The University of Chicago School of Social Service Administration

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Name of Agency _______________________________________ Date __________________________Field Instructor _________________________________________Field Consultant _______________________ _______________________Student _________________________________________________________Field Instructor's Evaluation of Field Consultant1. Orientation for the field work instructor regarding Field Consultant’s role and function was clear.1 2 3 4 5Not ClearClear2. Field Consultant served as a bridge between the student, the school and the agency: Interpreted schoolpolicies, procedures, and expectations to the agency; assessed the fit between school curriculum andeducational experiences provided by the agency.1 2 3 4 5NoYes3. Field Consultant was available to the field work instructor for discussion of concerns or problems as well asthe improvement and enrichment of the placement.1 2 3 4 5Not AvailableAvailable4. Field Consultant contacted me each quarter to discuss student/field issues.[ ] Yes [ ] No5. Field Consultant contacts consisted of: [ ] Site Visit (s) [ ] Meeting(s)[ ] E-mail (s) [ ] Phone Contact(s)6. Where problems existed, between the student and field instructor, the Field Consultant was helpful.1 2 3 4 5Not HelpfulVery Helpful________________________________________________________________________Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Field Instructor's Signature
IX. Tool Box for Field Instructors and StudentsQUICK REFERENCE: THE EXTENDED EVENING PROGRAM (EEP)- Field work begins the first week of October for first year EEP Students.- Start and end dates are clearly marked on the SSA Calendar. Any alternative arrangementsmust be agreed upon upfront by the Field Instructor, the Field Consultant AND the student.Start and end dates should be noted on the Learning Contract if alternate arrangements aremade.-Learning Contracts and Evaluation due dates are clearly marked on the SSA Calendar.These documents should be worked on in advance of the due date. It is imperative thatSSA students receive timely feedback and that signed documents are delivered to SSA bythe date due.400 hours are required for the student’s first year field placement- 8 hours per week must be completed on a regular schedule (students will be attendingtheir field placement over breaks and in the summer) 8 hours/week for 50 weeks=400hours.-720 hours are required for students in the clinical concentration placements (over 18months)576 hours are required for students in the social administration concentrationplacements (over 18 months)1 hour per week of supervision is required by the field instructor- Three evaluations will be completed in the course of the first year internship.Four evaluations are completed in the 2 nd internship (over 18 months)Students must have had client contact by December 1st- “Clinical” means direct practice with clients, not necessarily 1-1 therapy- “Macro Project”: all first year students complete a macro project- Prerequisites: It is the Field Instructor’s responsibility to inform both the student and theSSA Field Education Office of any pre-requisites that the student will need to completebefore starting the field placement. Such pre-requisites may include TB test, backgroundchecks, liability insurance, immunizations, etc.-A sign in sheet is helpful to keep track of the hours worked by the student. Students andField Instructors are responsible for documenting hours.Safety – Safety and risk management are discussed by the student and Field Instructor atthe agency. This safety discussion is documented (see Safety form) and turned into theField Consultant along with the learning agreement.Helpful terms to know:‣ Field Consultant: person who provides support for the student and the field instructor andserves as a bridge between SSA and the field placement; also the field seminar instructor. .All learning contracts and field evaluations are turned into the Field Consultant for review.
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VII. Grading and Problem Solving fr
Page 7 and 8: Introduction to Field EducationPoli
Page 9 and 10: Field Education Staff and RolesNanc
Page 11: Field Readiness WorkshopsRequired f
Page 15 and 16: EEP at a GlanceEEP at a Glance2011-
Page 17 and 18: Education. Students will coordinate
Page 19 and 20: III. Responsibilities of Student in
Page 21 and 22: FIELD EDUCATION POLICIESDISCLOSURE
Page 23 and 24: 7. Students in the School Social Wo
Page 25 and 26: THIRD QUARTER OF PLACEMENT• Revie
Page 27 and 28: Risk Management and SafetyIncidents
Page 29 and 30: IV. Responsibilities of Field Educa
Page 31 and 32: Field Instructor ChecklistField Con
Page 33 and 34: Selection and Evaluation of Field P
Page 35 and 36: V. Learning Contracts and Quarterly
Page 37 and 38: In the second year, clinical studen
Page 39 and 40: VI. Student Placement ProcessFirst
Page 41: Dual Degree StudentsDual Degree stu
Page 44 and 45: B. Assignment of a grade of FIn som
Page 46 and 47: Steps Toward Field Problem Resoluti
Page 48 and 49: Requesting a Field Placement Change
Page 51 and 52: THE SCHOOL OF SOCIAL SERVICEADMINIS
Page 57: STUDENT EVALUATION OF FIELD SEMINAR
Page 61 and 62: Quick Reference: Full-Time/Part-Tim
Page 63 and 64: Field Placement Safety Discussion F
Page 65 and 66: Core Learning ContractDate:Student:
Page 67 and 68: 3. Apply critical thinking to infor
Page 69 and 70: 7. Apply knowledge of human behavio
Page 71 and 72: 10. Engage, assess, intervene, and
Page 73 and 74: Clinical Learning ContractDate:Stud
Page 81 and 82: Social Administration Learning Cont
Page 89 and 90: Reflection Logs (All Students)Refle
Page 91 and 92: MACRO PROJECTS (First Year Requirem
Page 93: Program Planning/DevelopmentMACRO P
Page 96: School of Social Service Administra
Page 99 and 100: SCHOOL OF SOCIAL SERVICE ADMINISTRA
Page 101 and 102: Core Quarterly EvaluationDate:Stude
Page 105 and 106: 8. Engage in policy practice to adv
Page 107: Evidence to Support Ratings and Sum
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1. Identify as a professional socia
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5. Advance human rights and social
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9. Respond to contexts that shape p
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Evidence to Support Ratings and Sum
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1. Identify as a professional socia
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5. Advance human rights and social
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9. Respond to contexts that shape p
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Evidence to Support Ratings and Sum
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BENEFITS AND TRAINING FOR FIELD INS
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Brief Description of the Agency, It
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DIRECT PRACTICEAgency:So that we ma
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COMBINED CLINICAL / SOCIAL ADMINIST
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EDUCATION:Including Undergraduate,
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Essential Tools for Field Instructi
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M E M O R A N D U MTO:FROM:Field In
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CONTINUING EDUCATION CREDITSFOR FIE
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DIRECT PRACTICEField Instructor's S
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Did I assist the student in thinkin
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3. The Code is designed to help soc
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expertise.Social workers continuall
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standards of confidentiality apply.
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1.13 Payment for Services(a) When s
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(c) Social workers are prohibited f
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3.06 Client Transfer(a) When an ind
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(b) Social workers who speak on beh
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Social workers should facilitate in
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The University of Chicago School of Social Service Administration

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