HOW STUDENTS LEARNHOW SUPERVISORS TEACHSUPERVISING and EVALUATING STUDENTSOctober 9, 2013Ramapo College of New JerseySocial Work ProgramField Instructor Training
Agenda Introductions Learning Contract/Field Liaison/Agency
Contact Learning/teaching Styles Students with disabilities Supervision of social work students Student evaluation
Ramapo College Social Work Program Website
http://ww2.ramapo.edu/sshs/social/fieldinstruct.aspx
Completing the Student Learning Contract
How to complete it—for TPI students it is due on Thurs. Oct. 10
How to match possible agency tasks with the competencies/practice behaviors
What are the issues and problems you are having when attempting to complete it?
Student Learning Contract A contract is a written or verbal
agreement between two parties spelling out each other’s expectations
The field instructor and student will spell out, in writing, the expectations for the student in field, and the field instructor’s role in the student’s education
http://ww2.ramapo.edu/sshs/social/fieldinstruct.aspx
Roles of the Field Instructor As a Field Instructor you are not only supervisors and
mentors but teachers. It is therefore important to understand who your students
are and how they learn best. It is helpful to pay attention to these issues early in the
student’s placement.
Research suggests: Learning style differences influence students’ and
field instructors’ perceptions of the field placement. The relationship between field instructors and
students can be enhanced by recognizing and responding to learning style differences.
THE LIAISON CONTACTRCNJ Social Work Program will switch to new model of Field Liaison Contact.
Visits will take place with new agencies and/or field instructors or if a situation warrants a face to face visit.
Electronic Liaison Contacts will be used as a way to reduce stress on field instructor’s busy lives in trying to schedule regular visits with the field liaison each semester.
TOPICS TO COVER What are the learning goals (what competencies
working on) (review of Learning Contract) What are the client (individual, family, group,
organization) assignments – what are the learning experiences from these contacts
What are the other assignments, meetings, recordings, projects etc – what are the learning experiences from theses
What are the next steps for the student ? New clients, meeting, projects
STUDENT/FIELD INSTRUCTOR ISSUES Mental health counter transference issues—student
can’t separate their issues from those of the clients
Compassion fatigue
Vicarious trauma
Self –care and burnout—how do we handle these issues? With students, supervisees and ourselves?
Who are our students? The students in the our program reflect a range of:
Cultures
Practice experience
Socio-economic background
Educational achievement
Age – which may range from 20 year old to students in their 50’s
We must pay attention to these difference
Student Age Some of the students are “returning students.”
Many are just two – three years from high school. They have been moving from children to adulthood. Their forms of learning are also moving along the continuum.
Recent discussion on the Millennial Generation as this young generation is referred to.
Generational Generalizations:Characteristics of Millennials
1. Special (grew up in a child-focused world)
2. Sheltered (their parents have been fearful for their safety and strong advocates for their success)
3. Confident and Optimistic (“can-do” attitude)
4. Team-Oriented (used to organized group activities)
5. Achieving (used to high-stakes testing and zero-tolerance behavior policies)
6. Pressured (many face “trophy” child expectations)
7. Conventional (a return to manners and comfortable with parents’ values)
Why is it important to understand learning styles?
Field instructors teach, not just supervise. Research suggests:
Learning style differences influence students’ and field instructors’ perceptions of the field placement.
The relationship between field instructors and students can be enhanced by recognizing and responding to learning style differences.
What is meant by the termLearning Styles?
Learning Style Quiz In order to understand the learning style of
your student, You must first know your own style of learning
Lets take a brief quiz for the next five minutes
Add up your A’s B’s C’s
Learning Style Quiz review Add up your scores
First category A = Visual Learner Second category B = Auditory Learner Third category C = Kinesthetic Learner
Hold on to this quiz. When we learn more about what these mean we can talk about how it helped you learn something about yourself
Learning modalitiesDifferent ways individuals receive and
process information1. Visual2. Auditory3. Kinesthetic
Visual learners Learn best from information they can
see or read. Prefer written instructions Prefer visual aids to accompany verbal
instructions Learn how something is done through
observing others do it Enjoy information that is presented
visually
Auditory learners Need to hear information to retain it Prefer verbal instructions over written
ones Remember information through verbal
repetition Prefer to discuss ideas aloud in order to
further process information Enjoy group discussions and activities
Kinesthetic learners Prefer to learn through experience Obtain the greatest benefit by
participation in an activity Remember information that they
experience directly Enjoy acting out or recreating situations,
such as role-playing Enjoy hands-on activities that involve
active, practical participation
How and when do you teach? As field instructors what are the
opportunities for teaching your student?
Teaching opportunities
Supervisory session
Unit meetings
Formal classes
Walk – in – open door
modeling
Debrief after time in field
Other staff
Editing student written work
Evaluations
Attend committee meetings
Teaching strategies for differing learning styles What teaching styles would you use for Visual Learner Auditory Learner Kinesthetic Learner
Teaching strategies for visual learners
Provide reading materials about the agency Demonstrate how something is done, rather than
tell Allow students to observe others Provide written instructions Encourage students to take notes Give students a quiet place to work
Teaching strategies for auditory learnersRephrase important points to increase
understanding
Ask students to discuss in their own words their understanding of the information being discussed
Invite questions
Provide students with opportunities to talk to other social workers and staff members about their job functions and responsibilities
Teaching strategies for kinesthetic learners Provide opportunities for students to be involved
in agency activities quickly Use role plays to act out client scenarios Provide early opportunities for students to have
client contact Develop assignments that will be interactive
Teaching the student with disabilities
Ms. Barbara Wexler, Office of Specialized Services, RCNJ
Ramapo BSW Supervision Bart Mongiello LCSW Christian Health Care Center Mental Health Programs
How students learnHow supervisors prepare
October 9, 2013 Ramapo College of New Jersey Social Work Program Field Instructor Training
Agenda Introductions Initial Contacts Company Policies Students with disabilities Supervision of social work students Student evaluation
Interview Expectations Give the student expectations at
interview What to wear Who and when to follow up with contact Introduce to other staff Schedule first day and time
Day One
First Hour Set Schedule Check List Review Everything Get involved
First Hour Q & AYou don’t want to hear
What should I wear I don’t know where to go I don’t know what to say Can I take notes in group Safety questions
Supervision–three main functions
Accountability—be there for student Educational—teach Supportive—listen Students are a large time committment You and the program are there for the
student the student is not there for the program
Supervision
Meeting Agenda – to have one or not How to negotiate it Process Recording Keeping notes of supervisory session
In the supervisory session
Fundamentals Teach skills – interviewing, assessment,
intervention planning Reflective Therapy - Rogers Validate student feelings Provide feedback Discuss social work values Integrate theory and practice
What was your experience of being evaluated?
Field Evaluation http://beap.utah.edu/secure/router.php?ID=000
0FP0000 Instructions to access this will be emailed End of each semester Reviewed jointly by student and field instructor Completed by Field Instructor on line Use Learning Contract as a base Related to competencies and practice behaviors Signed by field instructor and student Print out a copy for your records and submit
online
Other questions ?
• Thank you for participating
• Please complete an evaluation form
• Pick up CEU certificate