Please check the box in each row that best matches your observationally-based appraisal of the student: 3. Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Does not demonstrate ability to collect and analyze information about programs, services, communities and/or policies Demonstrates the ability to collect and analyze information about programs, services, communities, and/or policies in an effective and efficient way Collects and analyzes information about programs, services, communities and/or policies in a highly nuanced, effective and efficient way Unable to assess Unable to consider key factors (e.g. individual, environmental, social, cultural, community, and/or political) Considers a variety of factors (e.g. individual, environmental, social, cultural, community, and/or political) Considers all factors (individual, environmental, social, cultural, community, and/or political); prioritizes the most relevant Unable to assess Unable to apply critical thinking for problem analysis Uses some critical thinking for problem analysis Uses nuanced critical thinking for problem analysis Unable to assess Lacks skill at utilizing evidence-informed research and practice wisdom to assess policies and/or programs Demonstrates emerging skill at utilizing research and practice wisdom to assess policies and/or programs Demonstrates advanced skill at utilizing research and practice wisdom to assess policies and/or programs Unable to assess Cannot make recommendations for program, agency, and/or community needs Makes effective recommendations for program, agency, and/or community needs Makes excellent recommendations for program, agency, and/or community needs Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? 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: 6. 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 knowledge of systems and does not understand agency’s mission, organizational structure, funding streams, policies as they relate to function in the community Demonstrates some knowledge of systems and a growing understanding of agency’s mission, organizational structure, funding streams, policies as they relate to function in the community Demonstrates high degree of knowledge about systems; understands clearly how agency’s mission, organizational structure, funding, and policies impact its function in the community Unable to assess Does not have skills in utilizing budgets, timelines, technology, and/or policy analysis for forecasting, planning and developing interventions Shows developing skills at utilizing budgets, timelines, technology, and/or policy analysis for forecasting, planning and developing interventions Displays effectiveness at utilizing budgets, timelines, technology, and/or policy analysis for forecasting, planning, intervening , and communicating Unable to assess Does not demonstrate ability for strategic thinking, program planning and/or resource acquisition Demonstrates some ability for strategic thinking, program planning and/or resource acquisition Thinks strategically about program planning and/or resource acquisition Unable to assess Does not work well with partners to initiate systemic improvement for the benefit of underserved populations Works well with some partners to initiate or carry out systemic improvement for the benefit of underserved populations Works effectively with a variety of partners toward systemic improvement for underserved populations 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: 7. Evaluation of Systemic Efforts and/or Interventions: Collects, analyzes, and applies data on the effectiveness of program, system, and/or efforts so as to shape the overall delivery of social work services. Improvement Desired Competence Mastery Lacks skill at program and/or systems evaluation and program improvement Demonstrates some skill at program and/or systems evaluation and improvement Demonstrates a high level of skill in program and/or systems evaluation and improvement Unable to assess Unable to use a variety of data collection strategies (e.g. focus groups, surveys, key informant interviews and/or literature reviews) Displays developing skill at using a variety of data collection strategies (e.g. focus groups, surveys, informant interviews, literature reviews) Effectively uses a variety of data collection strategies (e.g. focus groups, surveys, key informant interviews and/or literature reviews) Unable to assess Displays minimal ability to analyze data using a variety of means relevant to program, agency, or community Demonstrates some ability to analyze data using a variety of means relevant to program, agency, or community Displays excellent ability to analyze data using a variety of means relevant to program, agency, or community Unable to assess Displays minimal ability to accurately interpret results for program/policy implications and/or systemic improvement Accurately interprets most results for program/policy implications and/or systemic improvement efforts Accurately interprets results for program/policy implications and/or systemic improvement efforts Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to evaluation of systemic efforts? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess wide
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
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: 9. 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 Lacks confidence in presenting ideas to others orally and in writing Exhibits developing confidence in presenting ideas to others orally and in writing Exhibits confidence and creativity in presenting ideas to others orally and in writing Unable to assess Unable to adapt communication style according to purpose, situation, or context; may lack diplomacy and/or cultural proficiency; may offend some stakeholders Often adapts style and delivery of communication to fit a diverse array of persons, situations, and contexts in formal or informal settings with a variety of stakeholders Consistently demonstrates superior diplomacy, and/or effectiveness in formal or informal settings with a wide variety of stakeholders 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: 11. Professional Conduct: Demonstrates professional behavior, appearance, and communication in accordance with standards identified by the School of Social Welfare, field agency, and professional codes. Improvement Desired Competence Mastery Poor attendance, punctuality, and preparation for tasks Meets standards of attendance, punctuality, and preparation for tasks for agency, program, and community context Seen by others as a role model for attendance, punctuality, task preparation, and professional integrity Unable to assess Can become emotionally overwhelmed or disengaged by professional dilemmas Faces problems with reasonable degree of resolve and persistence Solves complex problems with equanimity, optimism, and poise; demonstrates exceptional maturity Unable to assess Demonstrates poor skills and judgment related to communication, interpersonal behavior, or boundaries Manages communication, behavior, and boundaries well in most situations Displays consistently excellent judgment and manages communication, emotions, behavior, and boundaries well even in difficult situations Unable to assess Unable to maintain constructive collegial relations Able to maintain constructive interpersonal relations in most instances Handles conflicts in a skillful, diplomatic, professional manner Unable to assess Does not hold self to sufficiently high standards of behavior, appearance and communication; makes excuses or blames others Meets standards of professional behavior, appearance, and communication for agency context Seen by others as a role model of professional behavior, appearance, and communication; raises standards for others 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 conduct?