Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 3 1, 5 1, 2, 3, 4 3, 4 Values Knowledge, Cognitive & Affective Processes Knowledge, Skills, Values Values, Skills Competency 4: Engage in Practice-informed Research and Practice Learning Plan Tasks Field Practicum Field Evaluation 2, 4 2, 4 2, 4 Values, Skills Values, Skills Values, Skills Competency 5: Engage in Policy Practice Learning Plan Tasks Field Practicum Field Evaluation 3 2, 3, 4 3 Values Values, Skills Values Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 4 1, 5 4 4 Skills Knowledge, Cognitive & Affective Processes Skills Skills Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Field Practicum Field Evaluation 2, 4 2, 3, 4 4 Values, Skills Values, Skills Skills Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Field Practicum Field Evaluation 2, 4 2, 3, 4 3, 4 Values, Skills Values, Skills Values, Skills Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Midterm Student Self-Assessment Field Practicum Field Evaluation 2, 4 5 2, 4, 5 4 Values, Skills Cognitive & Affective Processes Values, Skills, Cognitive & Affective Processes Skills Learning Outcomes Upon successful completion of this course, students will be able to: informed
APPENDIX A SWRK 660 Weekly Schedule Week Competency Focus Field Assignments 1 Review Syllabi- Field expectations, requirements, assignments, timesheets Pre-field Assignments- All online pre-field assignments must be submitted to liaison before first day of field placement. 2 Review and Develop Learning Plan with FI Practicum hours Initial Field Information Form due to Field Liaison 3 Schedule Initial Visit with Field Liaison Practicum hours 4 Learning Plan due to Field Liaison Orientation Video Due Practicum hours 5 Practicum hours 6 Core Competency 1: Demonstrate ethical and professional behavior Journal 1 Due Practicum hours 7 Student self-assessment due to Field Liaison Practicum hours 8 Midterm Learning Plan midterm comments due to Field Liaison Practicum hours 9 Core Competency 2: Engage Diversity and Difference in Practice Journal 2 Due Practicum hours 10 Practicum hours 11 Core Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Journal 3 Due Practicum hours 12 Schedule Final Visit Practicum hours 13 Core Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Journal 4 Due Schedule Final Visit Practicum hours 14 Practicum hours 15 Evaluation of student field performance Final Evaluation of Field Placement- Student keeps original; Liaison keeps a copy Practicum hours (cannot finish hours before this week) Finals Week Can be used to finish practicum hours, if needed, but hours MUST be completed by Friday of this week
Appendix C WKU SW 660/661 Advanced Field Practicum Journal Grading Rubric Level of Performance Content Failing (0-1) Failing (2) Passing with Minimal Expectations (3) Passing with Proficiency (4) Passing with Distinction (5) Score Attention to details •Did not submit OR submitted but incomplete •did not follow instructions; •needs to submit or revise; requires consultation with field liaison •Submitted •did not follow instructions; •revision needed; requires consultation with field liaison •Submitted; •followed instructions; •no revision needed but may need consultation with field liaison •Submitted; •followed instructions; •no revision needed; consultation with field liaison not required •Submitted; •followed instructions consistently in all content areas; •no revision needed; consultation with field liaison not required Application to competency and expected behaviors •Major problems or inconsistencies in requested content areas •identified no learning goals; •written response reflects little or no understanding as evidence of mastery •Major problems with some requested content areas; •identified vague or very broad learning goals that can apply to any situation; •written response reflects low level of understanding as evidence of mastery •Some minor problems with requested content areas; •some inconsistencies but clear identifiable learning goals; •written response reflects beginning/average level of understanding as evidence of mastery •Minimal or no problems with requested content areas; •minimal or no inconsistencies in clearly identifying learning goals; •written response reflects above average level of understanding as evidence of mastery •No problems with requested content areas; •consistently and clearly identifies learning goals; •written response reflects advanced level of understanding as evidence of mastery Demonstrates effective written communication •No written response OR written response is not clear in all or most areas; •very noticeable errors in mechanics of writing, usage of language, and •Written response is not clear in multiple areas; •noticeable errors in mechanics of writing, usage of language, and sentence structure on each page; •Written response is clear; •some noticeable errors in mechanics of writing, usage of language, and •Written response is very clear; •minimal or no noticeable errors in mechanics of writing, usage of language, and •Written response is very clear, •no noticeable errors in mechanics of writing, usage of language, and sentence structure on each page;
sentence structure on each page; •difficult to understand; •fails to clearly cite sources and references in APA style when appropriate •revision needed & refer to WKU Writing Center •difficult to understand; •major inconsistencies with clearly and accurately citing sources and references in APA style when appropriate •revision needed & refer to WKU Writing Center sentence structure on some pages; •generally not affect understanding; •some inconsistencies with clearly and accurately citing sources and references in APA style when appropriate •no revision needed but might benefit from referral to WKU Writing Center sentence structure on each page; •easy to understand; •minimal or no inconsistencies in clearly and accurately citing sources and references in APA style when appropriate •no revision needed; no referral to WKU Writing Center •easy to understand; •consistently inserts and accurately cites sources and references in APA style when appropriate •no revision needed; no referral to WKU Writing Center Attention to self-assessment and self-reflection •Fails to provide clear comments and examples in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides very vague, general comments and examples with major inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides some clear comments and examples but with some inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides clear comments and examples with minimal or no inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides very clear comments and examples with no inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. Total ____ Field Liaison Comments: