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FIELD EDUCATION ASSESSMENT DOCUMENTIncludes LEARNING PLAN & ASSESSMENT REPORTS

STUDENT NAME: Student ID: BSW MSW First Placement Final Placement Semester Year

Student Email: Student Contact Number:

PLACEMENT AGENCY NAME:

ADDRESS: :

Field Educator(s) Email: :

External Field Educator (if applicable) Email: :

Field Education Coordinator Email: :

PLACEMENT DETAILS: Commencement date: Mid Placement date:

Completion date: Hours completed at Mid Placement:

Hours completed at End of Placement: Days attending per week:

of 20 Revised 19 April 2017

LEARNING PLAN AND ASSESSMENT REPORT PRACTICE STANDARDS & LEARNING OUTCOMES

BRIEF DESCRIPTION OF PLACEMENT: Describe what will be the focus of this placement.

SUPERVISION ARRANGEMENTS: Detail when you plan to meet with your Field Educator (and External Field Educator if applicable).


Agreed reasonable adjustments (if relevant): To be negotiated between the student, agency and university for students with vision/hearing/ mobility/ learning/mental health disabilities or medical conditions.

Student has been provided with the Agency’s WHS, Equal Opportunity and Sexual Harassment policies and undergone an induction or training program


LEARNING PLAN & ASSESSMENT INSTRUCTIONS

LEARNING PLAN The purpose of the Learning Plan is to assist students in identifying the activities that will be undertaken on placement and how the

completion of these activities will contribute to meeting the Learning Outcomes for each Practice Standard at the required level of competence (refer Rating Scale table below).

The required level for passing a first placement is Beginning Competence and the required level for second (final) placement is Competent in each of the Learning Outcomes.

The Learning Plan is completed by the student in conjunction with their Field Educator(s) and submitted to the Field Education Coordinator (FEC) or Field Education Liaison Officer (FELO) by day 10 of placement.

MID PLACEMENT ASSESSMENT The purpose of the Mid Placement Assessment meeting is to review student progress in achieving Beginning Competence (First

Placement) or Competent (Final Placement) in Learning Outcomes for each Practice Standard, and identify the focus for the second half of the placement.

A Mid Placement Assessment meeting is held at approximately day 35 (250 hours) of placement, attended by the student, their Field Educator(s) and FEC/FELO.

Using the Field Education Assessment Document students are required to prepare written comments describing evidence of progress toward meeting the Learning Outcomes for each Practice Standard. In addition students must obtain written feedback from their Field Educator(s).

The draft Mid Placement Assessment report must be submitted by the student to their FEC/FELO five working days prior to the Mid Placement Assessment meeting. At the meeting students are expected to elaborate on examples provided in written report.

The Mid Placement grade is determined by the University with consideration of feedback from the student and Field Educator(s).

END OF PLACEMENT ASSESSMENT The purpose of the End of Placement meeting is to confirm all placement assessment requirements have been met, including

completion of 500 hours, satisfactory completion of assignments, and to determine if a student has achieved a minimum rating of Beginning Competence (First Placement) and Competent (Final Placement).

Students are required to submit a final comment about their placement using the Field Education Assessment Document no later than five working days after the completion of their placement. The report must also include written feedback from the student’s Field Educator(s).

End of placement ratings may be lower than Mid Placement ratings if student performance has deteriorated. This is because the end placement rating assesses the entire placement.

An End of Placement Assessment meeting is held between the student and FEC after the conclusion of the placement at the university.



Flinders students only - Students who achieve the required level of competence will be awarded a Non Graded Pass (NGP) for the placement component of the Topic. The final grade is determined by the University with consideration of feedback from the student and Field Educator(s).

UniSA students only – A student’s final grade is determined by the University with consideration of feedback from the student, Field Educator(s) and external Field Educator (s) and taking into account the portfolio work, tutorial attendance and participation and performance at mid-placement.

RATING SCALE

RATING CODE DESCRIPTION

Not Assessable NA The work has either not been undertaken, or the Field Educator/s has not had an opportunity to assess capability in this area.

Not Competent NC Not competent may be indicated by performance that is not at basic level expected, poor understanding and acceptance of requirements, practice unsafe or inappropriate, knowledge or skills undeveloped and little application to learning. Concern that students will not meet required level by end of placement.

Developing Competence

DC Performance not yet competent for level of placement. Some requirements understood. Further work and/or practice needed to demonstrate the required level of competence. Limited ability to integrate knowledge and theory into practice; to articulate progress against the practice standard; to engage in critical reflexivity and to exhibit ethical fluency.

Beginning Competence BC Minimum required level for end of first placementPerformance at beginning level expected in this setting. Requirements understood. Practice is competent under guidance and supervision. Some ability to integrate knowledge and theory into practice; to articulate progress against the practice standard; to engage in critical reflexivity and to exhibit ethical fluency.

Competent C Minimum required level for end of second placementCan perform independently with appropriate level of supervision. Demonstrates adaptability and critical appreciation of own/other’s practice. Strong ability to integrate knowledge and theory into practice; to articulate progress against the practice standard; to engage in critical reflexivity and to exhibit ethical fluency.



1. Values and EthicsSocial work students demonstrate social work values, uphold their ethical responsibilities and act appropriately when faced with ethical problems, issues and dilemmas.

1.1. Practice in accordance with the Code of Ethics (2010), and identify ethical dilemmas and issues arising in practice.Stage Activity (Tasks you will perform to achieve the learning

outcome/s)Evidence (how you will demonstrate that you have met the learning outcome/s)

Learning Plan 1.

2.3.

Student summary comments on progress

Mid Placement Assessment

End of Placement Assessment

Field Educator(s) summary comments on progress

Mid Placement AssessmentEnd of Placement Assessment

Field Education Coordinator / Field Education Liaison Officer summary comments on progress

Assessment Period

Rating Comments / Further Learning Required Review Date (if required)


End of Placement Rating -Competence Rating: (completed by Field Education Coordinator / Field Education Liaison Officer) Please tick: NA NC DC BC C



2. ProfessionalismSocial work students act with integrity, are accountable and reliable, and demonstrate a commitment to their learning in placement.

2.1. Be accountable and behave in a professional manner, and represent the social work profession with integrity and professionalism.

Stage Activity (Tasks you will perform to achieve the learning outcome/s)

Evidence (how you will demonstrate that you have met the learning outcome/s)

Learning Plan 1.

2.

3.




Field Educator(s) summary comments on progressMid Placement Assessment


Field Education Coordinator / Field Education Liaison Officer summary comments on progressAssessment Period

Rating Comments / Further Learning Required Review Date


End of Placement RatingPlease tick: NA NC DC BC C



3. Culturally responsive & inclusive practiceSocial work students have a sound understanding and knowledge of cultural diversity in order to work in a culturally inclusive way.

3.1. Work respectfully and inclusively with cultural difference and diversity.3.2. Respect, strive to understand, and promote the rights of Aboriginal and Torres Strait Islander people and their cultures.Stage Activity (Tasks you will perform to achieve the learning

outcome/s)Evidence (how you will demonstrate that you have met the learning outcome/s)

Learning Plan 1.2.3.







Assessment Period






4. Knowledge for practiceSocial Work students demonstrate knowledge for practice, and skills of enquiry and curiosity where new knowledge is required.

4.1. Understand the impact of systemic influences on practice.4.2. Understand the role of research and evaluation in obtaining and generating new knowledge for practice.











Assessment Period



Competence Rating (completed by Field Education Coordinator / Field Education Liaison Officer)




5. Applying knowledge to practiceSocial work students demonstrate skills required to implement knowledge in practice.

5.1. Apply social work knowledge to undertake effective assessment and interventions, to respond to meeting the needs of individuals, groups and communities.

5.2. Demonstrate understanding by using a range of specific social work theories and concepts, methods and techniques, and apply critical reflective thinking to practice.



Learning Plan 1.2.

3.Student summary comments on progress


End of Placement AssessmentField Educator(s) summary comments on progress




Assessment Period






6. Communication & interpersonal skillsSocial work students demonstrate effective communication and interpersonal skills.

6.1. Effectively communicate with a diverse range of people.



Learning Plan 1.2.

3.








Assessment Period






7. Information recording and sharingSocial work students use ethical principles, and are accurate and professional, as they write reports, record data and collect and share information.

7.1 Record and maintain information appropriately.



Learning Plan 1.2.

3.


Mid Placement AssessmentEnd of Placement AssessmentField Educator(s) summary comments on progress




Assessment Period






8. Professional development and supervisionSocial workers demonstrate commitment to ongoing learning through continuing professional development and supervision.

8.1 Actively engage in supervision, learning and ongoing professional development.





Mid Placement AssessmentEnd of Placement AssessmentField Educator(s) summary comments on progress



Assessment Period






Summary Mid Placement Comments

Summary End Placement Comments

End of Placement - Timesheets have been verified by Field Educator/s:

YES NO

SIGNATURES (END OF PLACEMENT): (may be replaced with email confirmation that report is accurate)

Student: Date:

Field Educator/s: Date:

Date:RECOMMENDED GRADE FOR PLACEMENT COMPONENT OF THE FIELD EDUCATION TOPIC: To be completed by University Field Education Coordinator/Field Education Liaison Officer

Non Graded Pass Fail Incomplete Field Education Coordinator / Field Education Liaison Officer Date:

APPENDIX 1



FIELD EDUCATION DOCUMENT: APPENDIX 1 - PRACTICE STANDARDS TABLE

Learning Outcomes and Descriptive Indicators based on AASW Practice Standards, 2013

Practice Standard Learning Outcome Descriptive Indicators – 1st placement Descriptive Indicators – final placement (in addition to 1st placement indicators)

1: Values and EthicsSocial work students demonstrate social work values, uphold their ethical responsibilities and act appropriately when faced with ethical problems, issues and dilemmas.

1.1: Practice in accordance with the Code of Ethics (2010), and identify ethical dilemmas and issues arising in practice.

1. Demonstrates an awareness of the relevance of the AASW Code of Ethics within the placement setting (e.g. promotion of social justice and commitment to the dignity, value and uniqueness of individuals, social units, communities and cultures).

2. In discussion with supervisor/s critically reflects on the impact of social systems and structures that perpetuate inequality and injustice.

3. Identifies and responds to ethical issues in accordance with the ethical responsibilities of the Code of Ethics.

4. Demonstrates an ability to recognise and understand one's own assumptions and values and their ability to impact on practice (especially within situations of conflicts of values and interest).

5. Maintains an open and respectful perspective towards the values, views and opinions of others and is able to incorporate notions of individual rights and needs, and collective responsibilities.

6. Seeks out supervision with supervisor/s when faced with an ethical dilemma or conflict of interest.

2:ProfessionalismSocial work students act with integrity, are accountable and reliable, and demonstrate a commitment to their learning in placement.

2.1: Be accountable and behave in a professional manner, and represent the social work profession with integrity and professionalism.

1. Demonstrates responsibility, accountability, reliability and initiative.

2. Maintains professional/personal boundaries.

3. Seeks support and information or refers people when professional capabilities are exceeded.

4. Demonstrates an understanding of social work as a profession and how it differs from other professions.

5. Understands the importance of maintaining personal well-being and managing the emotional impact of the work.

8. Articulates the values, processes and outcomes of social work and how they apply in the context of the placement.

9. Demonstrates an understanding of power relationships and structures that can give rise to and perpetuate relationships of inequality and social marginalisation for the target population, and demonstrates an ability to work constructively with issues of power and authority.




6. Demonstrates an awareness of and adherence to the organisational policies and procedures.

7. Maintain a high quality of professional conduct and behave with dignity and responsibility.

3: Culturally responsive & inclusive practice.Social work students have a sound understanding and knowledge of cultural diversity in order to work in a culturally inclusive way.

3.1 Work respectfully and inclusively with cultural difference and diversity.

1. Demonstrates knowledge of diversity between and within different cultures including ethnicity, disability, economic status, age, sexuality, gender and transgender, faiths and beliefs.

2. Critically reflects on personal values, cultures and beliefs and how these impact on interactions with others.

3. Modifies practice in order to work effectively and inclusively with people who have different and diverse cultural identities, values, affiliations, beliefs and customs.

3.2 Respect, strive to understand, and promote the rights of Aboriginal and Torres Strait Islander people and their cultures.

1. Demonstrates knowledge and understanding of Aboriginal and Torres Strait Islanders culture, protocols and practices in a local context.

2. Demonstrates an understanding of the historical and continuing disadvantage and oppression of Aboriginal and Torres Strait Islander peoples and the impact this has on practice.

4. Knowledge for practiceSocial work students demonstrate knowledge for practice, and skills of enquiry and curiosity where new knowledge is required.

4.1 Understand the impact of systemic influences on practice.

1. Demonstrates an understanding of the local and wider context in which the organisation operates.

2. Able to identify relevant legislation, policies and regulations relevant to practice area and whether these are consistent with social work values and principles

3. Able to analyze the impacts of relevant legislation, policies and regulations on practice

4. Demonstrates an understanding of current debates, social issues and/or politics that impact on the field of practice.

5. Critically reflects on the impact of public debate and the economic, cultural and political environment, on policy and program development and service provision.

6. Identifies aspects of policy that are inappropriate, inconsistent or inadequate.




4.2 Understand the role of research and evaluation

in obtaining and generating new knowledge for practice.

1. Demonstrates an understanding of how research knowledge informs practice (e.g. consulting published literature).

2. Able to locate literature relevant to practice area (evidence-informed practice).

3. Able to identify researchable topics/issues within practice setting.

4. Analyses how data collection systems are used by the agency and its funding body, in program development & evaluation. 5. Within the placement context demonstrates understanding of relevant principles & methodological considerations when conducting research activities.

5. Applying knowledge to practiceSocial work students demonstrate skills required to implement knowledge in practice.

5.1 Apply social work knowledge to undertake

effective assessment and interventions, to respond to meeting the needs of individuals, groups and communities.

1. Undertake an assessment by gathering and analysing information appropriate to the person/organisation and practice context.

2. When appropriate, develop an intervention plan based on assessment that outlines what is being offered, objectives/goals and planned outcomes, and evaluates and reviews the plan routinely.

3. Supports people to decide what service/s they want to assist in meeting needs taking into account any limitations to their capability, voluntary/involuntary status and the choices available.

5.2 Demonstrate understanding by using a range of specific social work theories and concepts, methods & techniques, and applies critical reflective thinking to practice.

1. Able to identify a range of social work theories relevant to the practice setting.

2. Critically reflects on and evaluates practice with a particular focus on principles of self-determination, empowerment, inclusion, equality, human rights and social justice.

3. Identifies and demonstrates effective

4. Articulates and uses knowledge from other relevant bodies of knowledge that inform practice such as law, sociology, anthropology, politics, history, social theory, psychology, humanities and philosophy.

5. Articulates a personal practice framework that draws on




social work skills to implement an intervention plan.

contemporary theory, knowledge, methods, skills and professional values.

6. Critically reflects on the role of the social worker in relation to power imbalances, professional boundaries, use of authority and work with people who are using services involuntarily.

6. Communication & interpersonal skillsSocial work students demonstrate effective communication and interpersonal skills.

6.1 Effectively communicate with a diverse range of people.

1. Builds rapport with people, and shows empathy, genuineness, warmth, and integrity in all interactions.

2. Engages and includes people in decision making processes that affect them, as far as possible, including those using services involuntarily.

3. Effectively communicates the details and nature of the service offered to people including restrictions to confidentiality and privacy.

4. Critically reflects on the impact of interpersonal style and use of self on others.

5. Demonstrates clear and effective interpersonal communication skills (both verbal and non-verbal) with individuals, groups and communities.

6. Identifies learning needs and seeks out opportunities to address these needs through training, consultation, supervision and support.

7. Able to conduct single or joint interviews and demonstrates the ability to practice strategically (to engage, mobilise, challenge and encourage people in the change process).

7. Articulates professional social work identity within a multidisciplinary context.

8. Able to deal with situations involving anger, conflict and challenging behaviour.




8. Effectively communicates with a diverse range of people.

7. Information and record sharing.Social work students use ethical principles, and are accurate and professional, as they write reports, record data and collect and share information.

7.1 Record and maintain information appropriately.

1. Informs people about their social work records, their rights to access and the purpose for which a record is made.

2. Writes information in an accurate, objective and timely manner.

3. Adheres to agency policy regarding written records.

8. Professional development and supervisionSocial workers demonstrate commitment to ongoing learning through continuing professional development and supervision.(See AASW Practice Standards, 2013: Professional development and supervision, 8.1, 8.2 and 8.3, p 17).

8.1 Actively engage in supervision, learning, and ongoing professional development.

1. Engages in continuing professional development.

2. Demonstrates the ability to participate proactively in negotiating and developing the supervisory relationship.

3. Demonstrates an awareness of personal feelings and experience and how these affect practice.

4. Applies understanding of critical reflection and reflexivity to practice.

5. Actively seeks opportunities forfeedback from supervisor/s, colleagues and peers.

6. Contributes to education and professional development of others where appropriate.

7. Demonstrates a willingness to take risks and expose own practice for scrutiny from supervisor (and other team members).

8. Identifies learning needs and seeks out opportunities to address these needs through training, consultation, supervision and support.



APPENDIX 2FIELD EDUCATION DOCUMENT - APPENDIX 2: SAMPLE LEARNING ACTIVITIES

Learning Plan Activity Mid and End of Placement Evidence

Direct practice: Observe interviews Co- interview with

experienced worker Conduct interviews on my

own

Observed interviews and co-interviewed three clients by mid placement. Completed one or more interviews on my own and could explain the reasons for my actions by

end placement. Analysed and reflect on interviews in supervision.

Community development: Building relations with the

'community' you are working with and understanding existing strengths and aspirations

Networking and collaboration activities

Facilitating and attending meetings and group activities

Needs assessment processes

Described strategies to engage with communities and discuss their relevance to the community I’m working with.

Developed an eco-map of key services, networks and relationships in a community.

Taken minutes of a community meeting (first placement) and facilitated at least one meeting (final placement)

Completed a community audit, including demographic analysis

Discussed the relationship between community development and the concepts of community capacity building and social capital.

Research & projects:Example hoarding & squalor Background searches for

similar projects

Literature review

Information gathering about the populations under study

Completed an audit of agencies offering hoarding & squalor services (first placement) and map the gaps and opportunities (final placement).

Completed a literature review or annotated bibliography of best practice in hoarding & squalor.

Described the spatial and demographic characteristics of hoarding and squalor in my project area.


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