Please check the box in each row that best matches your observationally-based appraisal of the student: 2. Consultation, Coordination, and Collaboration: Obtains information from a variety of collaterals, stakeholders, and/or other environmental sources, both formal and informal, and integrates into a coordinated service and/or project plan. Improvement Desired Competence Mastery Unable to synthesize and integration information and perspectives from numerous stakeholders Able to synthesize and integrate information and perspectives from numerous stakeholders Exceptionally able to synthesize and integrate information and perspectives from numerous stakeholders, even when agendas are in conflict Unable to assess Unable to coordinate information and/or projects with multiple stakeholders Able to coordinate information and/or projects with a variety of stakeholders Exceptionally able to coordinate information and/or projects with all stakeholders Unable to assess Unable to convey information to stakeholders in a clear, effective way Conveys information to most stakeholders in a clear, effective way Conveys information to all stakeholders in a strategic, persuasive manner Unable to assess Unable to interact with, coordinate with, or collaborate with multiple systems Provides effective consultation, collaboration, and coordination with multiple systems Provides strategic coordination to optimize support from and beneficial exchanges among programs, agencies, and communities Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to consultation, coordination, and collaboration? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):
Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 4. Intervention Planning: Develops clinical and/or administrative project goals that include input from clients, multiple stakeholders, and/or information sources. Identifies specific, measurable, and achievable goals and integrates the best available evidence and/or knowledge. Improvement Desired Competence Mastery Does not demonstrate the ability to apply knowledge from research and/or practice wisdom to develop specific, measurable, and achievable goals that are relevant to stakeholders Demonstrates emerging ability to apply the best available knowledge from research and/or practice wisdom to develop specific, measurable, and achievable goals that are relevant to stakeholders Consistently applies the best available knowledge from research and/or practice wisdom to develop specific, measurable, and achievable goals that are highly relevant to stakeholders Unable to assess Does not use needs assessment data and evaluation tools for effective intervention planning on a policy and/or program level Applies some needs assessment data and evaluation tools for effective intervention planning on a policy and/or program level Applies all needs assessment data and evaluation tools for effective intervention planning on a policy and/or program level Unable to assess Lacks ability to critically appraise and apply research and/or practice wisdom to intervention planning Emerging ability to critically appraise research and/or practice wisdom to intervention planning Critically appraises and applies research and/or practice wisdom to intervention planning Unable to assess Lacks awareness of implications (e.g. funding, policy, strategy, relational, social justice) Exhibits some awareness of multi-faceted implications (e.g. funding, policy, strategy, relational, social justice) Thoroughly considers multi-faceted implications (e.g. funding, policy, strategy, relational, social justice) Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to intervention planning? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess
Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 8. Planning for Completion or Transition: Facilitates endings and transitions to clinical and/or administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/or project success. Improvement Desired Competence Mastery Lacks sufficient capacity to plan, prioritize, organize, manage time, and/or meet deadlines Generally plans, prioritizes, manages time, organizes self; meets most deadlines Demonstrates exceptional planning, prioritization, time management, and organization skills; always completes work in advance or on time Unable to assess Avoids thinking about or planning for transitions Thinks about and plans for endings in advance, anticipates most needs Thoroughly plans for endings and transitions from the beginning, anticipating and meeting all needs Unable to assess Does not transition work to agency staff effectively for sustainability Transitions work to agency staff fairly effectively for sustainability Transitions work to agency staff effectively for maximum sustainability Unable to assess Fails to communicate well with all impacted parties, leading to poor results for clients or administrative projects Makes concerted efforts for client or administrative project needs to be and with adequate results Makes certain all client or administrative project needs are exceptionally well-communicated and well-met Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to planning for completion or transition? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess