It is suggested that both students and agency field instructors review the CSWE Core Competencies for generalist social work practice. Both parties will then be ready to consider learning opportunities to demonstrate growth in each area. At first, students are often very anxious about the agency placement. They appreciate knowing whom they will be working with and what to expect. Contracting with the field instructor on specific tasks to be performed in the agency can be reassuring. A warm welcome from agency personnel, in addition to that of the field instructor, helps to assure the student of a good start.
Anticipated Schedule of the Field Instruction Process
Please refer to the following Sample Schedule of the Field Instruction Process. Learning assignments must be highly individualized; those proposed are suggestive only. The first phase, involving orientation, should be brief. There is some evidence that the earlier students are in direct contact with client systems, the earlier their anxiety is reduced.
Tour agency/meet staff
Establish process for student to inform placement in case of absence from internship
Orientation to agency policies and resources such as review of policies and manuals
Student and Field Instructor review CSWE Core Competencies and articulate activities to demonstrate growth to be incorporated into learning contract
Review expectations of student preparation for and participation in formal supervision
Review of sample records (documentation, historical context, timeframes, etc.)
Discuss documentation and case summary procedure for agency
Acquaint student with agency terminology
Determination of initial learning assignments
Determine how hours will be tracked and approved
Immediate introduction of student to client population by experienced supervisor
Assignment of own client system(s) to student, or those with increased involvement
Define macro practice opportunity involving organizational and/or community change
Identify ways students will have mezzo/small group experience (group, family, team, etc.)
Complete midterm evaluation with student and send to field liaison
Amend learning plan/contract to integrate increased independence and autonomy including SMART goals and identification of artifacts of progress related to each competency for e-portfolio
Continue to work with assigned client system(s)
Participate in staff meetings / trainings / community board meetings
Phasedown of workload (no new or long term client systems / no new projects)
Discussion of termination issues in supervision
Discussion of termination with clients and colleagues
Completion of final evaluation including student, field instructor, and faculty liaison
