Getting Started in Field Education Part 2 Fall UNC Chapel Hill School of Social Work

Transcription

1 Getting Started in Field Education Part 2 Fall 2015 UNC Chapel Hill School of Social Work

2 You ve got to learn your instrument. Then, you ve got to practice, practice and practice. And then, when you finally get up to the bandstand, forget all that and just wail. - Charlie Parker, American Jazz Saxophonist and Composer

3 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

4 Agenda Competency Based Education Documentation Evaluation and Grading Policies Database and Website Questions Next Meeting

5 Competency Based Education Focuses on the outcomes of learning Address what students are expected to do, rather than on what they are expected to learn Defines educational goals in terms of precise measureable descriptions of knowledge, skills and behaviors students should possess at the end of the year in an assigned practice context

6 Competency Based Field Education Assessment methods may include: Observed practice Oral/Written Reports Video/audio tapes Reflective journal entries Presentations Case consultations Provides students with feedback on performance

7 Foundation Practicum Competencies 1. Demonstrate Ethical and Professional Behavior 2. Engage Diversity and Difference in Practice 3. Advance Human Rights and Social, Economic, and Environmental Justice 4. Engage in Practice-informed Research and Research-informed Practice 5. Engage in Policy Practice

8 Foundation Competencies (cont.) 6. Engage with Individuals, Families, Groups, Organizations, and Communities 7. Assess Individuals, Families, Groups, Organizations, and Communities 8. Intervene with Individuals, Families, Groups, Organizations, and Communities 9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.

9 Foundation Practice Behaviors A group of specific and measureable behaviors that must be learned to demonstrate each competence.

10 Tasks and Activities Activities that are completed in your agency. Tasks and activities should be designed to enable you to build the knowledge and skill necessary to become competent.

11 Learning Flow and Diagram CSWE Competencies Practice Behaviors Student, Field Instructor Learning Activities: Direct Practice Management and Community Practice Student, Field Instructor, Field Faculty Evaluation

12 What is a Learning Agreement? A collaborative document developed by the student and the Field Instructor, then approved by the Field Faculty Provides a focus for student learning, establishes mutual expectations, and describes the means for evaluation of student performance Based on nine core competencies & associated indicators the student is expected to achieve in their Foundation field placement 12

13 Learning Agreement (cont.) Requires students to take an active part in articulating interests and designing tasks used to achieve the nine core competencies Describes the student s planned activities during the academic year, through which the student will learn & practice the knowledge & skills required to achieve the nine competencies demonstrate what s been learned Covers both the fall and spring semesters in one document ningagreement.pdf 13

14 REMEMBER: Foundation Learning Agreement & Activities are: 50% Community, Management, and Policy (Macro) Practice activities 50% Direct Practice activities 14

15 Learning Agreement and Competency Evaluation (LACE) Review Form Additional Directions

16 Competence Rating Scale and Grading 1. Unsatisfactory 2. Limited Competence 3. Emerging Competence 4. Competence 5. Excellence N/A Not applicable at this time

17 Field Ed Database Linda Pridgen-Braswell , or Critical Forms on the SSW Website ssw.unc.edu/programs/masters/fi eldeducation/students

18 Monthly Report Review Monthly Report

19 Documentation Due Learning Agreement (due online October 1 st ) Monthly Reports (due last day of every month except for Dec and April) Competency Evaluations (due online December 2 nd and again on April 27 th )

20 Hours in Field Typically, students are in Foundation Field Placements 16 hours per week, times to be worked out with field agency & Field Instructor For academic year , students must complete 448/416 field hours 216 (16) hours fall semester, 232 (16) hours spring semester) See Field Practicum Hours ( & Field Education Program Calendar for details ( 20

21 Hours in Field (cont.) Up to 16 leave hours per semester are available if needed: Be sure to provide timely notification of the need for leave to your Field Instructor Include the hours of leave taken in the total on the corresponding Monthly Report Vary your schedule only with Field Instructor approval and only log applicable hours (e.g., lunch doesn t count unless it s a working lunch) 21

22 Additional Program Policies & Procedures Student Liability Insurance Placement Concerns Mandatory Reporting and Duty to Warn Disguise of Confidential Information

23 Social Media and Technology Guidelines Personal Facebook, Twitter, blogs Agency Facebook, Twitter, blogs 4 Square Personal texting, agency texting

24 Don t do school work during your field placement! 24

25 Concentration Planning Session- Required Friday, November 13, 12:15 1:45 TTK Auditorium

26 Questions & Comments