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Field Seminar Instructor/Liaison
 Teaches
Field Education Seminar on a bi-weekly basis
 Sees
your student once every two weeks in class and
will check on how they are doing
 Serves
as the liaison between the university and the
agency
 Meets
with agency one time per semester via site visit,
phone, email, Skype or other predetermined
arrangement
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Field Seminar Instructor/Liaison
 Maintains
phone and e-mail contact with the Agency
Field Instructor throughout the field placement
 Each
Agency Field Instructor will receive an email
from their UCF Field Seminar Instructor/Liaison
within the first 1 – 2 weeks of field placement
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Purpose of Field Seminar Class
Opportunity for student to process field experience:
Develop a sense of self in practice
Experience ethical dilemmas
Strive for cultural sensitivity & competence
Understand realities of social, political & economical injustice
Become familiar with other agencies; community resources
Gain understanding of CSWE Accreditation standards
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Agency Roles
Field Instructor
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MSW Degree with 2 years post-MSW social work experience
LCSW preferred but not mandatory
Attend 16-hour supervisory course
Task Supervisor
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Agency staff member assigned to supervise specific learning tasks
given to student
May provide ongoing feedback to student regarding performance in
field and participate in student evaluation with Agency Field
Instructor and student
May sign certain field documents
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Role of Agency Field Instructor
Critical Component of Student Success:

Provide ongoing feedback and weekly supervision to social work
intern

Teach social work practice to student and support the learning
process

Communicate understanding of social work practice beyond
knowledge of the specific placement setting

Assist student in developing the values and ethics of the social
work profession
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Role of Agency Field Instructor
Specific Tasks:

Provide student with a general orientation to field agency

Identify and/or design learning assignments for the student

Review, modify (as needed) and sign the student’s Learning
Contract

Schedule weekly supervisory conferences (minimum of 1 hour)
with the student to assist in relating assignments and theory to
social work practice

Process issues associated with the profession of social work (ethical
dilemmas, conflicts of interest, etc.)
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Role of Agency Field Instructor
Specific Tasks:

Complete evaluations of student performance (Midterm and
Semester Evaluation) and review with student

Sign all documents required by the School of Social Work

Communicate with the Seminar Instructor/Liaison to discuss
student progress and/or performance issues

Optional: complete request form for a Certificate of Participation
(must be submitted to the Coordinator of Field Education within 2
weeks of the end of the semester)
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Role of Agency Field Instructor
Supervision:
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Fundamental objectives achieved through weekly supervision
Monitoring professional services offered by the intern and promoting
the welfare of clients seen by the intern
Supporting the development of the intern’s generalist/clinical
professional growth and professional identity
Encourages integration of knowledge, skill set & professional values into
intern’s own style of practice
Opportunity for interns to see in practice the values of social work
profession & ways to integrate these into their own practice
Fulfills supervision requirements as stipulated by the Council on Social
Work Education (CSWE) & UCF Field Education requirements
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UCF Field Program Expectations of Agency
Agency orientation for student at start of internship (comparable
to orientation provided to a new employee)
 Tour of facility, introduction to agency personnel, assignment of
mailbox, office, etc.
 Primary mechanism for ensuring that student understands
functions and expectations of agency
 Allows student to gain basic familiarity with agency setting and
practices before specific tasks are assigned
 Description of the history, philosophy and goals of the agency
 Profile of clients served, services offered, eligibility requirements
and source of referrals
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UCF Field Program Expectations of Agency
Agency orientation (cont.)
 Organizational structure and governing body, staffing pattern,
funding sources and interface with other agencies
 Review of relevant agency procedures, forms & requirements
as delineated in agency policy manuals
 Available agency in-service training and community seminars
 Other information as related to assigned work area & specific
tasks (i.e., work schedule, record keeping procedures,
confidentiality laws, dress requirements, time/day of
supervision)
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Learning Activities for Students in Field
 Initial assignment of cases and projects should be made
within the first three weeks of placement so the student
immediately feels involved and productive
 Learning assignments should be designed according to the
goals and objectives for the specified learning level (generalist
versus clinical)
 A minimum of 50% of the student’s field hours should be
face-to-face client contact
 Assignments should include a variety of practice experiences
& wide range of meaningful encounters with the social service
delivery system
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Evaluation of Student Performance
Evaluation - ongoing activity throughout the field
placement
 Issues with student performance should be swiftly
addressed by Agency Field Instructor so resolution can be
achieved
 If resolution is not successful, Agency Field Instructor
should inform the Field Liaison and/or Field Coordinator
immediately
 Agency Field Instructor urged to contact Field Office early
to support and assist in the process
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Student Evaluation Timeline
FALL SEMESTER (August – December)
Full-time students: Mid-Term Evaluation of student
Part-time students: Mid-term Evaluation of student
SPRING SEMESTER (January – May)
Full-time Students: Semester Evaluation of student (final)
Part-time Students: Semester Evaluation of student
SUMMER SEMESTER (May – August)
Part-time students (only): Semester Evaluation of student (final)
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Field Documents & Student Assignments
 Students are given a schedule of assignments & due dates for
all assignments at 1st Field Seminar class (first week of the
semester)
 It is the student’s responsibility to provide documents to the
Agency Field Instructor & to allow adequate time for
completion (minimum two weeks)
 Agency Field Instructors are not expected or advised to
complete evaluations or other field documents if submitted at
last-minute by student
 ALL evaluations must be completed by the Agency Field
Instructor
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Field Documents & Student Assignments
Learning Contract
 Student must provide Agency Field Instructor with a copy of
Learning Contract
 One document for all semesters
 Is completed by student with guidance/input from Agency
Field Instructor
 Should be realistic, specific, achievable with target dates for
completion
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Field Documents & Student Assignments
Learning Contract (cont.)
 Must identify specific core competencies as specified by CSWE
 Is consistently reviewed within Field Seminar course
 It is unacceptable for a student to present a blank Learning
Contract to a Field Instructor and claim “I don’t know how to
do this!”
 Blank Learning Contracts & examples of Learning Contracts
can be found on the UCF School of Social Work website under
the “FIELD” tab (along with other key field documents)
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Field Documents & Student Assignments
Record of Field Hours
 Very important document – utilized as part of the assessment plan for
the School of Social Work
 Student must bring Record of Field Hours to weekly supervision for
signature (by Field Instructor or Task Supervisor)
 Will not be accepted by Field Office if all field hours are signed on one
occasion
 Will be checked by the Field Seminar Instructor/Liaison during class
 Students are eligible for field hours for LEAD Day only. Other
extracurricular activities/events do not qualify for field hours unless
requested by agency and is related to field placement
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Field Documents & Student Assignments
Supervisory Log
 Utilized as part of the School of Social Work assessment plan
 Students are responsible for bringing the Supervisory Log to
supervision each week for signature by Field Instructor
 Log should be completed with specific information about the
content of supervision; stating “cases discussed” is not
acceptable
 Will be checked by Field Seminar Instructor/Liaison during
class
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Field Documents & Student Assignments
Field Log
 Logs are a reflective, 2 page narrative on various
experiences in field placement
 Submitted to seminar instructor; no action required
from field instructor
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Field-At-A-Glance (Handout)
2015 – 2016
Generalist MSW
Clinical MSW
1. Assessing needs and resources
2. Providing resources
3. Obtaining resources (case
management)
4. Developing/Improving resources
1. Assessing needs and resources
2. Providing resources
3. Obtaining resources (case
management)
4. Developing/Improving resources
1. Clinical practice with individuals
2. Clinical practice with families
3. Clinical practice with groups
Entry-level practice
Entry-level practice
Community-based clinical practice
Type of Internship
Spring Semester Only
Concurrent with course work
Concurrent with course work
Total Internship Hours
420 Total Field Hours
400 Total Field Hours
600 Total Field Hours
Hours/Semesters in Field
(Full Time Students)
28 hours/week during Spring
semester
Average 14 hours/week Fall and
Spring semester (200 hours each
semester) Start 2nd week of Class.
Average 20 hours/week Fall and
Spring semester (300 hours each
semester)
Hours/Semesters in Field
(Part Time Students)
17 hours/week Spring semester
(250 hours)
14 hours/week Summer semester
(170 hours)
Average 10 hours/week Fall and
Spring (150 hours each semester)
Average 8 hours/week Summer
semester (100 hours)
Average 13 hours/week Fall and
Spring (200 hours each semester)
Average 16 hours/week Summer
semester (200 hours)
Supervision Required
1 hour/week with BSW or MSW
1 hour/week with MSW
1 hour/week with MSW
FT – 1.5 hours every other week during
Fall and Spring semesters
FT – 1.5 hours every other week during
Fall and Spring semesters
Field Seminar
FT – 3 hours/week during Spring
semester
PT – 2 hours/week Spring semester
and 1 hour/week Summer semester
PT – 1 hour every other week during
Fall, Spring and Summer semesters
PT – 1 hour every other week during
Fall, Spring and Summer semesters
Field Seminar Instructor
Field Seminar Instructor
Field Seminar Instructor
Learning Competencies
Expectations
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BSW
Field Paperwork
turned in to:
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Your Student: What You Can Expect
 Feelings of anxiety and excitement at the same time
during initial weeks of internship
 May “cling to you like Velcro” at first but do wish to
become independent (in most cases!)
 Have attended a thorough orientation to Field
Education (the following are slides that are shown to
students):
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Field Information Provided to Students
Importance of field placement…
 Where social work comes alive; start of professional career
 Presents multiple opportunities to become part of the
professional social work community; network
 Put learning into practice; develop social work skills
 Opportunity to establish professional reputation; leading to
professional references and job opportunities
 Poor performance at your field placement can have
negative consequences as a developing professional
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Field Information Provided to Students
Agency standards regarding:
 Documentation - agency recording requirements including copying
reports/forms used, etc.
 Clear explanation about how student is to identify self in
documentation/written reports; verbal communication with clients,
families and others
 Confidentiality requirements of the agency and the profession
 Agency policies on how to handle client emergencies (suicidal or
homicidal threats, Baker Act, duty to warn, etc.)
 Safety and security precautions
 Supervision expectations
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Field Information Provided to Students
Insurance and liability issues:
 Under NO circumstances is a student to transport a client in
personal vehicle
 Students are covered by Liability Insurance by the University
of Central Florida
 Students are NOT covered by worker’s compensation by their
agency in the event of an injury on the job
 Students are strongly encouraged to carry health insurance
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Field Information Provided to Students
Professionalism:
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Students are expected to behave in a professional behavior at all
times (polite, respectful attitude)
Punctual; always able to locate if necessary
Positive attitude during supervision
Use of appropriate title for supervisor (do not call your supervisor by
his/her first name)
Appropriate dress
Personal hygiene
Strong work ethic
View self as agency employee; team player
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Field Information Provided to Students
Professionalism and the supervisory relationship:
 Relationship
between student and Field Instructor
is always professional not personal
 Do not socialize with Field Instructor outside of
field placement unless it is a work event
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Field Information Provided to Students
Social Media & Technology
 Texting
while at field placement is unacceptable
 Students are prohibited from using Facebook,
Instagram, Vine, Twitter or other social media sites
while at field placement
 It is unacceptable to “friend request” Field
Instructor/Task Supervisor
 Paying bills online or completing other personal
tasks while at internship is not permitted
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Field Information Provided to Students
Agency time-off/vacation policies
 Students
MUST discuss time off expectations and needs
in advance (and obtain approval) with appropriate
agency staff
 Students follow the expectations/calendar of the agency
and not the academic calendar
 Holidays are based on the agency’s holiday calendar not
the academic calendar
 Students do not accrue field placement hours during
holidays
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Field Information Provided to Students
Attendance
 Students
should establish a regular schedule with
agency Field Instructor/Task Supervisor
 Don’t be late. If delayed for a legitimate reason, sick or
there is an emergency immediately inform field
agency
 It is unacceptable to miss hours at your field agency
due to studying, exams or assignments due
 Absenteeism and/or tardiness will negatively impact
the grade received for Field Education course
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Field Information Provided to Students
Attendance/Falsification of Field Hours
Students who falsify field hours in any form are reported to
Office of Student Conduct, receive a failing grade for
course and forfeit ALL earned field hours
 The Field Office strongly recommends that agencies keep a
separate sign-in log for all students to record the hours
they are working
 Placement Confirmation Form - must be signed by Field
Instructor & submitted to Field Office prior to student
starting at field placement. Field hours do NOT accrue
until this form has been received by Field Office

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Field Information Provided to Students
Dress Code
Review dress policy with agency; comply with dress code at all times
 No piercings except for earrings
 No visible tattoos at any time
 No cleavage visible at any time; blouses and shirts are to be tucked in
at all times unless specifically designed to be worn outside
 No tank tops or camis
 No exposure of mid-section of body
 No jeans or shorts unless there is a designated dress down day or
dress code for specific event
 No casual shoes (flip flops, etc.); shoes are never to be taken off
 Clothing is to be neat, clean, ironed, etc.

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Accreditation Standards in Field Education

Set forth by the Council on Social Work Education (CSWE)
Educational Policies and Accreditation Standards (EPAS)
 10
Core Competencies and 41 Practice Behaviors
 31 Advanced Practice Behaviors (Clinical students only)

Accreditation standards incorporated into Field Seminar and Field
Education documents

Students instructed on use of forms throughout Field Seminar
course

Agency Field Instructors can find documents online at School of
Social Work website, under “FIELD” tab or can request electronic
copies
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Accreditation Standards in Field Education
Standards apply to all students – for example:
(MSW Generalist Students)
Core Competency: Identify with social work profession
Practice Behaviors:
1.
2.
3.
4.
5.
6.
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Advocate for client access to the services of social work
Practice personal reflection and self correction to assure
continual professional development
Attend to professional roles and boundaries
Demonstrate professional demeanor in behavior, appearance
and communication
Engage in career-long learning
Use supervision and consultation
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Accreditation Standards in Field Education
Advanced Practice Behaviors (31)

Apply to MSW Clinical Students Only (Example)
Core Competency: Identify with social work profession
Practice Behaviors:
1. Demonstrates professional use of self with client (s)
2. Understands and identifies professional strengths,
limitations and challenges
3. Develops, manages and maintains therapeutic
relationships with clients within the person-inenvironment and strengths perspective
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Sincere Appreciation From Field Office
THANK YOU for your ongoing commitment to
be a Field Instructor for our students – we cannot
achieve success without you!
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