Boise State School of Social Work MSW Foundation (1st Year) Learning Agreement and Evaluation

The following web page is a sample of the MSW Foundation Evaluation, which will be completed as a Sonia form. This page will describe each step/question to be completed for the MSW Foundation Evaluation. The below screenshot is an example of what the agreement will look like in Sonia.

The following information will be recorded at the top of the evaluation:

• Student Name
• Semester
• Year
• Faculty Field Liaison
• Agency
• Agency Field Instructor (AFI)
• Agency Task Supervisor (if applicable)

This learning agreement serves to articulate activities and behavioral achievements that support CSWE’s competencies as outlined in the 2015 Educational Policy and Accreditation Standards, as well as the learning objectives of the student and school. It is a reflection of the student’s year in the field. The activities are site-specific, measurable, and individualized with the goal of promoting the student’s successful development of professional competencies.

This plan is negotiated between the student, Agency Field Instructor, and Agency Task Supervisor (if applicable), and provides the basis for evaluating the student’s professional development. The student’s plan should be comprehensive, with activities added as the year progresses, such that by the end of the year it reflects all the student’s activities. Faculty Field Liaison consultation is available as needed to support the development of this plan.

This plan should be completed no later than the 3rd week after the student internship begins. At the beginning of the second semester, the plan is updated to reflect changes and/or new opportunities.

Learning Competencies

Each numbered section below includes multiple areas (labeled a, b, c, etc). The student will include their planned Learning Activities for each area. Then the AFI will use the evaluation guidelines (described below) to rate each area within the form. The AFI will give a mid point rating at the end of the first semester, and a final rating at the end of the second semester. At the bottom of each numbered section there will be room for comment from the AFI.

1. Demonstrate Ethical and Professional Behavior

Student is able to…

a) Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

b) Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

c) Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

d) Use technology ethically and appropriately to facilitate practice outcomes;

e) Use supervision and consultation to guide professional judgment and behavior.

2. Engage Diversity and Difference in Practice

a) Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

b) Present oneself as a learner and engage clients and constituencies as experts of their own experiences;

c) Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

3. Advance Human Rights and Social, Economic, and Environmental Justice

a) Apply one’s understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels

b) Engage in practices that advance social, economic, and environmental justice.

4. Engage in Practice-Informed Research and Research-Informed Practice

a) Use practice experience and theory to inform scientific inquiry and research;

b) Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings;

c) Use and translate research evidence to inform and improve practice, policy, and service delivery.

5. Engage in Policy Practice

a) Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

b) Assess how social welfare and economic policies impact the delivery of and access to social services;

c) Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

6. Engage with Individuals, Families, Groups, Organizations, and Communities

a) Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies;

b) Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

7. Assess Individuals, Families, Groups, Organizations, and Communities

a) Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

b) Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

c) Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies;

d) Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of the clients and constituencies.

8. Intervene with Individuals, Families, Groups, Organizations, and Communities

a) Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

b) Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

c) Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

d) Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies;

e) Facilitate effective transitions and endings that advance mutually agreed-on goals.

9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

a) Select and use appropriate methods for evaluation of outcomes;

b) Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

c) Critically analyze, monitor, and evaluate intervention and program processes and outcomes;

d) Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Evaluation Guidelines

This evaluation serves to articulate activities and behavioral achievements that support CSWE’s competencies as outlined in the 2015 Educational Policy and Accreditation Standards, as well as the learning objectives of the student and school. It is a reflection of the student’s year in the field. The activities are site-specific, measurable, and individualized with the goal of promoting the student’s successful development of professional competencies.

Students will be evaluated at the end of each semester. The focus will be on the level of performance achieved and on progress demonstrated during the year as reflected in this evaluation. During the first semester, the student may not have had the opportunity to be assessed, but by the end of the year, each area of competency must be evaluated.

The student should self-evaluate before evaluation is completed by the Agency Field Instructor. The following evaluation guidelines should be used. The completed and electronically signed evaluation by the Agency Field Instructor should be discussed with the student. Faculty Field Liaison is the third signatory to this evaluation. Even though this document is archived electronically, students are strongly encouraged to keep a copy of the evaluation for their records.

The Evaluation Guidelines are on a scale from 1-5, including N/A if something was not assessed.

5 = Mastered: Highly skilled and practice behaviors are consistently at high levels. 

The intern/student shows effective and innovative application of the knowledge, values, and skills related to the performance of the practice behaviors.

4 = Superior: Surpasses competent in one or more ways, and all components of the practice behaviors are included. 

The intern/student shows superior application of the knowledge, values, and skills related to the performance of the practice behaviors.

3 = Competent: Having enough skill or ability to perform all components of practice behaviors, but at beginning or rudimentary level(s). 

The intern/student shows competent application of the knowledge, values, and skills related to the performance of the practice behaviors.

2 = Inadequate: Failing to reach an expected or required level or standard, and where one or more components of practice behaviors are missing.

The intern/student shows beginning application of the knowledge, values, and skills related to the performance of the practice behaviors.

1 = Lacking: Missing, not present, or inability to demonstrate any of the components of the practice behaviors. 

The intern/student has not demonstrated application of the knowledge, values, and skills related to the performance of the practice behaviors.

N/A = Not Assessed

Activities were not available for student/intern to exhibit the knowledge, values, and skills related to the performance of the practice behaviors.

Additional Information & Confirmation

The form then includes the following boxes for additional information and comments to be added, along with a confirmation that the agreement has been reviewed by each party:

• Agency Field Instructor Learning Agreement Comments
• Faculty Field Liaison Learning Agreement Comments

MID POINT EVALUATION

• • Agency Field Instructor Narrative Summary:  Describe the student’s progress over the first semester in relation to the nine competencies and related behaviors as outlined in the student’s learning agreement.  In addition, please comment on the student’s development of professional identity, development of generalist social work knowledge, skills and attitudes and participation in the educational process.
  • Student: Comments on Mid Point Evaluation
  • Faculty Liaison: Comments on Mid Point Evaluation

FINAL EVALUATION

• • Agency Field Instructor Narrative Summary:  Describe the student’s progress over the entire placement in relation to the nine competencies and related behaviors as outlined in the student’s learning agreement.  In addition, please comment on the student’s development of professional identity, development of generalist social work knowledge, skills and attitudes and participation in the educational process.
  • Student: Comments on Final Evaluation
  • Faculty Liaison: Comments on Final Evaluation

Each of these individuals will submit/sign the form through Sonia.