ASSESSMENT FRAMEWORK

These frameworks are designed to be guidelines for practice learning assessment and not rules. Each framework provides some guides for baseline expectations of students. However in working with these, variations between students and placements must always be considered

Framework: Supervision

Supervision plays a central role in field education. Learning to use supervision effectively is key to a successful field education experience and sets a sound foundation for students when they enter the field as qualified social workers. It was for this reason that a specific Supervision assessment framework was developed. The aim of the assessment framework is to provide guidelines rather than a set of rules. It provides ideas, suggestions and resources to assist field educators and students and it is anticipated that the most relevant aspects will be selected and adapted as required to fit the particular placement context. Individually and collectively, the core social work values of social justice, respect for persons and professional integrity, underpin and concretise the assessment frameworks. AASW Code of Ethics. The supervision assessment framework complements and strengthens the other nine frameworks.  

Learning Goal

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Standard Area 8.1 under Professional Development and Supervision Standard forms the basis of the learning challenge in this framework.  The indicators for this standard have adapted for use with students into four essential elements. A set of learning strategies (tasks and activities), follows each element and are designed to assist the student develop the requisite knowledge and skills to achieve competency in that particular aspect of assessment. Following each set of learning strategies are suggestions about the types of evidence to collect in order to assess the students competency in the given area. The final part of the framework consists of a series of reflective questions designed to assist the field education assessor/s in the process of making a judgment or coming to a decision about the competency of the student.

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Practice standard

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Standard 8:1 - Actively Participate in Professional Supervision

This standard includes 4 essential elements:

 

1. The student recognises the need for supervision and, when necessary, obtains advice.

 

2. A supervision plan is developed for each student and implemented with input from the student and the supervisor.

 

3. The student utilises supervision as part of professional development to reflect on interventions made in their practice;  to assess and enhance appropriate and effective skills in all areas of practice.

 

4. The student uses supervision to develop a greater understanding of the organisational, social, economic and political contexts in which they work.

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Learning strategies

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1. THE STUDENT RECOGNISES THE NEED FOR SUPERVISION AND, WHEN NECESSARY, OBTAINS ADVICE.

Detailed conversations about purpose of supervision clarifying  role expectations of supervisor and student. See A guide to supervision in social work field education as above

Analyse learning styles similarities and contrasts between student and field educator

Link to learning styles website and exercise eg www.learning-styles-online.com , http://www.infed.org/biblio/b-explrn.htm , http://www.vark-learn.com/english/index.asp

Critiques of learning styles: http://www.reviewing.co.uk/research/experiential.learning.htm#axzz28puOkPF1

www.brianmac.co.uk


2. A SUPERVISION PLAN IS DEVELOPED FOR EACH STUDENT AND IMPLEMENTED WITH INPUT FROM THE STUDENT AND THE SUPERVISOR.

Early documenting of clear and achievable expectations of supervision in the learning plan/agreement  and development of a supervision contract.

Include  goals for: 

  • student having effective communication styles
  • appropriate level of intervention skills development
  • self care strategies

See a guide to supervision in social work field education:  http://www.socialworksupervision.csu.edu.au/resources/docs/CSU-guide-social-work-field-education.pdf , especially pp25-35, (becoming a field educator)pp. 85-90 (supervisory relationship), pp.94-1-8 (beginning phase of supervision and learning plans).


 

3. THE STUDENT UTILISES SUPERVISION AS PART OF PROFESSIONAL DEVELOPMENT TO REFLECT ON INTERVENTIONS MADE IN THEIR PRACTICE;  TO ASSESS AND ENHANCE APPROPRIATE AND EFFECTIVE SKILLS IN ALL AREAS OF PRACTICE.

Regular discussion of student social work practice actions, their effectiveness and needs for further development

Regular engagement in practice reflection exercises – see Reflective Practice Framework.


4. THE STUDENT USES SUPERVISION TO DEVELOP A GREATER UNDERSTANDING OF THE ORGANISATIONAL, SOCIAL, ECONOMIC AND POLITICAL CONTEXTS IN WHICH THEY WORK.

Student engages in daily and or weekly reflective journal exercises and shares these in supervision as negotiated.

See Doel, M, (2009).  Social Work Placements: A Travellers Guide, Routledge. Chapters 1 & 3 

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Gathering evidence for assessment

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1. THE STUDENT RECOGNISES THE NEED FOR SUPERVISION AND, WHEN NECESSARY, OBTAINS ADVICE.

Student essential actions:

  • demonstrates curiosity and openness to learning
  • participates in building effective working relationship with supervisor
  • Prepares for supervision
  • Reflects on and expresses own analysis of work
  • Seeks and considers guidance
  • Seeks and considers feedback from field educators and others
  • Reflects in supervision on effectiveness of interventions
  • Demonstrates flexibility about supervision models and supervision arrangements within requirements of learning needs
  • Discusses self-care strategies

2. A SUPERVISION PLAN IS DEVELOPED FOR EACH STUDENT AND IMPLEMENTED WITH INPUT FROM THE STUDENT AND THE SUPERVISOR.

Student can also discuss in supervision:

  • Understanding about how to work within the power and authority of the supervision relationship, including appropriate level of challenge
  • Development of a greater understanding of the organisational, social, economic and political contexts in which they work
  • developing awareness of and clear goals for their professional development including goals for 2nd placement (1st placement students), areas for employment, preferred supervision styles (2nd    placement students)

3. THE STUDENT UTILISES SUPERVISION AS PART OF PROFESSIONAL DEVELOPMENT TO REFLECT ON INTERVENTIONS MADE IN THEIR PRACTICE;  TO ASSESS AND ENHANCE APPROPRIATE AND EFFECTIVE SKILLS IN ALL AREAS OF PRACTICE.

Student:

  •  clearly documents Expectations and roles  in learning plan/agreement
  • Produces agenda topics and questions for discussion
  •  Documents required learning goal reviews in mid and end of prac reports
  • Keeps weekly records / learning journal of learning progress
  • Written examples of responses to feedback

4. THE STUDENT USES SUPERVISION TO DEVELOP A GREATER UNDERSTANDING OF THE ORGANISATIONAL, SOCIAL, ECONOMIC AND POLITICAL CONTEXTS IN WHICH THEY WORK.

Artefacts

With guidance students creates as required artefacts such as process recordings, videos of supervision sessions, oral or written presentation reflecting on the supervision experiences, taking into account feedback from field educator/s and university staff

Growing Self Awareness

In supervision and in practice students demonstrates an increasing ability to self evaluate, including developing awareness of strengths and areas for further development

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Making a judgement about competency

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WHAT LEVEL OF KNOWLEDGE, EXPERIENCE DOES THE FIELD EDUCATOR HAVE IN CONDUCTING RESEARCH? 

 

IS THERE A GOOD MATCH BETWEEN THE EVIDENCE YOU ARE GATHERING  AND THE DEVELOPMENT STRATEGIES USED?

 

HAS STUDENT HAD  SUFFICIENT LEARNING OPPORTUNITIES TO DEVELOP THE COMPETENCIES YOU ARE ASSESSING? 

 

IS THIS THE STUDENT’S FIRST OR SECOND PLACEMENT?

 

WHAT IS THE PRIMARY FOCUS OF THE PLACEMENT ? 

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