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Field Instructor Orientation Welcome New and Returning Field Instructors Friday, August 12, 2011

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Field Instructor Orientation Welcome New and Returning Field Instructors Friday, August 12, 2011

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    2. Topics and Content for Today Introductions Field Education Staff Practicum & the Curriculum Getting started with students Field Instructor as teachers Feedback used to improve the Field experience Meetings with Field Liaisons

    3. Social Work Curriculum The Field Education Handbook a tour http://www.socwel.ku.edu/academics/practicum/FEHandbook.pdf Field practicum and classes taken concurrently with few exceptions.

    4. Documents for Field Practicum Available at the Schools website Field Education Handbook a hard copy? The Field Education Office will print selections for field instructors. Jayhawk Ink in the Kansas Union Bookstore will print a copy upon request ($9.50). Ms. Rachel Barnes, 785-864-2570

    5. Field Education: Scheduling Start date during the week of August 29th Schedules will vary by student level BSW 16 hours/week [480 total hours] Foundation Level MSW 20 hours/week [600 total hours] Advanced Level MSW 24 hours/week [720 total hours] One full day during the agencys usual hours of operation.

    6. Field Education: A Dynamic Partnership Student Field Instructor educator and teacher. Preceptor - works with student on specific tasks. Field Agency committed to professional education Supports the student as a learner. Supports the field instructor as a teacher. Field Liaison the Schools representative to you and your student (one agency visit each semester). Field Education Office and School of Social Welfare

    7. Lines of Communication Field Education Office Providing and clarifying information. Placement planning and referral. Student and Field Instructor Open and direct communication a work in progress. Field Liaison Planning, clarification of requirements, feedback, mediation, problem-solving. Director of Field Education Consult and assist with problem-solving.

    8. Field Instructor: A Sampling of Responsibilities The students primary educational resource in the agency. Orient the student to the agency, staff, and field instruction. Prepare for and conduct regularly scheduled weekly conferences with the student (1 to 1 hours each week). Actively collaborate with the student and Field Liaison in developing and using a Learning Contract.

    9. Field Instructor: A Sampling of Responsibilities Ongoing feedback on student performance, verbal and written. Sources of information agency records, reflective writing, direct observation, co-facilitation, audio and video recordings, process/reflective discussions. Ongoing evaluation of student progress, including written evaluations at the end of each semester. Recommend a grade to the Field Liaison. Confer with the Field Liaison planning, review, and evaluation of the field experience.

    10. Field Instructor: A Sampling of Responsibilities Inform the Field Liaison quickly of any problems in the field placement. Assistance with an action plan to remediate problems. Specific behavioral goals and dates for follow-up. Animate the Code of Ethics in your practice and teaching. Consciously seeking exemplars for discussion in weekly conferences.

    11. Field Instructor: A Sampling of Responsibilities Inform student of safety concerns relevant to practice in the agency. Develop a safety plan (see Appendix B, Handbook) Mandatory reporting laws and social workers responsibilities within your agency. A minimum of 50% of practicum hours are devoted to direct practice (BSW, Foundation MSW, and Clinical Concentration)

    12. Field Practicum a touchstone What is an especially vivid recollection from your practicum experience as a student? What is an accomplishment from your practicum experience that still gives you a sense of pride? What would you have done differently in your practicum?

    13. Beginnings for Students Feels vulnerable and self-conscious Stressful meeting with supervisor & staff Worries about meeting expectations Enthusiasm combined with anxiety How soon can I start? When will I have my first client?

    14. Beginning Stage Student Needs Safe place to share concerns Discuss feelings with field instructor Planned orientation Permission to be a student/learner Awareness of strengths & limitations Specific learning outcomes Develop skills for using supervision.

    15. Orientation Micro Level Supervision Learning style Supervisors role & style Weekly supervision times Agenda for supervision Discuss goals, fears, assignments Evaluation of learning outcomes

    16. Orientation Micro Level Professional behavior Expectations Agency boundaries Time-off Make-up days

    17. Orientation Mezzo Level Purpose, structure, function of agency Mission Governance Policies Funding

    18. Orientation Mezzo Level Cast of Characters Organizational Charts Job descriptions Identify key people for the student to meet. Layout of agency/organization tour, student work area, lunch/break area, restrooms

    19. Orientation Mezzo Level Clients/Consumers/Constituents Service provision (what & how), Intake process, costs for services, outcomes evaluation Information flow Telephone, computer access, professional e-mail, required meetings, messages, & mail.

    20. Orientation Mezzo Level Documentation Format, when & where, confidentiality issues, jargon, abbreviations, statistical records, agency forms. Confidentiality Interview locations, Consent for release of information, legal mandates.

    21. Orientation Mezzo Level Safety & Security Issues Office, Home visits, Use of Personal Car Safety Plan essential step! Resources for clients, students, staff Bibliography, Internet availability, cell phones, mileage reimbursement, staff development

    22. Orientation Macro Level The Community history, strengths, diversity, leadership, major issues, a map. Social Service System Plan visits to area agencies Resource list of area agencies/organizations

    23. Orientation Macro Level Social Service System continued How agency fits with similar organizations in other communities How agency coordinates with other kinds of organizations Agency partnerships with others Coalitions & networking groups in community.

    24. Orientation Macro Level Social Policies Local, state, federal mandates Regulatory bodies & processes Legislation affecting clients & service provision.

    25. A Baseline of Student Competence: Suggestions Student writes a brief summary of strengths & weaknesses (Learning Contract) Student observes your practice Discuss the students observations of the client, problem situation, assessment, intervention, social work roles, professional values, and so on.

    26. A Baseline of Student Competence: Suggestions Student writes a summary of an observed transaction between client & field instructor. Observe students practice of beginning level tasks. Use role play situations to assess verbal communication skills.

    27. Baseline of Student Competence: Suggestions Assess writing skills by having the student prepare a case summary, a formal letter, meeting notes, assessment, progress note agency format.

    28. Considering Blooms Taxonomy

    29. Blooms Taxonomy: An Example Remembering define the client population, who do we serve. Understanding describe the needs of the clients Applying considering micro, mezzo, & macro perspectives, demonstrate how the agency delivers services to meet client needs and to changing community needs? Analyzing the social work knowledge and values supporting services & programs? How do services fit with agency mission? Evaluating assess agency effectiveness in meeting client needs at micro, mezzo, and macro levels. Creating suggestions for modifying or reorganizing service delivery to meet client needs.

    30. Field Education Survey: An Analysis of Student Feedback Students reported positive comments about their experiences with Field Instructors. Relationship and communication major themes found in student comments Supportive, helpful, accessible, providing effective feedback.

    31. Qualities Highly Valued by Students Knowledgeable competence & experience. Effective role model Commitment to teaching Effective teaching style Varied learning opportunities Positive learning environment

    32. Field Instructor Strengths Effective Teaching Styles My field instructor taught me how to do and think, then gave me tasks, guided me along the way, and gave me autonomy to learn and grow as I tried myself. Dedication/Commitment to Teaching [She] was as excited to teach as I was to learn. Effective Role Model [She] personifies what I believe social work is all about.

    33. Field Instructor Strengths Application He was instrumental in helping me draw clear connections between classroom material and real world application. Range of Learning Opportunities [She] was great...Every time I felt I had seen everything she had another helpful meeting to attend or individual to speak with. Positive Learning Environment All the staff...were exceptionally supportive and willing to assist in my learning and growth as a professional.

    34. Field Instructor Challenges Personal Issues Her personal issuesgot in the way of her professionalism. Job Related Issues My field instructor spent much of the practicum in a state of crises given that she is often overwhelmed by the demands of her position. The entire year has been filled with a battle between her and her boss. I was frequently put in a position where I had to take on tasks to alleviate (name omitted) overwhelmed feelings.

    35. Field Instructor Challenges Lack of Supervision She was too busy to provide me with the guidance I needed to succeed. She does not have the time or ability to effectively assist a student. Ineffective Supervision During the first semester I had 6 individual supervision sessions. When we did midterm evaluations, she changed that number to sixteen because she was allowed to do group supervision. There was never any formal group supervision set up, just chatting in her office while she looked at her computer.

    36. Field Instructor Challenges Lack of Effective Feedback I was not given real constructive feedback, mostly just that I was, doing a great job. Lack of Learning Environment There was little effort made by my field instructor to teach me. Not Challenging I do not feel that I learned as much as I could because I was not provided with enough tasks and responsibilities to keep me busy during practicum.

    37. Field Instructor Challenges More Direct Service Experience It would have been more beneficial to have more frequently observed her working with clients and families, as well as how she develops interventions, evaluations, and addresses mental health diagnoses.

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