SCHOOL OF SOCIAL WORK OFFICE OF FIELD INSTRUCTION Pre-Field Orientation Workshop Presented by: THE OFI TEAM

1. SCHOOL OF SOCIAL WORKOFFICE OF FIELD INSTRUCTIONPre-Field Orientation WorkshopPresented by: THE OFI TEAM

2. PLAN FOR TODAY’S WORKSHOP • Icebreaker • Introductions • The players • The competencies • The forms • Field Instruction Skill Inventory • Educational Agreement Planning Worksheet • Educational Agreement • Evaluation Process • Triad Exercises

3. ICEBREAKER

4. WHO ARE THESE PLAYERS? • Field Educator • Employed by the School of Social Work and works in the Office of Field Instruction facilitating placements for students. Is assigned a cohort of fieldwork sites for placement and, in most cases, is also the field liaison • Field Liaison • Employed by the School of Social Work and, in most cases, works directly in the Office of Field Instruction. There are some clinical faculty that are also field liaisons, but these people do not place students. • Provides continuity with students and the fieldwork site for the duration of the field placement. Visits the student at the fieldwork site once per term or more, if needed. • Provides support and problem solving to the student and field instructor • LecturerA Field Educator/Liaison who teaches the Foundation Field Seminar (SW 531)

5. WHO ARE THESE PLAYERS? • Primary Field Instructor – Is a licensed master social worker (LMSW) who provides the day-to-day assignment of projects and oversight/direction for students. Teaches knowledge, skills and attitudes which enables the MSW intern to do a competent job. Through mentoring, offers support and socializes the intern to the ways of the profession by helping them develop a professional conscience (NASW Code of Ethics). Works in the assigned fieldwork site • Secondary Field Instructor – Used if the field instructor does not have an LMSW and functions as a social work mentor. Provides additional supervision to the student on a weekly basis to discuss the placement experience, the student’s assignments, and how the field experience relates to social work. May or may not work in the assigned fieldwork site

6. COMPETENCIES • The Council on Social Work Education (CSWE) has established specific competencies for social work education • The goal is for students to develop “practice behaviors” for each competency. Practice behaviors are defined as a blend of activities, knowledge and skills • The goal is for students to integrate their classroom learning with their field-based learning and vice versa • Fieldwork site assignments should be developmentally focused and address how the student will become proficient in each established competency • Students will experience beginning, middle and end stages of learning over the course of their education

7. SOCIAL WORK COMPETENCIES (Council on Social Work Education Standards) • Objective 1 – Professional Identity • Objective 2 – Organizational Context • Objective 3 – Values & Ethics • Objective 4 – Critical Thinking • Objective 5 – Human Behavior & The Social Environment • Objective 6 – Diversity • Objective 7 – Social & Economic Justice • Objective 8 – Social Policy • Objective 9 – Engagement • Objective 10 – Assessment • Objective 11 – Research • Objective 12 – Intervention • Objective 13 – Evaluation • Objective 14 – Professional Behavior

8. FIELD INSTRUCTION SKILL INVENTORY Step 1

9. FIELD INSTRUCTION SKILL INVENTORY: WHY? • To help you focus on what you want and need to learn • To help you match skills with the social work competencies • To assist you in the development of your Educational Agreement • To help you measure your growth related to the identified practice skills over time

10. FIELD INSTRUCTION SKILL INVENTORY: HOW TO Rate yourself applying the scale by using your: • Volunteer experiences • Work experiences • School projects • Community service activities • Undergrad experiences

11. FIELD INSTRUCTION SKILL INVENTORY: RATING SCALE • Advanced Competence – Is able to practice this skill independently and feels comfortable “jumping right in” with little to no guidance • Competent – Consistently feels comfortable but is enthusiastic about more opportunities to practice and receive feedback • Emerging Competence – Uncomfortable or seeking more practice and feedback related to this skill set

12. FIELD INSTRUCTION SKILL INVENTORY:Examples Of Skills Are you able to: • understand how your social identities overlap and affect others • understand the agency’s funding and finances • maintain up-to-date/accurate/complete fieldwork records • integrate classroom knowledge with the field experience • demonstrate knowledge of theoretical frameworks when working across the life span • develop and maintain professional relationships with diverse populations • identify the sources of political, social, and economic inequalities

13. COMPLETING THE FIELD INSTRUCTION SKILL INVENTORY • Enter your name, term, date, and field liaison’s name (see sheet in folder) and complete the inventory • You will complete this again at the end of your 1st year and at the end of your 2nd year in the program

14. FIELD INSTRUCTION SKILL INVENTORY TRIAD EXERCISE Generative Interviewing: Break into triads, choose a role, switch roles after 7 minutes • “Student” Role: Talk about what you want to learn using the Field Instruction Skill Inventory • “Field Instructor” Role: Use your active listening skills to get the “student” to be specific about what they want to learn in their field placement • “Recorder” Role:Observe the interview & write down everything you hear the “student” say. Give the feedback sheet to the “student” to take to their field placement

15. USING THE EDUCATIONAL AGREEMENT PLANNING WORKSHEETStep 2

16. EDUCATIONAL AGREEMENT PLANNING WORKSHEET • This form will help you take skills from the Inventory you would like more experience with and “slot” them under a competency on this worksheet • Once you start field, you will collaborate with your field instructor in developing a fieldwork site-specific assignment that encompasses the skill you want to learn that matches a specific competency • The Planning Worksheet will help you develop assignments that can become Portfolio artifacts or bullets on your resume

17. STEP #3: Triad Discussions Using your Skill Inventory and the Planning Worksheet, start to match skills you want/need to develop with the listed competencies. This will allow you to begin the discussion with your field instructor as you develop fieldwork-specific assignments on your Educational Agreement form

18. USING THE EDUCATIONAL AGREEMENT FORMStep 3

19. GOAL OF THE EDUCATIONAL AGREEMENT • Students will learn to • Develop field-based assignments under the guidance of a field instructor (and/or a secondary field instructor) with the support of an assigned field liaison • Integrate classroom learning with fieldwork site-specific assignments in order to become proficient in the social work competencies • The Educational Agreement is the contract for learning between the student and the fieldwork site • Field instruction is the “signature pedagogy” of social work education

20. THE EDUCATIONAL AGREEMENT FORM • Assures compliance with the Council on Social Work Education (CSWE) accreditation standards • Is completed each term and the assignments should be developmentally focused so that these become more complex as the student progresses through the program • Provides basis for evaluation of student’s work at the end of each term • Becomes a permanent part of the student’s record • Can be used for licensing and job applications with permission of the student

21. COMPLETING THE EDUCATIONAL AGREEMENT FORM • Complete the Field Instruction Skill Inventory = identify what skills you want and need to learn. • Use the Planning Worksheet = match what skills you want and need to learn with the social work competencies on the Planning Worksheet. • Once field placement begins, identify, with the field instructor, fieldwork site-specific assignments that will meet the competency and teach you the skills you want and need to learn. These assignments should focus on helping students develop professional practice behaviors (a blend of knowledge, activities, and skills). 4. Enter the assignments on the Educational Agreement form.

22. HOW TO USE THE EDUCATIONAL AGREEMENT: The Importance of Supervision • Serves as a guide when developing The Supervision Agenda where students solicit feedback from the field instructor on a weekly basis regarding skill and competency development. 2. Suggested Supervision Template: a. Administrative Issues b. Progress related to fieldwork site assignments c. Reflection on Privilege, Oppression, Diversity, and Social Justice issues (PODS) d. Reflection on personal and professional growth and development utilizing the Field Instruction Skill Inventory 2. Develop professional practice behaviors/skills which focus on privilege, oppression, diversity and social justice (PODS) and reflect on these during the required supervision time with the field instructor using a Supervision Agenda.

23. REVIEW AND SUBMISSION • Students submit the Educational Agreement form to the Office of Field Instruction for approval by your field liaison and pick it up once you are notified. You must use the original Educational Agreement for your end of the term evaluation. • The field instructor and the student evaluate the fieldwork assignments at the end of the term using the Educational Agreement form rating scale. 3. At the end of the term, students submit the Educational Agreement form to the Office of Field Instruction by the due date attaching the field instructor and student narratives which follow the guidelines on the OFI web page

24. EXAMPLE: Educational Agreement Form COMPETENCY #1 – PROFESSIONAL IDENTITY Definition: Identifies as a professional social worker and conducts oneself as a representative of the profession, its mission and core values.

25. RATING SCALE/EVALUATION • Advanced Competence – Able to independently and skillfully demonstrate awareness, knowledge, and expertise. Fieldwork site assignments are completed in a highly competent manner and the student demonstrates high levels of understanding and proficiency. • Competent – Consistently demonstrates awareness, knowledge, and skills. Fieldwork site assignments are completed in a competent manner, and the student demonstrates increasing levels of understanding and proficiency. • Emerging Competence – Inconsistently demonstrates awareness, knowledge, and skills. Fieldwork site assignments are completed with some difficulty, and the student has not demonstrated an adequate level of understanding and proficiency. Additional training may be necessary. • Insufficient Progress – Rarely demonstrates awareness, knowledge, and skills. Fieldwork site assignments are completed with many difficulties and the student is unable to demonstrate an adequate level of understanding and proficiency. Corrective action and additional training are required. • Unacceptable Progress – Unable to demonstrate awareness, knowledge, and skills. Most Fieldwork site assignments are completed with a high degree of difficulty and the student is unable to demonstrate a fundamental level of understanding and proficiency. • Not Applicable - No opportunity this term to complete fieldwork site assignment. This will require that the field instructor and student, with the assistance of the field liaison, identify what the student will do to become proficient for items given this rating in the following term.

26. Example: Completed Educational Agreement Form This is for instructional purposes only. Do not use this assignment as your own. COMPETENCY #1 – PROFESSIONAL IDENTITY Definition: Identifies as a professional social worker and conducts oneself as a representative of the profession, its mission and core values. End of term optional student/field instructor comments: End of term plan to illustrate how competency will be accomplished in the following term if a score of 2 or below is given:

27. AFTER THE TERM BEGINS • Individual specific questions will be handled by your assigned: • Field Liaison • Seminar Instructor • Two “coaching”/peer mentoring sessions will be set up by the OFI work-study. Information is forth coming • Please turn in your Field Instruction Skill Inventory now so we can enter it into a database. We will return it to you during the 1st Seminar class

28. THANK YOU FOR YOUR PARTICIPATION!! Let us be patient with one another, And even patient with ourselves. We have a long, long way to go. So let us hasten along the road, The road of human tenderness and generosity. Groping, we may find one another's hands in the dark                                                             --Jane Addams