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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
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, cognitive, developmental, psychological, social, cultural, community, and/or spiritual factors relevant to older adult assessment Considers factors relevant to older adult assessment including biological, cognitive, developmental, psychological, social, cultural, community, and spiritual factors Selects the most critical factors relevant to older adult assessment on biological, cognitive, developmental, psychological, social, cultural, community, and spiritual levels Unable to assess Undervalues the client’s experience of poverty, oppression, disability, and age-related discrimination Considers most relevant diversity factors including poverty, oppression, disability, and age-related discrimination Thoughtfully includes subtle and/or interactive diversity factors that impact the older adult client’s psychosocial Unable to assess Unable to assess for clinical risks related to elder abuse, suicidality, or self-neglect 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 older adults and/or their families Often identifies strengths, resilience, and protective factors in older adults and/or their families Always selects key strengths, resilience, and protective factors to support healthy aging 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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
Evaluation of Systemic Efforts and/or Interventions: Collects, analyzes, and applies data on the effectiveness of program, system, and/or community-wide efforts so as to shape the overall delivery of social work services. Improvement Desired Competence Mastery Accepts system functioning as optimal; adapts to it without seeking to improve it Inquires about organization, delivery, and model of services to older adults to understand rationale and evaluate effectiveness Asks thoughtful, critical questions to look at assumptions about how care is delivered to older adults; considers alternative models Unable to assess Sees work only in individual terms; does not assess organizational arrangements Emerging ability to assess the purpose, and effectiveness of the organization’s ability to meet the needs of older adults and their families Seeks, appraises, and applies knowledge and practice wisdom from a wide variety of sources to improve outcomes for older adults and their families Unable to assess Cannot identify gaps in knowledge Emerging ability to identify gaps in knowledge or understanding of impact on how aging services are or could be delivered Actively and collaboratively seeks to build and expand knowledge to improve aging and outcomes Unable to assess Unable to identify or discuss how agency could improve or modify approach Emerging ability to consider and recommend how agency could improve or modify approach to older adults and their families Works with a variety of partners and stakeholders to actively modify agency’s approach to improve outcomes for older adults and their families 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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
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 Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
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, and task preparation Unable to assess Easily triggered by older adult and/or family clients; not aware of or in control of reactions 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 Demonstrates poor skills and judgment related to communication, interpersonal behavior, or boundaries Able to maintain constructive interpersonal relations in most instances Handles conflicts in a skillful, diplomatic, professional manner Unable to assess Unable to maintain constructive collegial relations Meets standards of professional behavior, appearance, and communication for agency context Seen by others as a role model of professional behavior, appearance, and communication 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? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area: