ࡱ> <?9:;a rbjbj ;hGbhGbqN_ \\\\\ppp8<TpBa&8$(%%%W//L-0(_______$hcf`\U07- W/U0U0`\\%%'`2w3w3w3U0^\%\%_w3U0_w3w3QUX%0O@]0^mV"_a<BaVf1*fDXXf\X U0U0w3U0U0U0U0U0``;2<U0U0U0BaU0U0U0U0fU0U0U0U0U0U0U0U0U0 B ": University of Wisconsin-Milwaukee The Helen Bader School of Social Welfare Social Work Program Field Education Program BSW PERFORMANCE-BASED LEARNING PLAN & MID-TERM PROGRESS REPORT Field Course (please check): 421  FORMCHECKBOX  422  FORMCHECKBOX  423  FORMCHECKBOX  Date Learning Plan Completed: 9/18/19 Date Mid-Term Completed: 10/24/19 Student Name: Barack Obama Agency: US Health and Human ServicesAgency Address: 1600 Pennsylvania Ave NW, Washington, DCAgency Department/Room Number: Health and Human Services Agency Phone: 555-555-5555 Agency Field Instructor: George W. BushField Instructor Email GWBush43@USHHS.orgUniversity Field Liaison  FORMDROPDOWN Semester  FORMCHECKBOX  Fall  FORMCHECKBOX  Spring  FORMCHECKBOX  Summer 20 FORMTEXT       Weekly Schedule @ Agency: MondayTuesdayWednesdayThursdayFridaySaturday Sunday9 am  3 pm FORMTEXT      9 am  3 pm  FORMTEXT      12 pm  4 pm FORMTEXT       FORMTEXT       Field Semester at this Agency:  FORMCHECKBOX  1st  FORMCHECKBOX  2nd  FORMCHECKBOX  3rd Student will begin this semester on 9/4/19 and end this semester on 12/6/19 (Date) (Date) Weekly supervision day and time: Mondays at 1 pm (A minimum of one-hour per week required.) INSTRUCTIONS FOR LEARNING PLAN AND MID-TERM PROGRESS REPORT Learning Plan: Student documents a learning objective in all nine-competency areas in the shaded violet sections. Refer to the competency goals in the blue shaded area. The objectives should be mutually agreed upon between the student and Field Instructor at the beginning of each semester and completed shortly after the first 40 hours of the practicum. This plan should serve as a map for the students learning experiences and expected performance for the semester. You should be as specific as possible when developing the Learning Plan, and amend the plan as necessary throughout the semester. Mid-Term progress Report: Student completes the mid-term progress report at the mid-point of the semester documenting progress toward each of the nine competencies including a rating and narrative explanation of the demonstrated progress in each area. Student sends the completed Mid-Term to their Field Instructor and the Field Instructor places their rating and comments in the Field Instructor section of all nine-competency areas. Once completed and signed the student uploads into the Canvas Field Document assignment mid-term drop-box. Competency 1: DEMONSTRATES ETHICAL & PROFESSIONAL BEHAVIOR Students Learning Goals for Competency I: As a social work intern, I will demonstrate ethical and professional behavior by managing time effectively, setting professional boundaries with both clients and colleagues and using supervision to develop self-awareness and analyze ethical conflicts. Competency I Outcomes to be graded: Understands and demonstrates appropriate professional boundaries and demonstrates professional demeanor in behavior and appearance Demonstrates appropriate and effective communication with all parties related to the field practicum including HBSSW faculty and staff Demonstrates the ability to manage time effectively and efficiently Understands the supervisory relationship and role of the student in the practicum setting Demonstrates professional skills in written documentation and electronic communication Identify and analyze ones personal ethical conflicts which may occur during the field practicum Recognizes and addresses professional ethical issues in the field placement utilizing the NASW Code of Ethics and an ethical decision-making model  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency I: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area: I learned to define my role as a professional when working with clients and setting boundaries. I have communicated timelines with my supervisor and discussed my own professional and ethical behavior in supervision. I observed my colleagues handle a situation that could have created an ethical dilemma and processed it with our team and my supervisor.  Field Instructors rating of students progress toward Competency 1: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructors summary of students competency development in this area: Barack effectively communicates due dates, schedules and other pertinent information with staff and clients. Student uses supervision appropriately to develop a sense of professional behavior, process ethics and boundaries and even recognizes how to make ethical decisions.  Competency II: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE Students Learning Goals for Competency II: I will use both supervision and field seminar to process my personal bias, value system and assumptions that come up throughout field practice. I will commit to learning about client identities and the various types of oppression they encounter. Competency II Outcomes to be graded: Recognizes personal values, potential biases, & assumptions (i.e. culture, race/ethnicity, religion, sexual identity, etc.) and demonstrates cultural humility and an understanding of oppression and discrimination Understands and is comfortable with the existence of human diversity in the field of social work MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency II: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area:  FORMTEXT  As I meet diverse clients and learn about their situations I am becoming more aware of implicit bias, noticing my value system and dismantling assumptions. Talking with other staff and my supervisor has taught me how to separate my own values from my clients and that I am contiuously learning about culture, race, religion, etc.    Field Instructor s rating of student s progress toward Competency II: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructors summary of students competency development in this area: Barack is recognizing his personal values, biases and assumptions with every new situation. He demonstrates during staff meetings and in supervision how he is working to stay humble and understand the oppression his clients experience.  Competency III: ADVANCE HUMAN RIGHTS AND SOCIAL, ECONOMIC AND ENVIRONMENTAL JUSTICE Students Learning Goals for Competency III: I will explore the multiple identities of my clients and how they intersect with forms of oppression and discrimination. Specifically, I will research systems that my clients often interact with (healthcare, mental health, disability services) and learn about how those systems advance or limit clients. Competency III Outcomes to be graded: Understands the forms and mechanisms of oppression and discrimination and identifies the societal, governmental, and political structures that adversely affect social, economic, and environmental justice Engages in practices that advance social, economic, and environmental justice  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency III: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area: As I develop community resources to refer my clients, I am learning about how their identities and the oppression they experience impacts their ability to access services. As I research Badgercare and how my clients use the healthcare system I am becoming more aware of limitations and systemic discrimination.  Field Instructors rating of students progress toward Competency III: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructors summary of students competency development in this area: Barack has been diligently researching Badgercare coverage and healthcare services our clients access. Barack is working with clients to access services in a way that demonstrates he is aware of their identity, including race, SES, gender, social status, etc.  Competency IV: ENGAGE IN PRACTICE-INFORMED RESEARCH AND RESEARCH-INFORMED PRACTICE Students Learning Goals for Competency IV: Before working with clients independently I will read through past client files in order to research client data. This client data will be used to analyze and develop which resources, evidence-based practices and agency programs are appropriate for future clients served at this agency. Competency IV Outcomes to be graded: Demonstrates the ability to collect, organize, and interpret client data Identify the role of research, evidence-based practices, and the application in social work practice  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency IV: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area: After reading through older client files, I felt more prepared to complete intakes of clients. Through the intake process, I am able to collect, organize and analyze client data in order to properly help them access services. Completing intakes has also helped me understand what approach, intervention or practice to use with each individual client.  Field Instructors rating of students progress toward Competency IV: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructors summary of students competency development in this area: Barack has just began completing intakes where he gathers client data. He is still researching what services, practices and programs are appropriate for clients based on the data he gather.  Competency V: ENGAGE IN POLICY PRACTICE Students Learning Goals for Competency V: I will research new Health and Human Services policies that may impact my clients, specifically Medicaid, Medicare and TANF. I will follow my agencies efforts to advocate for clients access to health care and basic needs services. Competency V Outcomes to be graded: Demonstrates the ability to critically analyze how social policies impact social and economic justice  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency V: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area: I am both researching independently and shadowing the staff who participate in policy change.  Field Instructors rating of students progress toward Competency V: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructors summary of students competency development in this area: When Barack has free time he researches federal policies that impact clients accessing services through Health and Human Services. He has also attended town hall events to hear community members voice their concerns about specific policies.  Competency VI: ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES Competency VI Outcomes to be graded: Demonstrates an understanding of the services provided by the field agency in response to the needs of the community Uses Empathy & Interpersonal Skills Demonstrates Engagement with Individuals & Groups from Diverse Backgrounds Students Learning Goals for Competency VI: I will show empathy and active listening skills when meeting with individuals and families. I will research programs and resources offered by my agency in order to better serve those who seek out services from our agency. MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency VI: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area: Since starting my internship I have learned about the programs my internship offers and am able to appropriately refer clients.  Field Instructors rating of students progress toward Competency VI: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructor s summary of student s competency development in this area:  FORMTEXT        Competency VII: ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES Students Learning Goals for Competency VII: During client intakes, I will collect client data in order to develop client goals from a strengths perspective and understand my clients needs. I engage in problem solving with my clients and help them access appropriate support. Competency VII Outcomes to be graded: Engages in problem solving and goal-setting Demonstrates the ability to collect, organize, and interpret client data Demonstrates knowledge and skill in the assessment process at the micro, mezzo and/or macro level Identifies Client Strengths & Limitations and the mezzo and macro influences affecting the client and community  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency VII: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area:  FORMTEXT        Field Instructor s rating of student s progress toward Competency VII: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructor s summary of student s competency development in this area:  FORMTEXT       Competency VIII: INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES Student s Learning Goals for Competency VIII: I will work with my supervisor to learn about interventions for conflict and crisis de-escalation. I will work towards referring clients and discharge planning in ways that meet client needs. Competency VIII Outcomes to be graded: Engages in Problem Solving and Goal Setting Identify Intervention Plans & Strategies Demonstrates the ability to implement intervention strategies including referrals and termination Engages in best practice models and/or strategies that build on client strengths  MID-TERM PROGRESS REPORT Students self-rating of progress toward Competency VIII: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Students summary of competency development in this area:  FORMTEXT        Field Instructor s rating of student s progress toward Competency VIII: Unsatisfactory  FORMCHECKBOX  Improvement needed  FORMCHECKBOX  Meets basic expectations  FORMCHECKBOX  Exceeds basic expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructor s summary of student s competency development in this area:  FORMTEXT        Competency IX: EVALUATE PRACTICE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES Student s Learning Goals for Competency IX: I will use supervision as a time for reflection and evaluation of my work in the field. 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expectations  FORMCHECKBOX  Exceptional Performance  FORMCHECKBOX  Field Instructor s summary of student s competency development in this area:  FORMTEXT        Rating Scale Detail Level 5 (E): Exceptional Performance far exceeded expectations due to exceptionally high quality of work performed resulting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exceptional or unique contribution to unit or department. Level 4 (EE): Exceeds expectations Performance consistently exceeded expectations and the quality of work overall was excellent. Level 3 (ME): Meets expectations Performance consistently met expectations, at times possibly exceeding expectations, and the quality of work overall was very good. Level 2 (I): Improvement needed Performance did notconsistentlymeet expectations. Level 1 (U): Unsatisfactory Performance was consistently below expectations and significant improvement is needed. MID-TERM PROGRESS REPORT SUMMARY DOCUMENTATION: Please use this comment section to summarize the student s overall level of competency, their learning needs, etc.  FORMTEXT       The signatures below acknowledge that there has been a discussion between the student and the Field Instructor regarding the Learning Plan. Field Instructor Signature: __ Date: Student Signature:  Date The signatures below acknowledge that there has been a discussion between the student and the Field Instructor regarding the Mid-Term Progress Report. 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