School Social Worker Framework for Professional Practice - Evidence of Performance

Transcription

1 1 School Social Worker Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge of content basic to the social work profession Social Worker demonstrates little or no understanding of social work practice, counseling theory and techniques. Social Worker demonstrates basic understanding of social work practice, counseling theory and techniques. Social Worker demonstrates solid understanding of the content areas basic to the social work profession and takes an ecological view of the student s needs. Social Worker s knowledge of the content and practice in the areas basic to the social work profession are extensive, showing evidence of a continuing search for improved practice. Social Worker actively seeks opportunities to share his/her knowledge with other social work colleagues, teachers, administrators, parents and the community at large. Examples include: Crisis intervention LSW-Licensed Social Worker Cultural, racial and ethnic diversity LSCW-Licensed Clinical/Social Worker Needs of at-risk children and children with disabilities Double Masters/Type 75 Ecological framework Workshop/Continued Professional Development Psychosocial theories Specialized Training Group process skills Membership IASSW, HSSWSS Community resources Planning Conference Questions #2, 6 and 9 Illinois social-emotional learning standards Environmental and biological factors that affect children s ability to function effectively in school

2 2 DOMAIN I: PLANNING AND PREPARATION (continued) 1b Establishes goals for social work services appropriate to the setting and the students served Social Worker has no clear goals for the programs services to be provided, or they are inappropriate to either the situation or the age of the students. Social Worker goals for the program services are rudimentary and are partially suitable to the situation and to the age of the students. Some goals are clearly measurable. Social Worker goals for the program services are clear and appropriate to the situation in the school and to the age of the students. Most goals are clearly measurable and linked to IL Social Emotional Learning Standards. Social Worker goals for the program services are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with administrators, teachers, parents, and outside providers. Goals are measurable and clearly tied to all Il standards. Examples include: Integrate with Illinois social-emotional learning standards Special Education Law NCLB Confidentiality Code of Ethics Mental Health Code Group process skills HIPPA IEP s-smart Goals Behavior Intervention Plans Program Goals (PALS) Small Group Goals/Curriculums Pre/Post tests for small groups Data on individual small group sessions (numbers, types, etc.) Planning Conference Questions #1, 2 and 9

3 3 DOMAIN I: PLANNING AND PREPARATION (continued) 1c Demonstrating knowledge of state and federal regulations and resources as they relate to social work practice within and beyond the school or district Social Worker demonstrates little or no knowledge of governmental regulations and of resources for students available through the school or district. Social Worker displays awareness of governmental regulations and of resources for student available through the school or district, but no knowledge of resources available more broadly. Social Worker displays for the treatment program are clear and appropriate to the situation in the school and to the age of the students. Social Worker s knowledge of governmental regulations and of resource for students is extensive, including those available through the school or district and in the community. Participating in IEP meetings Participating in RtI meetings Presentations made to staff (PowerPoint, notes, etc.) Planning Conference Questions #2 and 9

4 4 DOMAIN I: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of resources, both within and beyond the school and district Social Worker demonstrates little or no knowledge of resources for students available through the school or district. Social Worker displays awareness of resources for students available through the school or district, but no knowledge of resources available more broadly. Social Worker displays thorough knowledge of resources for students available through the school or district, and some familiarity with resources external to the school. Social Worker s knowledge of resources for students is extensive, including those available through the school, district and larger community. High School Social Workers of South Suburbia resource packet that Social Workers distribute Copies of s/correspondence to school staff Bulletin boards Invitations to Resource providers Planning Conference Questions #3, 8 and 9

5 5 DOMAIN I: PLANNING AND PREPARATION (continued) 1e Planning the Social Work services program, integrated with the regular school program, to meet the needs of individual students Social Worker s program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Social Worker s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Social Worker has developed a plan that includes the important aspects of counseling in the setting. Social Worker s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. IEP s Smart Goals Behavior Intervention Plans (PALS) Small Group Goals/Curriculums Pre/Post Test for small groups Data on individual small group sessions (numbers, types, etc.) Group work artifacts Curriculums used Planning Conference Questions #1, 4, 6 and 9

6 6 DOMAIN I: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the social work services program Social Worker has no plan to evaluate the program or resists suggestions that such an evaluation is important. Social Worker has a rudimentary plan to evaluate the therapy program. Social Worker s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Social Worker s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Pre/Post Assessments Quarterly updates for IEP students PALS data Planning Conference Questions #7 and 9

7 7 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport Social Worker s interactions with students, parents, school personnel and community agencies are negative or inappropriate. Social Worker is unable to communicate effectively with school teams. Social Worker s interactions with students, parents, school personnel and community agencies are generally appropriate and free from conflict. Social Worker is inconsistent in collaboratively working with and providing consultation to school personnel and community agencies to communicate the needs of children and families. Social Worker s interactions with students, parents, school personnel and community agencies reflect genuine warmth and caring and are highly respectful of the cultural and developmental differences among individuals and groups of stakeholders. Social Worker actively promotes positive collaboration with school personnel and community agencies to communicate and support the needs of children and families. Social Worker interactions with students, parents, school personnel and community agencies are highly respectful, reflecting genuine warmth and caring about students. Social Worker actively provides leadership in creating and maintaining positive collaboration with school personnel and community agencies to communicate and support the needs of children and families. Sign-In sheets Student initiated passes Planning Conference Questions #5 and 8

8 8 DOMAIN 2: THE ENVIRONMENT (continued) 2b Organizing time effectively Social Worker s exercises poor judgment in setting priorities, resulting in confusion, missed deadlines and conflicting schedules. Social Worker s time management skills are moderately well developed; essential activities are carried out, but not always in the most appropriate or efficient manner. Social Worker exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient and supportive manner. Social Worker demonstrates excellent time management skills, accomplishing all tasks in a seamless, integrated manner between different stakeholders that includes students, parents, school personnel and community agencies. Scheduling artifacts (outlook calendar) Quarterly updates submitted on time

9 9 DOMAIN 2: THE ENVIRONMENT (continued) 2c Establishing and maintaining clear procedures for referrals Social Worker has not established procedures for referral. Social Worker has established procedure for referrals, but the details are not always clear. Procedures for referrals, meetings and consultations with school staff, administrators and parents are clear to everyone involved. Procedures for all aspects of referrals are clear and easily assessable, and outcomes are communicated to everyone involved. RtI Tier I and Tier II artifacts RtI referral forms Pre-meeting form (PALS) PPS meetings Referral forms Referral process Flowcharts

10 10 DOMAIN 2: THE ENVIRONMENT (continued) 2d Contributing to the culture of positive student behavior throughout the school Social Worker s efforts to establish appropriate interventions that contribute to positive student behavior are unsuccessful. Social Worker s efforts to establish appropriate interventions that contribute to positive student behavior are partially unsuccessful. Social Worker has established appropriate interventions that contribute to positive student behavior and are consistently effective with a variety of students. Social Worker takes a leadership role in maintaining the environment of civility in the school and works collaboratively with students to establish appropriate interventions that make lasting contributions to positive student self-managed behavior. Group rules Lesson Planes from groups Home visits Classroom visits Anti-Bullying presentations Train Announcements PBIS Resources brought in Planning Conference Questions #5 and 8 Reflection Conference Question #3

11 11 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space for working with individual or small groups of students and storage of materials The meeting space and materials are not organized. Documents are not maintained to ensure confidentiality. The meeting space and materials are not completely organized, and materials are difficult to find when needed. Documents are maintained to ensure confidentiality. The meeting space and materials are well organized; documents are arranged and maintained to ensure confidentiality. The meeting space is highly inviting to parents and/or students. Documents are arranged and maintained to ensure confidentiality. Office arrangement Planning Conference Questions #5 and 8 Reflection Conference Question #3

12 12 DOMAIN 3: DELIVERY OF SERVICE 3a Responding to referrals and evaluating student needs Social Worker fails to respond to referrals or makes hasty assessments of student needs. Social Worker responds to referrals when pressed and makes adequate assessments of student needs. Social Worker responds to referrals and makes thorough assessments of student needs. Social Worker is proactive in responding to referrals and makes highly competent assessments of student needs. Progress form sent to teachers Assessments tools Referrals for case studies Documented observations Log entries Follow-up s

13 13 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Assisting students and teachers and school personnel in the formulation of academic, persona/social and behavior plans, based on knowledge of student needs and/or IEP goals Social Worker demonstrates few strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates a limited range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates a broad range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates an extensive range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker collaborates with staff to ensure understanding and follow through of plan for students. BIP s Behavior Intervention Plans FBA s Functional Behavioral Assessment s to staff to get students involved Release of information artifacts s for outside resources Notes from Social Worker meetings Team meeting agenda and notes Different assessment scales used Referrals to meet student needs-bys Documentation of other resource possibilities

14 14 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Communicates with families regarding services as allowed by confidentiality laws and social work ethics Social Worker fails to communicate with families and secure necessary permission for services or interventions or communicates in an insensitive manner. Social Worker communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Social Worker communicates with families and secures necessary permission for services of interventions, do so in a manner sensitive to cultural and linguistic traditions. Social Worker secures necessary permissions and communicates with families in a manner that is highly sensitive to cultural and linguistic traditions. The Social Worker reaches out to families of students to support trust and collaboration for student benefit. Social Worker PowerSchool logs s Phone logs Resource Guide distribution Parent letters Sign-In sheets Website

15 15 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Collecting information; writing reports that are concise, relevant to the needs of the child, and easily understood Social Worker neglects to collect important information on which to base treatment plans; reports are inaccurate or not appropriate to the audience. Social Worker collects most of the important information on which to base the intervention plans; reports are accurate but lacking in clarity and not always appropriate to the audience. Social Worker collects all the important information of which to base the intervention plans; reports are accurate, appropriate to the audience and are written using professional language. Social Worker is proactive in collecting important information, seeking out different stakeholders when necessary, including parents; reports are accurate and clearly written using professional language and are tailored for the audience. Social Developmental Study Documentation of phone calls to previous schools for information Observation data charts Formal assessments Reflection Conference Question #2

16 16 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness Adjust intervention plans and set priorities to meet the needs of diverse populations Social Worker adheres to intervention plan in spite of student s lack of interest, and does not set appropriate service priorities. Social Worker demonstrates moderate responsiveness to diverse student needs and interests, and inconsistently sets appropriate service. Social Worker adjusts intervention plan to be responsible to diverse student needs and interests. Social Worker consistently sets appropriate service priorities and is flexible and persistent in providing services. Social Worker is consistently responsive to diverse student needs and interests. Social Worker consistently sets appropriate service priorities and demonstrates creativity and persistence in providing services. Modified Behavior Plans Adjusted schedules Change of therapeutic group for students Change of IEP goals Calls to outside therapist Professional Development

17 17 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice Social Worker does not reflect on practice, or the reflections are inaccurate or self-serving. Social Worker s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. Social Worker s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Specialist makes some specific suggestions as to how the therapy program might be improved. Social Worker s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Specialist draws on an extensive repertoire to suggest alternative strategies. Contributions/Support sought at Social Worker meetings Outside clinical supervisions When prompted-can identify examples of what could have been done differently to meet the needs of specific students Reflection Conference Questions #1-7

18 18 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Collaborating with teachers, school personnel and administrators Social Worker is not available to staff for questions and planning and declines to provide background material as appropriate. Social Worker is available to staff for questions and planning and provides background material when appropriate. Social Worker initiates contact with teachers and administrators to confer regarding individual cases. Social Worker seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. s asking to meet for information BIP s FBA s Documentation of meetings with teachers Documentation of student observations Student progress reports

19 19 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Maintaining accurate records Social Worker s records are in disarray; they may be missing, illegible, or stored in an insecure location. Social Worker s records are accurate and legible and are stored in a secure location. Social Worker s records are accurate and legible, well organized, and stored in a secure location. Social Worker s records are accurate and legible, well organized, and stored in a secure location. They are written to be understandable to another qualified professional. Sample record documents PowerSchool log entries PALS pass spreadsheet Quarterly updates Reflection Conference Question #2

20 20 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community Social Worker s relationships with colleagues are negative or self-serving, and Social Worker avoids being involved in school and district events and projects. Social Worker s relationships with colleagues are cordial, and Social Worker participates in school and district events and projects when specifically requested. Social Worker participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Social Worker makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. Sponsoring activities School-wide/District-wide programs Volunteering for committees (SIP, Bullying) Staff presentations Workshops Conference presentations

21 21 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in Professional Development Social Worker does not participate in professional development activities. Social Worker participation in professional development activities is limited to those that are convenient or are required. Social Worker seeks out opportunities for professional development based on an individual assessment of needs. Social Worker actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues, doing research, mentoring, supervision and implementing or training colleagues on learned information. Submitted proposals for facilitating various trainings Presentations at faculty and staff meetings Attendance at professional development sessions Obtain the required CEU s for license renewal

22 22 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism including integrity, advocacy and maintaining confidentiality Social Worker displays dishonesty in interactions with colleagues, students, or the public, and violates principals of confidentiality. Social Worker is honest in interactions with colleagues, students, families and the public, and does not violate confidentiality. Social Worker displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, families, the public, and advocates for students when needed. Social Worker can be counted on to hold the highest standards of honesty, integrity, confidentiality, advocating for students and families, and taking a leadership role with colleagues. Locked file cabinet to staff on behalf of student Informed consent forms Observed discretion when student personnel matters discussed Suggested interventions to teachers for classroom