Please check the box in each row that best matches your observationally-based appraisal of the student: 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 older adults’ families or surrogate decision makers; unable to discover their perspectives Establishes rapport and trust with most older adults’ families or surrogate decision makers; elicits their perspectives Establishes rapport and trust quickly, even with disengaged family members or surrogate decision makers; elicits their perspectives and cooperation Unable to assess Unable to exchange information appropriately with providers from other disciplines including doctors, lawyers, nurses, psychologists etc. Appropriately exchanges information with providers from other disciplines including doctors, lawyers, nurses, psychologists etc. Establishes a high level of effective collaboration with other providers from other disciplines including doctors, nurses, lawyers, psychologists etc. Unable to assess Unable to integrate information provided by collaterals into care plan Integrates information provided by collaterals into the assessment and care plan Organizes, analyzes, and applies information provided by collaterals to guide care Unable to assess Unable to influence collaterals and social systems with which older adult clients interact Provides effective collaboration and coordination with and advocacy services to environmental supports Provides strategic advocacy so older adult 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: 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 Unable to establish goals that are relevant to older adults and their families or fit the context; may impose personal or majority values Identifies goals that match the values, interests, and needs expressed by older adults and their families Consistently establishes goals that are highly relevant to older adults and their families and promote healthy aging 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 with clients 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 older adult client Considers intervention goals for the client’s family or natural support system and/or other providers Thoughtfully constructs multiple level intervention goals for older adult clients, families, interacting service systems, and 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: 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 to promote recovery Unable to assess Unable to provide evidence-based intervention of any kind Able to provide motivational or interviewing and brief supportive or interventions Provides advanced evidence-supported intervention for a range of common concerns for older adults and their 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, and facilitates 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 approach, and discusses Consistently elicits feedback from key sources, reviews key indicators, synthesizes, adjusts and collaborates 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; matches 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):
Please check the box in each row that best matches your observationally-based appraisal of the student: Systemic Intervention: Demonstrates interest, understanding, and/or effective participation in the organizational, institutional, policy, and/or community contexts that shape the delivery of social work services to vulnerable populations. Improvement Desired Competence Mastery Lacks interest in how aging and related systems work and sees role in individual terms only Appears aware of and interested in how aging settings and related systems work Demonstrates a high degree of knowledge, passion for, and savvy related to how aging settings and related systems work Unable to assess Does not recognize social trends or technological advances related to aging Recognizes emerging social trends and technological advances related to aging Forecasts future social trends and technological advances related to aging; prepares for future Unable to assess Does not engage with others about policy and/or systems change Participates in discussions about how systems or policies could change to be more responsive to older adults and their families Makes significant contributions to changing systems and policies to promote healthy aging through collaboration with others Unable to assess Does not participate in advocacy efforts to promote healthy aging Participates in advocacy efforts to promote healthy aging Initiates or leads coalition efforts to promote healthy aging Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to systemic intervention? 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: Written and Verbal Communication Skills: Communicates orally and in writing in an organized, complete, and timely manner. Delivers communication in an effective manner given its purpose and context. Improvement Desired Competence Mastery Verbal communication is late, absent, disorganized, incomplete, aggressive, or delivered ineffectively Verbal communication is mostly timely, organized, complete, assertive, and effective Verbal communication skillfully presents information in a complete, organized, concise, and persuasive manner Unable to assess Written work is not completed to standard and requires excessive amounts of time and multiple revisions Completes written work in a reasonably efficient and complete manner Written work is exceptional in its quality, clarity, comprehensiveness, brevity, and timeliness Unable to assess Unresponsive to email or phone calls Responds to communication from others in a timely manner Consistently responds to communication from others in a timely and complete manner Unable to assess Electronic communication lacks judgment or respect for client system privacy Utilizes electronic sources of communication appropriately with respect to client system and agency context Utilizes electronic sources of communication in an efficient, thoughtful, and ethical way to promote coordinated work Unable to assess Unable to adapt communication style according to purpose, situation, or context; may lack diplomacy and/or cultural or age-related proficiency diplomacy and/or cultural proficiency Often adapts style and delivery of communication to fit a diverse array of persons, situations, and contexts Consistently demonstrates superior diplomacy, and/or effectiveness Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to communication? 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: Professional Ethics: Considers and applies the professional code of ethics for social workers so as to recognize ethical conflicts and arrive at principled decisions. Improvement Desired Competence Mastery Unable to understand, adopt, and/or abide by key ethical values and principles Consistently demonstrates the key values of the profession of social work Instills social work values in colleagues and social systems through contributions and example Unable to assess Unable to recognize or manage personal values or biases related to older adult clients Able to recognize most ethical dilemmas, review standards, and initiate consultation Provides others with consultation and training on key ethical values and principles Unable to assess Unable to tolerate ambiguity and/or to engage in appropriate resolution strategies Able to tolerate ambiguity and discomfort so as to explore sensitive topics during instructional and consultation processes Accepts ambiguity and fully engages in consultative conversations about highly sensitive matters Unable to assess Unable to identify or discuss the needs of underserved groups or populations Explores continued access to aging services for underserved groups or populations Advocates for continued access to aging services for underserved groups or populations Unable to assess Makes decisions that are reflexive, secretive, and/or unethical Able to openly weigh, consider, and balance competing needs and arrive at a principled decision Consistently resolves complex dilemmas through a reasoned, principled, transparent, and interactive 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 ethics? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess