Midterm Assessment of Professional Behaviors by supervisor Review 10/12 Chapter 9 Careers in Crisis Intervention Chapter 10 Careers in Criminal Justice and the Arena Discuss service learning activity *Writing Assignment #4 Due *Homework Due: Reference Page Presenter TBA 10/17 Monday Chapter 11 Careers in International Social Work and Human Rights Discuss service learning activity Presenter TBA 10/19 Chapter 12 Careers in Poverty and Homelessness Discuss service learning activity *Homework Due: Cover page and Abstract Page *Writing Assignment #5 Due Homework due: Midterm Assessment of Professional Behaviors by supervisor Presenter TBA 10/24 Monday Chapter 13 Careers in the Political Area Discuss service learning activity Presenter TBA 10/26 Paper Review Day: Students will bring in their Agency Profile Paper and review it in class. Feedback will be provided by instructor. Presenter TBA *Journal #1 Due Paper Review Submit Proof your agency paper has been reviewed by Tutor.com and the Writing Center 10/31/16 Monday Riding the HOP No Class 11/2 Riding the HOP, Professor at CSWE conference No Class 11/7 Monday HOP Discussion Chapter 14 Careers in Community Practice Resource Manual Review *Agency Analysis Paper Due & APA checklist Presentation sign up October Time Sheets Due HOP Ticket Stubs Due HOP Reflection Due 11/9 Chapter 15 Leadership in Human Service Organizations Presentation review *Journal #2 Due *Homework Due: Power Point Slides (1-2per page) Presenter TBA 11/14 Monday Chapter 16 Careers in Research and Academia Evaluation Review Discuss service learning activity 11/15/16 Application to the due
Rubric for Assessing Professional Behaviors (RAPB) Students must demonstrate the ability to maintain scores of 3 or 4 in each of the following 15 professional behavior areas listed below to be considered for a field placement, as these are the expected professional behaviors of social work interns and professional social workers. Professional Behaviors 1 Unacceptable 2 Needs Improvement 3 Acceptable 4 Outstanding 1. Attendance: Attends classes and related meetings Student has missed a significant (more than 6) number of classes and/or a sufficient number of meetings to impair performance. Student has missed several (4-5) classes and/or a moderate number meetings such that it impacts performance. Student attends almost all classes (missing no more than 3) and/or attends almost all meetings such that absence does not impact/impair performance. Student attends all classes and/or meetings. 2. Punctuality: Is punctual and present Student has been significantly late to class/meetings or left early from class/meetings 3 or more times in a semester. Student has occasionally (no more than 2 times) been late to class/meetings or left early from class/meetings in a semester. Student is on time to class/meetings and stays until the end except in truly rare or unusual circumstances that are considered excusable by the professor. Student is always on time and until the end of class/meetings. 3. Initiation of Communication: Initiates communication with the professor/supervisor Student rarely contacts the to inform of tardiness/absence, and/or student provides no reason for tardiness/absence. Student may contact the to inform of tardiness/absence, but generally does so after the occurrence. Student almost always contacts the professor/supervisor to the occurrence to inform of tardiness/absence. In rare instances when this is not done prior, the student contacts the professor/supervisor immediately after. Student always contacts the prior to the beginning of class to inform of anticipated tardiness/absence except in an emergency, and then contacts the professor immediately thereafter.
8. Course Engagement: Demonstrates appropriate engagement in activities/discussions Student rarely engages in class and does not make an effort to do so following feedback. Or student frequently monopolizes the learning space, limiting others' engagement and/or inhibiting the learning environment. Student occasionally engages in class and makes some effort to do so following feedback. Or student occasionally monopolizes the learning space, limiting others' engagement and/or inhibiting the learning environment. Student almost always engages in activities/discussions and rarely monopolizes the learning space in a way that it limits others' engagement and/or the learning environment. Student always engages in class and never monopolizes the learning space in a way that it limits others' engagement and/or the learning environment. 9. Written Expression: Strives for a high level of written expression Student's writing shows significant impairment in content, grammar, spelling, structure, and/or flow. Writing grades are/would be a D or F. Student's writing shows moderate impairment in content, grammar, spelling, structure, and/or flow. Writing grades are/would be a low C. Student's writing demonstrates good content, grammar, spelling, structure, and/or flow. Writing grades are/would be a high C. Student's writing demonstrates very good to excellent content, grammar, spelling, structure, and/or flow. Writing grades are/would be a B or A. 10. Initiative & Reliability: Demonstrates initiative, reliability and dependability Student rarely takes initiative to plan work and complete it in a timely manner, and/or student rarely gets assignments done and submitted on time. Student only occasionally initiative to plan work and complete it in a timely manner, resulting in coming to class minimally prepared and occasionally missing assignment due dates. Student almost always initiative to plan work and complete it in a timely manner, and/or work is almost always submitted on time. Student always takes initiative to plan and complete work in a timely manner, and/or work is always submitted on time.
11. Responsiveness to Feedback: Demonstrates evidence of motivation to improve oneself. Student has not demonstrated receptiveness to suggestions and feedback from others and, therefore, makes no effort to adjust performance accordingly. Student is usually receptive to suggestions and feedback but does not adjust performance accordingly. Student is almost always receptive to suggestions or feedback and adjusts performance accordingly. Student is always receptive to suggestions or feedback from others and adjusts performance accordingly. 12. Compliance with Professional Requirements: Demonstrates compliance with the professional conduct policy in the BSW Program, Texas A&M University-Central Texas Code of Conduct, Field Education Manual, and, as applicable, Field Agency Policies Student demonstrates significant problems in complying with Program requirements, University requirements, and/or the Field manual. Student occasionally demonstrates with the Program requirements, University requirements, and/or the Field manual. Student almost always demonstrates compliance with the Program requirements, University requirements, and/or the Field manual. Student always demonstrates compliance with the Program requirements, University requirements, and/or the Field manual. 13. Compliance with the NASW Code of Ethics: Demonstrates compliance with the Code of Ethics in its entirety Student is consistently compliant with one or more components of the Code of Ethics. Student is only moderately compliant with components of the Code of Ethics. Student is almost always compliant with the Code of Ethics. Student consistently demonstrates compliance with the Code of Ethics. 14. Quality and Quantity of Work: Strives for high quality work that meets assignment guidelines. Student submits assignments that frequently lack neatness, accuracy, organization, and thoroughness, and/or the work submitted is incomplete. Student submits assignments that occasionally lack neatness, accuracy, organization, and thoroughness, and/or the work submitted is somewhat incomplete. Student rarely submits assignments that lack neatness, accuracy, organization, and thoroughness. The work submitted is generally complete. Student always submits assignments that are neat, accurate, organized, and thorough. The work submitted is always complete.
Total hours year to date: ____________________ ____________________________________ ________________________________________ Student’s Signature Volunteer Supervisor’s Signature (required) COMMENTS: _____________________________________________________________________________________________ *Make a copy before you submit original copy to class instructor Service Learning Supervisor Assessment of Student Professional Behaviors *Social work students must demonstrate their competency of Educational Policy as a professional social worker and conduct oneself accordingly. use supervision and consultation practice personal reflection and self-correction to assure continual professional development *Service Learning supervisor will complete this assessment midterm to provide the student with feedback on professional development. Respect: Does the student demonstrate respect and support? Student is frequently disrespectful to and non-supportive of others. Student is occasionally disrespectful to and non-supportive of others. Student is rarely disrespectful to others and almost always demonstrates support. Student is never disrespectful to others and always demonstrates support. Have not observed Please provide a comment for your response: Self-Awareness: Does the student demonstrate self-awareness?
Agency Profile Presentation Grading Rubric 1=5pts 3=15pts 4=20pts NONVERBAL SKILLS 20 POINTS 4 Exceptional 3-Admirable 2- Acceptable 1-Poor Eye Contact Holds attention of entire audience with the use of direct eye contact without being dependent on notes or slides Consistent use of direct eye contact but uses notes much of the time Minimal eye contact while reading mostly from notes or slides No eye contact with audience and reading the presentation from notes or slides Body Language Movements fluid and help the audience visualize presentation Made movements or gestures to aid in articulation of presentation Very little movement or descriptive gestures. No movement or descriptive gestures VERBAL SKILLS 20POINTS 4 Exceptional 3-Admirable 2- Acceptable 1-Poor Enthusiasm Strong positive feeling about topic Occasionally shows positive feelings about topic Shows some negativity toward topic Shows no interest in topic presented Speaking skills Clear voice and good pace. Does not read off notes or slides. Audience can hear presentation. Clear voice, pace slow or fast at times. Most of the audience can hear presentation Voice is low, too fast or slow and audience may have difficulty hearing presentation Mumbles, presenter may speak too fast or too quietly for a majority of the audience to hear. TIMING 20 POINTS 4 Exceptional 3-Admirable 2- Acceptable 1-Poor
Length of Presentation Within two minutes of the allotted time +/- Within four minutes of the allotted time =/- Within six minutes of the allotted time Too long or too short- 10 minutes or more of allotted time. CONTENT 20 POINTS & POWER POINT SLIDES 20 POINTS 4 Exceptional 3-Admirable 2- Acceptable 1-Poor Subject Knowledge An abundance of material clearly related to topic. Points clearly made with evidence to support Sufficient information but less consistency Material included that is not integrated or connected to presentation topic Goal of topic not clear with information that does not support topic in any way Organization Information presented in a logical sequence with good flow. Audience has little or no difficulty following. Information presented in logical sequence Audience has difficulty following presentation as it jumps around and lacks transition No sequence of information so the audience cannot follow. Visuals Excellent with good flow to overall presentation Appropriate use of visuals that are explained by presenter Visuals used but poorly explained by speaker Little or no visuals Mechanics Presentation free of errors or misspellings No more than two misspellings and/or grammatical errors Three or more errors or misspellings More than errors in spelling or grammer