As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following was developed as a tool to assist school social workers interested in developing possible job descriptions and/or evaluation tools specific to school social work. The National Association of Social Worker s 2002 revised Standards for School Social Work Practice have been used as a framework to outline competencies. A number of current school social work evaluation forms were then reviewed and various objectives/evidences have been organized as possible performance indicators relative to the various standards and criterion. Please consider these objectives/evidences as a menu of possible items to select from in developing your own documents. Standard 1: PROFESSIONAL SCHOOL SOCIAL WORK PRACTICE (NASW Standards 2, 7, 16, 17) The school social worker demonstrates knowledge and understanding basic to the social work profession and school social work. Criterion 1. The school social worker demonstrates an understanding of human behavior in the social environment and is skilled in implementing various practice modalities to empower disadvantaged and oppressed populations. 1A: Demonstrates knowledge and understanding basic to the social work profession. (NASW Standard 17) The school social worker understands the central concepts and theories of social work and utilizes these constructs to facilitate the educational success of students as well as support and enhance the learning environment of the local educational agency (LEA). Manages work in an efficient and effective manner Understands human behavior in the social environment and implements various practice modalities to empower disadvantaged and oppressed populations. Uses research to inform practice and understand social policies related to services in schools Possess and demonstrates knowledge of social work theory and practice Demonstrates an understanding of human behavior in the social environment Demonstrates skills in implementing various practice modalities to empower disadvantaged and oppressed populations. Shows a capacity to work with a variety of personalities in a mature and professional manner; e.g., students, building staff, administrators, parents. Maintains adequate case records, documents information to substantiate circumstances relating to pertinent events. Demonstrates an understanding of the dynamics of family systems as they apply to individual development and student concerns Recognize and demonstrate an understanding of a student s adaptive behavior and its impact on a student s development Effectively prioritize delivery of service. Language compiled from a review of various evaluation models. Page 1 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
1B: Organizes time, energies, and workloads to fulfill responsibilities and complete assignments of assigned position, with due consideration of the priorities among the various responsibilities. (NASW Standard 2) Priorities should be established on the basis of their effect on student needs, the professional skills of the SSW, program needs, and the availability of other resources Shall make use of technology systems in the local education agency to enhance communication, obtain and organize information, and demonstrate accountability. Demonstrates time management skills and organizational abilities to carry out routine matters. Manages caseload in an efficient manner Organizes time, resources and work load in order to meet responsibilities Able to plan, organize, and prioritize work in professional manner Updates caseload periodically, seeks to inform appropriate staff of critical developments, responds to requests for consultation/information. Maintains an appearance which is appropriate to one s duties and responsibilities Is calm, sensitive, and assertive to the degree necessary Is usually at ease, has positive approach, perseveres Acts with professional judgment and strive to be approachable Accepts and completes duties promptly and accurately\ Enjoys work assignment and demonstrates interest by being prepared Expresses thoughts in well chosen words in a manner appropriate to the situation Has genuine interest in others; is willing to be helpful Expresses own convictions but respects opinions of others. Demonstrates effective communication and relationship skills Is punctual and regular in attendance Maintains professional and responsible work habits. Prompt, keeps appointments, and keeps schedule Responsive to situational demands Assumes other appropriate responsibilities as may be assigned from time to time. Appears able to cope with the unexpected; is mature and self-controlled IC: Maintains adequate safeguards for the privacy and confidentiality of information (NASW Standard 7) Complies with the various local, state, and federal mandates related to confidentiality. Uses professional judgment in the use of confidential information. Based on best practice, legal, and ethical considerations. When services are initiated, informs students, families and other professionals about the confidentiality limitations and requirements. Demonstrates confidentiality in client relationships Discusses case information appropriately (adheres to guidelines outlined in the Family Educational Rights & Privacy Act of 1974 Criterion 2: The school social worker uses research to inform practice and understand social policies related to services in schools. Language compiled from a review of various evaluation models. Page 2 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Standard 2: DIVERSITY & STUDENT LEARNING: (NASW Standard 4, 5, 18) The school social worker demonstrates an understanding of the backgrounds and broad range of experiences that shape students approaches to learning. Criterion 3: The school social worker demonstrates knowledge about child development and biological factors that affect students ability to function effectively in school. Criterion 4: The school social worker demonstrates knowledge of the influences of socioeconomic status, gender, culture, disability, and sexual orientation on educational opportunities for students. Ensures that students and their families are provided services within the context of multicultural understanding and competence that enhance families support of students learning experiences. (NASW Standard 4) Recognizes racial and ethnic barriers within the local education agency and develops strategies to lessen and overcome these barriers on students and to improve the climate of the local education agency. Provides services that extend to students in ways that build students individual strengths and offer students maximum opportunity to participate in the planning and direction of their own learning experience. (NASW Standard 5) In developing a plan of action, the SSW considers the characteristics of an individual student and the capacity of all students to communicate about themselves, to choose among options, and to be involved in directing their own learning. Collects and interprets pertinent family, cultural, social-economic and developmental information Assures that services are provided in a way that is compatible with the culture of the student and parents. Assists staff in understanding cultural and socio-economic circumstances of families Respects the dignity and worth of the students, staff, and parents recognizing their individual social, cultural and economic differences. Recognizes the worth and individuality of each person Language compiled from a review of various evaluation models. Page 3 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Standard 3: SCHOOL & SYSTEMS STRUCTURE, ORGANIZATION, and CLIMATE (NASW Standards 1, 8, 19, 22) The school social worker demonstrates knowledge and understanding of the organization and structure of the local education agency. Criterion 6: Understands the historical and current perspectives of public school education at the local, state, and national levels, including educational reform and legislation affecting educational opportunity, problems, and policy issues. Demonstrates understanding regarding the relationship between practices and policies affecting students. (NASW Standard 22) Knows and complies with local, state, and federal legislation, regulations, and policies. Remains up to date regarding court decisions, legislation rules and regulations, and policies and procedures that affect school social work practice. Criterion 7: Demonstrates knowledge and understanding of the local education agency as a system. (NASW Standard 19) Has knowledge of procedural and legal guidelines Understand and works within one s role in the system. As an integral part of the LEA, demonstrates sharing, cooperation and assumption of responsibilities Demonstrate knowledge of goals, processes and legal requirements of the educational system Follows established communication channels Criterion 8: The school social worker demonstrates knowledge and understanding about approaches to teaching and learning, including standards-based curricula, and the roles and areas of competence of various professionals in the local education agency. As a leader and member of interdisciplinary teams and coalitions, works collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families. (NASW Standard 9) Initiate and supports activities to overcome institutional barriers and gaps in services. Demonstrates trust, open communication, mutual respect, ongoing collaboration, and effective coordination to facilitate the achievement of the interdisciplinary team objectives. Provides home, school and community perspectives to the interdisciplinary process. Contributes to organizational solutions outside of assigned responsibilities Understand I.D.E.A. and be able to interpret it to staff and parents. Standard 4: HOME, SCHOOL, COMMUNITY LIAISON (NASW Standards 6, 8, 20) Language compiled from a review of various evaluation models. Page 4 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
The school social worker demonstrates knowledge and understanding of the reciprocal influences of home, school and community. Criterion 9: Demonstrates knowledge and understanding about how family dynamics, health, wellness, mental health, and social welfare policies, programs, and resources in the community impact student s success in the school environment. Is supportive of parents need to express their concerns about their child to school and agency personnel Acts as a liaison between schools, families, and community agencies Considers and respects the feelings and opinions of parents while making known his/her perspective Interacts with parents in a professional manner Initiates parent conferences Promotes mutual respect, understanding and support between school and home via parent conferences and/or home visits Translates and interprets various information for home, school and community persons. Demonstrates an ability to interpret evaluation findings Initiates information and discussion with parents/and/or staff when necessary Demonstrates positive interpersonal relationships with parents Keep parents informed and actively seek parental feedback regarding school issues. Help parents better understand the school and its programs and services Communicate goals and objectives to parents Demonstrates sensitivity to parents needs and helps parents to communicate those needs to school personnel. Provides consultation to staff. Standard 5: ASSESSMENT (NASW Standards 12, 13, 18, 21). The school social worker demonstrates skills in systematic assessment and investigation. The school social worker understands various formal and informal assessment and evaluation strategies and uses them to support the development of all students. Criterion 10: Gathers data using multiple methods and sources to assess the need, characteristics, and interactions of students, families, local education agency, personnel, individuals, and groups in the neighborhood and community. Conducts assessments of student needs that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern. (NASW Standard 12) Uses a variety of assessment and evaluative tools and procedures appropriate for assessing student s needs. Selects non-biased assessment procedures which are consistent with identified referral concerns Language compiled from a review of various evaluation models. Page 5 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Evaluates students to determine their need for SSW services. Provides assessment services as appropriate for determining students with special needs. Participate and contribute in the evaluation of students for special education services and placement Criterion 11: When appropriate, collects information to document and assess aspects of the biological, medical, psychological, cultural, sociological, emotional, legal, and environmental factors that affect student s learning. Conducts assessments to take an ecological perspective, focusing on the students, as well as their interactions in the school environment, at home, and in community settings. Reviews appropriate school records Observes students in various settings Communicates with parents and appropriate agencies to gain information to assess student s needs. Conducts the social developmental study for students referred for special education evaluation. Criterion 12: Integrates bio-psychosocial assessment data into reports that include educationally relevant recommendations as well as performance objective and measurable outcomes as needed. Conducts functional behavioral assessments to better understand the purpose and effect of problematic behaviors and provides information for developing interventions. Analyzes the various influences that affect student/parent/school/community relationships Assists in the identification and recognition of individual needs of students Provides family assessments/developmental history/written reports Conducts functional behavioral assessments Provides formal school social work reports which include results and recommendations based on their assessment Provides data to back up professional judgment and distinguished between them both Presents written and verbal information in a planned, orderly, and coherent manner Uses educationally relevant terms and avoids highly technical jargon unless such use is necessary in written communication/reports Written reports are detailed, comprehensive and understandable to lay persons and contain appropriate recommendations that address student s problem area(s). Interprets test and evaluation information accurately and appropriately Able to express self in writing Able to communicate openly, objectively and effectively with parents, students, and staff Submits required reports and prepares reports in a skillful, accurate and understandable manner Standard 6: SCHOOL POLICY & ADVOCACY: (NASW Standards 8, 22) The school social worker demonstrates an understanding of the relationship between practice and policies affecting students. Language compiled from a review of various evaluation models. Page 6 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Criterion 13: The school social worker demonstrates knowledge about current and proposed policies, analyzes their effects on students and advocates for policies that maximize student success. Demonstrates an awareness of district administrative policy and seeks clarification if necessary Keeps abreast of school board policies and works to see that they are properly implemented. Complies with district policy and procedures Demonstrates a willingness to respond to reasonable requests to facilitate the interpretation of district policy and programs to the community Advocates for students and their families in a variety of situations. (NASW Standard 8) Advocates for the needs of students experiencing issues of concern related to limited educational opportunities, discipline; punitive, arbitrary, and exclusionary policies and procedures in schools; institutional racism; discrimination against and among students based on protected classifications such as race, sex, national origin, sexual orientation, and religion; homophobia and sexism Advocates for the needs of students who are immigrants and refugees, students who are homeless, students living with HIV/AIDS, students with substance abuse problems, and other at-risk student populations. Maintains an advocacy role to assure that the student s educational, social, emotional and material needs are met. Provides support for the student and/or parents in due process situations; including but not limited to suspension, expulsion, placement and appeal. Advocates for compliance with student rights and responsibilities Standard 7: PREVENTION, CRISIS INTERVENTION & MENTAL HEALTH SERVICES: (NASW Standards 4, 5, 13, 15, 18, 23, 26) The school social worker selects and applies proven or promising prevention and intervention methods to enhance students educational experiences. Criterion 14: The school social worker demonstrates skills to assess problems and determine whether interventions should occur at the primary, secondary, or tertiary level. The school social worker designs services based upon knowledge of the educational setting, as well as information about the students, families, and community and utilizes a variety of intervention strategies that support and enhance the student s educational and emotional development. Incorporates assessments in developing and implementing intervention and evaluation plans that enhance students abilities to benefit from educational experiences. (NASW Standard 13) Develops plans based on assessment relevant to the concerns in the referral and include goals, objectives, and interventions to achieve desired outcomes; methods of evaluation; and outcome criteria. Language compiled from a review of various evaluation models. Page 7 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Develops plans to enhance positive educational experiences and involve the student, the family, other team members, and school and community resources as appropriate. Provides mediation and conflict-resolution strategies to promote students resolutions of their nonproductive encounters in the school and community and to promote productive relationships. (NASW Standard 15) Provides mediation and conflict resolution to resolve nonproductive encounters among students, parents, school and agency personnel to build positive, collaborative relationships. Understands how emphasizing students strength and protective factors can enhance educational success. (NASW Standard 18) Employs appropriate social work methods in situations affecting the student s educational progress. Provides casework/counseling services to students and/or their families Provides services consistent with identified student needs Provides crisis intervention services Provides group counseling for students with common concerns Develops social and educational plans for students with special needs (academic, social, emotional, cultural, economic) Utilizes information from community agencies in planning for the social, emotional and educational needs of students. Provides follow up case management Provides timely follow-up Actively involves students in the counseling, consulting and referral process when appropriate Develops an individualized plan to help a student maximize his/her potential Determines the effectiveness of interventions provided and be able to redesign the intervention plan and strategy as often as is appropriate. Demonstrates the ability to understand the most appropriate methods of intervention to meet the student s needs. Participates in the development of the student s IEP and annual review as appropriate Provides services to students one-to-one Provides services to students in groups Establishes relationship with families Facilitates classroom activities Facilitates parent groups. Assists in modifying learning environment Participates in development of comprehensive programs/services for special education students. Assists in crisis situations. Develops Behavioral Intervention Plans In working with students, shows a capacity to work with a variety of personalities in a mature and professional manner. In working with staff, shows a capacity to work with a variety of personalities in a mature and professional manner. In working with administrators, shows a capacity to work with a variety of personalities in a mature and professional manner. Language compiled from a review of various evaluation models. Page 8 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
In working with parents, shows a capacity to work with a variety of personalities in a mature and professional manner Demonstrates positive interpersonal relationships with students Demonstrates positive interpersonal relationships with staff Demonstrates positive interpersonal relationships with administrators Interacts with school staff in a professional manner that is positive and helpful to the student and school Has rapport with building personnel The school social worker develops and provides training and educational programs that address the goals and mission of the educational institution. (NASW Standard 10) Provides training programs for parents, teachers, local education agency personnel and/or staff of community agencies regarding prevention, intervention, and remediation factors that affect students success in school. Provides services to prepare students for learning and the actual teaching of social and behavioral skills. Provides social skills, life skills and/or behavioral skills training Plans and/or provides in-service training programs Plans programs for preventive education (drug awareness, sex education, child abuse/neglect, attendance) Plans and implements in-service programs related to the needs of students. Plans and implements in-service programs related to the needs of teachers and staff Organize, develop, contribute, and participate in in-service training program Provides formal and/or informal ins-service training for parents/teachers. Criterion 15: The school social worker s practice incorporates empirically supported interventions. Selects and provides proven or promising prevention and intervention methods to enhance students educational experiences. (NASW Standard 23) Standard 8: RESEARCH & PROGRAM EVALUATION: (NASW Standard 10, 11, 24) The school social worker participates in practice evaluation and shares findings with consumers, the local education agency, the community and/or the profession. CRITERION 16: The school social worker shares research and practice evaluation finds through inservice training, conferences, and/or publications. Maintains accurate data that are relevant to planning, management, and the evaluation of school social work services. (NASW Standard 11) Provides timely and accurate records to document SSW services, demonstrate outcomes, and promote accountability to the local education agency and community Analyzes activity reports, program statistics and outcome measures to (modify) SSW services to better meet the needs of students and families. Language compiled from a review of various evaluation models. Page 9 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Maintain accurate data relevant to planning, management and evaluation of SSW services Maintains accurate case records and documentation. Gathers statistics in accordance with department policy Submits timely and accurate data and reports. Participates in system-wide and departmental meetings, committees, projects Conducts or participates in periodic needs assessments Assists in the evaluation of departmental and system-wide plans, policies and programs Prepares appropriate evaluative practice reports and shares/disseminates findings to appropriate personnel. Assists in developing departmental policy Assists the school in planning programs that prevent/reduce/alleviate situations which may interfere with the learning process of students Develops, implements, and evaluates the SSW program Attends to ideas and concerns expressed regarding the SSW program Initiates and/or participates in related and pertinent educational research Standard 9: CONSULTATION & COLLABORATION: (NASW Standards 3, 6, 9, 10, 14, 25, 26) The school social worker shall possess skills in developing coalitions at the local, state, and national levels that promote student success. 9A: The school social worker develops consultative and collaborative relationships with colleagues, parents, and community resources to support student learning and well being. Criterion 17: The school social worker works effectively with individuals and groups who have diverse interests, but whose common purpose is to develop programs or systems of care that support and enhance the health, social and emotional well being, and safety of students. Provides consultation to local education agency personnel, school board members, and community representatives to promote understanding and effective utilization of school social work services. (NASW Standard 3) Provides consultation to facilitate an understanding of factors in the home, local education agency, and community that affect students educational experiences. Serves as consultant on such issues as discipline, attendance, confidentiality, race, ethnicity and language, mental health, behavior management, crisis intervention, and child abuse/neglect. Language compiled from a review of various evaluation models. Page 10 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Consults with classroom teachers to help them better understand and work with particular students or manage particular classes of students. Consults with teachers regarding modification of classroom interventions relevant to student needs such as adaptive behavior, functional life skills, and vocational skills Consults with administrators Participates in case conferences with other school specialists such as school guidance counselors, school psychologists, and school nurses. Provides information to the public and private sector regarding the school s perception of students needs Works effectively as a team member within the school Establishes rapport which encourages staff consultations and referrals Serves on interdisciplinary teams within the school system, such as care teams, student assistance teams and diagnostic teams Serves on inter-agency committees Participates in departmental, district and area meetings as they pertain to his/her area of expertise Provides necessary support for other school programs Acts as a child advocate while demonstrating ability to hear a variety of others perspectives Actively participate on the buildings Child Study Team/Care Team and serves as a resource person to other staff members Initiates and provides consultation and support to teachers in the development and implementation of an individualized plan for students Demonstrates consistent ability to form relationships with a wide range of persons in complex situations (team approach). Consult with teachers and administrators on broad areas of mental health Standard 9: CONSULTATION & COLLABORATION 9B: The school social worker promotes collaboration among community health and mental health services providers and facilitates student access to these services. (NASW Standard 26) Criterion 18: The school social worker supports the development and implementation of comprehensive school-based and school-linked programs that promote student health and mental health Assists in identifying areas of need that are not being addressed by the local education agency and community and works to create services that address these needs. (NASW Standard 14) Initiates activities to address deficiencies in resources and services of the local education agency or community that affect the ability of students to benefit from the educational system. Provides leadership on committees and advisory boards at the local, state, and national levels Identifies and documents needs not currently served in the school or in the community and supports the development of programs to address those needs Documents inadequacies in resources and services, calls them to the attention of appropriate persons, and promotes appropriate action to improve services Language compiled from a review of various evaluation models. Page 11 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Interacts with staff of community agencies in a professional manner that is positive and helpful to the student and the school Criterion 19: The school social worker coordinates community resources that support students success. Empowers students and their families to gain access to and effectively use formal and informal community resources. (NASW Standard 6) Effectively researches and utilizes community resources in addressing the needs of students and their families. Provides information about and facilitates the use of appropriate community resources. Makes referrals to community agencies, physicians or private therapists when appropriate. Keeps up to date regarding information about community resources. Makes referrals to appropriate resources within the school and/or community Standard 10: PROFESSIONAL DEVELOPMENT: (NASW Standard 27, 28) The school social worker assumes responsibility for continued professional development in accordance with the National Association of Social Workers guidelines and state requirements. Criterion 20: The school social worker remains knowledgeable of reforms in education and best practice models in the social work profession. Upgrades professional knowledge and skills through research, reading, workshops, training sessions, conferences and/or courses. Seeks to extend knowledge and improve skills Participates in professional growth activities. Participate in classes, workshops, seminars, and other meetings to improve professional skills Relates newly acquired knowledge to practice. Enhances school social work staff development Demonstrate a knowledge of current research and literature as it applies to school social work Criterion 21: The school social worker assists in the ongoing development of school social work. Represents the system as requested in state and national meetings. Promotes public awareness regarding school social work services Plans and implements programs related to the role and functions of the SSW Language compiled from a review of various evaluation models. Page 12 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri
Implements programs to explain the SSW program. Interpret SSW services to the community Criterion 22. The school social worker may provide field instruction through the supervision of school social work interns and through the provision of other appropriate learning experiences in relation to school social work practice. Provides field work experiences and supervision in the school setting Collaborates with the training institution to facilitate learning of school social work interns. Standard 11: PROFESSIONAL CONDUCT & ETHICS: (NASW Standard 1) The school social worker demonstrates commitment to the values and ethics of the social work profession and abides by the National Association of Social Workers Code of Ethics as a guide to ethical decision making.. Complies with local, state, and federal legislation, regulations, and policies Interprets and adheres to laws related to the rights of clients Adheres to the NASW Code of Ethics Language compiled from a review of various evaluation models. Page 13 Last Revised January 3, 2003 Compiled by Dot Kontak, School Social Workers Association of Missouri