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 establish rapport and trust with client’s family members and/or natural supports; unable to discover their perspectives Establishes rapport and trust with most clients’ family members and/or natural supports; elicits their perspectives Establishes rapport and trust quickly, even with disengaged family members and/or natural supports; elicits their perspectives and cooperation Unable to assess Unable to exchange information appropriately with other providers including doctors, allied health professionals, therapists, teachers, lawyers, social workers in other systems etc. Appropriately exchanges information with other providers including doctors, allied health professionals, therapist, teachers, lawyers, and other social workers etc. Establishes a high level of effective collaboration with other providers including doctors, allied health professionals, therapists, teachers, lawyers, social workers in other systems etc. Unable to assess Unable to integrate information provided by collaterals into assessment and care plan Integrates information provided by collaterals into the client’s assessment and care plan Efficiently organizes, analyzes, and applies information provided by collaterals to guide client care Unable to assess Unable to influence collaterals and social systems with which the client interacts Provides effective collaboration and coordination with and advocacy services to environmental supports Provides strategic advocacy so clients optimize support from and exchanges with environment 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):
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 Fails to establish goals that are relevant to the client systems or fit the context; may impose personal or majority values Identifies goals that match the values, ideas, and needs expressed by the client systems and fit the context Consistently establishes goals that are highly relevant to clients and context and promote health and well-being Unable to assess Identifies goals that are vague, difficult to measure, and/or unattainable; fails to identify goals Identifies goals that are mostly specific, measurable, and /or achievable Consistently selects goals that are specific, measurable, and achievable Unable to assess Does not understand and/or is uninterested in identifying intervention approaches supported by evidence; relies solely on intuition Emerging ability to consider best practices and high quality evidence when developing the intervention plan Critically appraises and applies the best available knowledge from research and/or practice wisdom to guide the intervention plan Unable to assess Only able to identify intervention goals for the individual client Considers intervention goals for the client’s family or natural support system and/or other providers Thoughtfully constructs multiple level intervention goals for the client, his/her support system, interacting service systems, and the community 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: 5. Intervention Implementation and Evaluation: Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced, and responsive manner. Modifies activities, pacing, methods, and/or goals so as to increase the likelihood of reaching the intended outcome(s). Improvement Desired Competence Mastery Unable or unwilling to execute activities that support goal acquisition and fit the context Selects activities, techniques, and/or intervention methods that generally support goal acquisition and fit the context Selects the best available and most relevant activities, techniques, and methods Unable to assess Unable to provide evidence-based intervention of any kind Able to provide motivational or interviewing and brief, coping-focused supportive interventions Provides advanced evidence-supported intervention for a range of common health or mental health concerns for clients or families Unable to assess Does not respond to client system resource needs Provides information about related benefits, programs, resources, and makes referrals to assist clients Advocates, coordinates, facilitates the utilization of comprehensive benefits and services as needed Unable to assess Does not gather feedback or establish or review indicators; does not modify approach Periodically gathers feedback from key sources, reviews basic indicators, modifies and discusses Consistently elicits feedback from key sources, reviews key indicators, synthesizes, modifies, and communicates Unable to assess Demonstrates impatience or lack of persistence with the intervention process; imposes change on client Usually demonstrates patience and persistence with the intervention process; respects clients’ stage of change Consistently demonstrates high levels of patience and persistence with the intervention process Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to implementation and evaluation? 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):
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: 12. Professional Growth and Development: Takes responsibility for learning and demonstrates initiative. Receives, considers, and integrates feedback from instructors. Demonstrates commitment to continual professional development and life-long learning. Improvement Desired Competence Mastery Approaches learning in an overly anxious or overly confident manner Demonstrates an appropriate level of initiative and independence Challenges self with diverse assignments that are within reach Unable to assess Unprepared for the instructional hour; participates passively Prepares for the instructional hour most of the time; actively participates Prepares thoughtful questions for the instruction; links conceptual and practical aspects of social work Unable to assess Does not sufficiently review own work; lacks insight Able to reflect on performance strengths and challenges Consistently demonstrates rigorous self-reflection Unable to assess Appears personally wounded by feedback and responds defensively or with helplessness Receptive to suggestions and accepts constructive feedback when offered Consistently invites feedback from others and demonstrates high levels of emotional maturity and responsiveness Unable to assess Unwilling or unable to correct performance at expected rate Demonstrates observable improvements at expected rate Consistently integrates feedback and improves performance at a rapid rate Unable to assess Does not appear interested in assuming future leadership roles; prefers to follow Demonstrates emerging capacity to occupy future clinical or administrative leadership roles Perceived by others to have passionate convictions, to be inspiring, and to possess strong leadership potential Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to professional development?