Field Manual for 2013-2014 - University of Maryland School of ...

More documents

Recommendations

Info

UNIVERSITY OF MARYLAND FIELD EDUCATION SCHOOL OF SOCIAL WORK SWCL 794-795 ADVANCED CLINICAL FIELD INSTRUCTION EVALUATION Student: Date: Field Instructor: Date: Agency: Semester: This evaluation is an education tool for the use of the field Instructor, student, and the school. As an educational device, the evaluation and the process comprising it should: 1. Reflect the professional judgment of the field instructor in the assessment of specific practice behaviors, and in reaching an overall conclusion about the student’s performance. 2. Provide for the student a differentiated description of his or her practice indicating relative strengths and weaknesses. The differentiated description gives indication to the student and field instructor of future training needs and of special expertise. This evaluation consists of three sections: The first should be a brief statement of the student’s field assignments, as a way of establishing a context for the judgments. Next, the student’s performance is evaluated in each of the curriculum areas. At the end of the first of the two advanced practice field education semesters, the student should demonstrate expected behaviors in all areas (where there has been opportunity to do so). If there is any area of non-demonstration of expected behavior, the student should be considered as having failing field. Areas where there is a lack of consistency in engaging in expected behaviors constituting special learning problem areas should be noted, and a teaching-learning plan and contract should be developed by the field instructor and student. Such areas of inconsistency in expected behaviors should be carefully assessed with regard to overall performance indicators to determine whether there is a evidence of potential for improvement of not. Finally, there is an integrative summary section. This is an opportunity to pull together, in an individual way, your impressions of the student’s field work performance to date. 80
Part I: Assignments Number of Indiduals: Number of Families: Number of Groups: Briefly outline the student’s field work responsibilities and give an overview of the individuals, families, and/or groups with whom the student has worked. 81
Page 1 and 2:
UNIVERSITY OF MARYLAND SCHOOL OF SO
Page 4 and 5:
I. INTRODUCTION....................
Page 7:
Please call us or stop by the Offic
Page 10 and 11:
5. To understand and interpret the
Page 12 and 13:
B. Advanced Field Practicum The sec
Page 14 and 15:
The following sub-specialization is
Page 16 and 17:
VII. EXPECTATIONS OF THE AGENCY, TH
Page 18 and 19:
as well as a review of the Code of
Page 20 and 21:
16) A student shall pay for malprac
Page 22 and 23:
Student Affairs, Informatics and th
Page 24 and 25:
E. Procedures for Resolution of Fie
Page 26 and 27:
24appendices
Page 28 and 29:
PREAMBLE The primary mission of the
Page 30 and 31:
A code of ethics cannot guarantee e
Page 32 and 33: 1.03 Informed Consent (a) Social wo
Page 34 and 35: whether social workers disclose con
Page 36 and 37: appropriate, and culturally sensiti
Page 38 and 39: 2.05 Consultation (a) Social worker
Page 40 and 41: (c) Social workers who function as
Page 42 and 43: 4. SOCIAL WORKERS’ ETHICAL RESPON
Page 44 and 45: Appropriate institutional review bo
Page 46 and 47: STATEMENT ON NONDISCRIMINATION The
Page 48 and 49: SEXUAL HARASSMENT UMB adapted the s
Page 50 and 51: UNIVERSITY OF MARYLAND FOUNDATION F
Page 52 and 53: Is able to critique specific practi
Page 54 and 55: Skill Objectives Applies generic pr
Page 56 and 57: V. RELATlONSHIPS The student: Attit
Page 58 and 59: Prepares process recordings, review
Page 60 and 61: clinical syllabus: 58
Page 62 and 63: I. KNOWLEDGE OBJECTIVES A. Knowledg
Page 64 and 65: c. The differential use of language
Page 66 and 67: 2. Makes a systematic assessment of
Page 68 and 69: 66macro syllabus:
Page 70 and 71: knowledgeable about equalizing that
Page 72 and 73: forms/calendars: 70
Page 74 and 75: Foundation Learning Contract Studen
Page 76 and 77: MACRO Learning Contract Student: Fi
Page 78 and 79: UNIVERSITY OF MARYLAND FIELD EDUCAT
Page 80 and 81: PART ONE FOCAL LEARNING AREAS I. So
Page 84 and 85: Part II: Curriculum Objectives The
Page 86 and 87: Comments: Part III: Narrative Pleas
Page 88 and 89: improve (e.g. new activities) shoul
Page 90 and 91: G. Ability to facilitate referrals
Page 92 and 93: University of Maryland School of So
Page 94: 2013-2014 APRIL MAY JUNE JULY 2 JOB
show all

Field Manual for 2013-2014 - University of Maryland School of ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?