Please check the box in each row that best matches your observationally-based appraisal of the student: Engagement with Individual, Families, Groups, Organizations, and Communities: Establishes contact, builds rapport, forms working relationships, and invites a diverse array of clients, stakeholders, and/or community partners to participate in clinical services and/or administrative projects. Improvement Desired Competence Mastery Unable to introduce self, role and goals to child clients Introduces self, role and goals to clients in a reasonably clear manner to child children at various levels of development Introduces self, role and goals to clients clearly, concisely, and creatively to children at all ages of development Unable to assess Unable to establish rapport with child clients; unable to discover the clients’ perspective Establishes rapport with most child clients; elicits the clients’ perspective Establishes rapport quickly, even with reluctant children or adolescents; elicits and clarifies clients’ needs, values, and strengths Unable to assess Unable to alter approach to different types of children; does not demonstrate cultural humility Recognizes the importance of difference and adjusts approach to child clients based upon their preferences and developmental stage Quickly adjusts approach to fit a wide range of child clients, demonstrating high levels of creativity, responsiveness, and respect Unable to assess Unable to achieve an acceptable level of engagement with child clients Achieves an acceptable level of engagement with child clients Achieves an impressive retention rate and/or level of engagement with child clients Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to engagement? 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 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: 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 Overlooks biological, developmental, cognitive, developmental, psychological, social, cultural, community, and/or spiritual factors relevant to child and family assessment Considers factors on multiple levels relevant to child and family assessment including biological, cognitive, developmental, psychological, social, cultural, community, and spiritual factors Selects the most critical factors relevant to child and family assessment on biological, cognitive, developmental, psychological, social, cultural, community, and spiritual levels Unable to assess Undervalues client diversity factors including poverty, oppression, disability, discrimination, alternative family structure etc. Considers most relevant diversity factors including poverty, oppression, disability, discrimination, alternative family structure etc. Thoughtfully includes subtle and/or interactive diversity factors that impact the child and family’s psychosocial Unable to assess Unable to assess for clinical risks related to abuse, neglect, suicidality, or dangerousness Identifies indicators of all key clinical risks and assesses and consults appropriately Performs complex assessments related to clinical risks; mobilizes protective resources Unable to assess Difficulty identifying strengths, resilience, and protective factors in child or family Often identifies strengths, resilience, and protective factors Always selects key strengths, resilience, and protective factors to support child development Unable to assess Unable to organize, analyze, and communicate assessment information Organizes, analyzes, and communicates assessment information sufficiently Efficiently organizes, analyzes, and communicates assessment information with concision 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: 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 Unable to establish goals that are relevant to children and their families or fit the context; may impose personal or majority values Identifies goals that match the values, ideas, and needs of children and their families Consistently establishes goals that are highly relevant to children and their families and promote healthy development 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 children and families 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 child 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 child client, his/her family, 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: 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 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 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: 10. 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 Does not 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 Does not recognize or manage personal values or biases related to children and families 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 child and family services for underserved groups or populations Advocates for continued access to child and family 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 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 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 context Seen by others as a role model for attendance, punctuality, task preparation, and professional integrity Unable to assess Easily triggered by child and family clients; not aware of or in control of reactions Manages emotional reactions to clients so as to stay in professional helping role Displays exceptional insight about emotional reactions; appropriately uses reactions to inform high quality clinical care Unable to assess Demonstrates poor skills and judgment related to communication, interpersonal behavior, or boundaries Manages emotions, 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