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OFFICE OF FIELD EDUCATION

ADVANCED COMPETENCIES: FIELD INSTRUCTOR TRAINING

October 7, 2011

Resource: CSWE EPAS

Instructors: UW SSW Field Faculty:

Carrigan, DeFries, Hires, et al.

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AGENDA WELCOME INTRODUCTIONS OBJECTIVES CSWE COMPETENCIES, PRACTICE

BEHAVIORS, METHODS OF ASSESSMENT EXERCISE: Developing Measurable Activities to

Support Practice Behaviors in the Learning Contract

DEMO: STAR Learning ContractDEMO: STAR Quarterly EvaluationEXERCISE: Evaluating Practice Behaviors in Quarterly Evaluations Using ABCD Method

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OBJECTIVES

Strengthen partnership with field instructors around field education objectives

Provide information and dialogue on new Advanced Competencies to support the Integration of Theory and Practice

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OBJECTIVES, CONT’D. Support Advanced Field Instructors in developing

an Advanced Learning Contract with Students to meet Competency Standards for Advanced Practice.

Provide information and training on STAR (System to Administer Records) for use with contracts, evals

Offer information and practice in completing the Quarterly Evaluation using Competency Criteria and Methods of Measurement to support evaluation of practice behaviors and competencies.

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COMPETENCY BASED EDUCATION

CSWE: Council on Social Work Education

EPAS: Educational Policy and Accreditation Standards of CSWE

CSWE CORE COMPETENCIESdeveloped in 20082009 UWSSW curriculum review and revision2010 UW SSW launched Foundation

Competencies2011 UWSSW launched Advanced

Competencies

CSWE CORE COMPETENCY AREAS

1. Professional identity2. SW Ethical principles for practice3. Critical thinking4. Diversity5. Human rights and social & economic justice6. Research7. Human Behavior & the Social Environment8. Policy Practice9. Practice context10. Engage, Assess, Intervene & Evaluate

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CSWE EPAS EDUCATIONAL POLICY 2.3

SIGNATURE PEDAGOGY: FIELD EDUCATION

Signature pedagogy = the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner.

The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting.

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COMPETENCY BASED FIELD EDUCATION

Competency Based Education:

Focuses on outcomes of learning.

Addresses standards of student performance of professional functions rather than learning goals or objectives

- Requires defining educational goals in terms of precise, measurable descriptions of knowledge, skills, and behaviors students should possess at end of the quarter/year.

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CORE COMPETENCIESCSWE EPAS EDUCATIONAL POLICY 2.1

Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills.

The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations

and communities at the generalist level.Within an area of concentration in the

Advanced Year

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COMPETENCY BASEDFIELD EDUCATION

1. Specific, measurable competency activities (Learning Contract)

2. Content of supervision based on student progress towards required outcome behaviors, as well as student goals, agency priorities.

3. Student continues in program until demonstrating competency.

4. Uses a variety of instructional techniques and group activities.

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COMPETENCY BASED EDUCATION (FIELD)

5. Focus is on behaviors the student needs to learn/demonstrate in a social work practice context.

6. Provides students with immediate feedback on assessment and performance.

7. Paces instruction to the students needs.

8. Students demonstrate competency based on measurable learning activities.

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COMPETENCY BASED EDUCATION (FIELD)

8. Assessment/Measurement Methods may Include:

Observed practice Review of oral/written reportsReview of video/audio tapesSubmission of reflective journal entriesPresentations to field instructor, staffFeedback re case/project consultationsDocumentation of assessments,

interventions

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TEACHING TO COMPETENCIES Review of Competencies (CSWE/EPAS)

Review of Practice Behaviors (CSWE/SSW)

Designing Agency-Based Learning Experiences (Student/Field Instructor)

Incorporating Assessment/Measurement Methods into Contract and Evaluation (Field Instructor/Student)

Supervision regarding Progress towards Competencies

Evaluation (Field Instructor/Student/Field Faculty)

CSWE COMPETENCIES

COMPETENCY

PRACTICE BEHAVIORS

ACTIVITIES

ACTIVITIES

PRACTICEBEHAVIORS

ACTIVITIESStudent are to attain by the end of course Knowledge, values

and skills that comprise the competencies

Assessment/Measurement methods to determine if students have acquired practice behaviors

Learning experiences that Support the attainment of practice behaviors

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EXERCISE: DISCUSSION Discuss reactions to competency based

education Discuss experience in 2010-11 with

rollout of Foundation Competencies Discuss pros and cons of new

methodology in social work field education

MSW CURRICULUM FOUNDATION YEAR: Demonstrate the

INTEGRATION and APPLICATION of the COMPETENCIES in generalist practice with INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES.

ADVANCED YEAR: Prepares graduates for ADVANCED PRACTICE through MASTERY of CORE COMPETENCIES augmented by KNOWLEDGE AND PRACTICE BEHAVIORS specific to a CONCENTRATION.

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SW 525 REQUIREMENTS

Advanced Practicum Learning ContractDue within 4 weeks of practicum start Completed by student and Field InstructorSubmitted by Practicum Instructor on STAR

Advanced Practicum Quarterly Evaluation by ConcentrationDue before end of quarter, each quarterCompleted by student and Field InstructorSubmitted by Practicum Instructor on STAR

Hours verified by Field Instructor (720 total/year) Recommendation for Credit Revised for completeness if requested by Field

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INTRODUCTION TO STAR System To Administer Records

New UW database with multiuse functionality Requires access through UW or Protect Net ID

Online document accessibility and storage Practicum Placement Description Forms Learning Contract Quarterly Evaluations

Demonstration of STAR Review of Online Learning Contract

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INTRO: LEARNING ACTIVITIES Agency-based, specific, professional tasks

and activities must: support competency growth outline details of expectations facilitate visible and measurable skillsets meet agency needs, student interests, school

requirements provide a platform for conscious integration of

social work theory and practice be monitored, feedback given re

effectiveness not be limited by field instructor’s role; PI

facilitates broad/deep social work education

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ABCD: LEARNING ACTIVITIES

ABCD Method of Developing Learning Activities

A: Audience: Student, UWSSW, Agency Staff

B: Behavior: Expected visible performance

C: Condition: Use of particular models, protocols, location, timeframes, involvement of others, etc.

D: Degree: frequency, length, duration

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SAMPLE ACTIVITY USING ABCD Audience

Student will…… Behavior

Conduct a community needs assessment about underserved agency populations

ConditionBy interviewing outreach staff, developing a

written survey instrument, identifying venues for reaching potential new constituents, administering survey, and analyzing results

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DEVELOPING ACTIVITIES Degree

First quarter: develop survey; second quarter, conduct survey; third quarter: analyze data and report results in

May staff meeting

Measurement Report on progress in supervision, present draft of survey in December to PI, present draft analysis to PI in April, present final report and written conclusions to staff

in May

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APPLICATION TO COMPETENCY Identify

underserved populations

Outreach in under-served communities

Develop survey Conduct survey Analyze results Present results

Diversity Assessment

Engagement

Research Intervention Critical thinking Evaluation Professional

Development

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ROLE PLAYTHIS IS A MEETING/DISCUSSION BETWEEN A FIELD INSTRUCTOR AND A STUDENT TO COMPLETE THE LEARNING CONTRACT.

Student reviews “Work Plan” with FI. FI and student discuss learning interest. FI identifies learning opportunities

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WRITING LEARNING ACTIVITIES Exercise:

You will be assigned one of the 10 competencies

Choose a practice behavior (outcome expected)

Develop an agency activity that would support development in that competency and behavior

Share with table and/or large groupDiscuss questions or learnings from the

exercise

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STAR: QUARTERLY EVALUATION Demonstration of STAR Quarterly

Evaluation Instructor and Student input – summary

of quarter-long progress and development

No surprises! Supervision should have provided feedback all along

PI rates student progress in practice behavior effectiveness

PI writes brief narrative to support rating PI cites methods of assessment Both auto-sign; PI submits electronically

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ADV. COMPETENCY CRITERIA Review Competency Criteria Handout Review Developmental Stages of Learning

based on Bloom’s, Anderson’s Taxonomies Rating scale for evaluations based on

above No opportunity to address (needs rationale) 1. Student unable to learn in this area 2. Identifying problems 3. Building knowledge and skills 4. Applying knowledge and skills 5. Exceeds expectations in effective

application of knowledge and skills

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ROLE PLAYTHIS IS A MEETING/DISCUSSION BETWEEN A FIELD INSTRUCTOR AND A STUDENT TO COMPLETE THE QUARTERLY EVALUATION.

Use a strengths and developmental perspective

Review baseline capacities Review activities done at agency Reflect on areas of growth and challenge Apply Competency Criteria Assess competency development Plan next stage of learning and tasks

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EXERCISE: WRITE EVALUATIVE STATEMENTS

Choose a Competency and Practice Behavior. Using worksheet, write:

1) POSITIVE STATEMENT Support a high rating for a student Cite visible, measurable achievements

2) ADDRESS A CHALLENGE Support a low rating for a student Cite behaviors, expectations not realized Summarize quarter’s work and attempts to address

identified lack of abilities or knowledge; follow-up

INCLUDE PLANNED NEXT STEPS IN GROWTH for both

FIELD FACULTY SUPPORT GOALS: Work in partnership with students and instructors to

develop effective strategies for integrating theory and practice, models and processes for successful supervision and instruction collaborative and constructive relationships to further professional

development and standards adherence

At Liaison Visit, will review: > roles and responsibilities of each party> student interests, goals, background, abilities> Student fit with opportunities at agency> Learning Contract development and specificity of activities related to competencies> Progress, feedback, and evaluation of student> Credit hours, yearly plan

Available for questions, consultations, trouble-shooting

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