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

CONFLICTING ROLES FOR THE FIELD INSTRUCTOR

EvaluatorGatekeeperSupporterTeacher

Supervision–three main functions Accountability—be there for student Educational—teach Supportive—listen

Strain for Field Instructor includes the dual nature of being both a worker and supervisor.

Meeting Agenda – to have one or not How to negotiate it

Keeping notes of supervisory session

Use process or other forms of recording

Purpose

How to explain it

How to use it in supervision

In the supervisory session Case Review Teach skills – interviewing, assessment,

intervention planning Validate student feelings and provide

support 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=0000FP0000

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