Field Education Program 510-642-1306

First Semester Progress Review Second Year Child and Family Students NOTE: This document is confidential communication intended for review only by the field instructor, student, and the School of Social Welfare.

Student Name: Contact Email: Contact Phone Number: Concentration Area: ☐ Child and Family ☐ Community Mental Health ☐ Gerontology ☐ Health ☐ Management & Planning Applicable Specialties: ☐ IVE/Child Welfare ☐ PPSC ☐ Public Mental Health ☐ MSW/MPH ☐ MSW/MPP ☐ MSW/PhD

Agency Placement Agency Name:

Agency Address: Program Address (if different):

Hours Verification Expected Hours: 352 Hours Completed by End of Semester: Plan to make-up hours, if applicable:

☐ Weekly instruction is regularly occurring at intervals of no less than one dedicated hour per week Plan to increase consistency of field instruction, if applicable:

Instructors Berkeley Social Welfare Field Consultant: Contact Email: Contact Phone Number: Primary Field Instructor: Contact Email: Contact Phone Number: Secondary Field Instructor: Contact Email: Contact Phone Number: Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 2

FIRST SEMESTER PROGRESS REVIEW Second Year Child and Family Student

Instructions for Completion:

The First Semester Progress Review is intended to provide an opportunity to open a dialogue between the student and field instructor about the student’s acquisition and application of professional skills, knowledge, behavior, and competencies. It also serves as a planning tool for the remainder of the placement. This discussion should occur in a meeting scheduled specifically for this purpose and requires advance preparation on the part of both the field instructor and the student.

In preparing for this discussion, the field instructor and student should review the learning agreement, familiarize themselves with the following evaluation tool including the 12 holistic competencies and their component parts, and refer to relevant examples, samples, or observations of the student’s work. A discussion of the learning environment is also useful at this time including the consistency of field instruction meetings and the overall effectiveness of the relationship between the field instructor and student.

After discussing and reviewing these items together, the field instructor should decide a rating for each of the component items (improvement desired, competence, mastery, or unable to assess) and then should enter a global rating for each holistic competency area on a 1 to 5 scale (1-not proficient, 3- competent, 5-exceptional mastery, or unable to assess). Field instructors may approximate to the nearest .50 increment. For each holistic competency area, field instructors should comment on specific behaviors or observations that demonstrate strengths and should describe in behavioral terms how competence in this area could be strengthened. For numerical scores in the low range (<1.5) or high range (>4.0), the field instructor must substantiate the low or high ratings with greater specificity. Frank evaluation of professional competency assessment is extremely important to student learning. Field instructors are discouraged from inflating ratings and are encouraged to round down.

At the end of the form, comment boxes are provided for adjustment of learning goals and activities for the remainder of the placements and for students to provide commentary. Field instructors must recommend that the student receive a Satisfactory, Marginal, or Unsatisfactory Grade to the assigned field consultant who is responsible for making the final grade determination.

If you have questions about how to evaluate your student, please contact your assigned field consultant to request consultation.

Instructions for Electronic Submission:

When saving this document, please include the student’s last name, first name, progress review, and the academic year. After it has been discussed and reviewed, please apply your electronic signature. The student is then responsible for forwarding the electronic document to the assigned field faculty member. Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 3 Please check the box in each row that best matches your observationally-based appraisal of the student: 1. Engagement with Individual, Families, Groups, Organizations, and Communities: Establishes contact, builds rapport, forms working relationships, and invites a diverse array of clients, stakeholders, and/or community partners to participate in clinical services and/or administrative projects. Improvement Desired Competence Mastery ☐ Unable to introduce ☐ Introduces self, role ☐ Introduces self, role self, role and goals to and goals to clients in a and goals to clients child clients reasonably clear clearly, concisely, and ☐ Unable to assess manner to child creatively to children at children at various all ages of development levels of development ☐ Unable to establish ☐ Establishes rapport ☐ Establishes rapport rapport with child with most child clients; quickly, even with clients; unable to elicits the clients’ reluctant children or ☐ Unable to assess discover the clients’ perspective adolescents; elicits and perspective clarifies clients’ needs, values, and strengths ☐ Unable to alter ☐ Recognizes the ☐ Quickly adjusts approach to different importance of approach to fit a wide types of children; does difference and adjusts range of child clients, not demonstrate approach to child demonstrating high ☐ Unable to assess cultural humility clients based upon levels of creativity, their preferences and responsiveness, and developmental stage respect ☐ Unable to achieve an ☐ Achieves an acceptable ☐ Achieves an impressive acceptable level of level of engagement retention rate and/or ☐ Unable to assess engagement with child with child clients level of engagement clients with child clients

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to engagement? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 4

Please check the box in each row that best matches your observationally-based appraisal of the student: 2. Consultation, Coordination, and Collaboration: Obtains information from a variety of collaterals, stakeholders, and/or other environmental sources, both formal and informal, and integrates into a coordinated service and/or project plan. Improvement Desired Competence Mastery ☐ Unable to establish rapport ☐ Establishes rapport and ☐ Establishes rapport and ☐ Unable and trust with parents, trust with most parents, trust quickly, even with to guardians, and families; guardians, and families; disengaged parents, assess unable to discover their elicits their perspectives guardians, or family perspectives members; elicits their perspectives and cooperation ☐ Unable to exchange ☐ Appropriately exchanges ☐ Establishes a high level of ☐ information appropriately information with effective collaboration with Unable with providers from other providers from other providers from other to disciplines including teachers, disciplines including disciplines including assess doctors, nurses, teachers, doctors, nurses, teachers, doctors, nurses, psychologists, mental health psychologists, mental psychologists, mental providers, lawyers, probation health providers, lawyers, health providers, lawyers, officers etc. probation officers etc. probation officers etc. ☐ Unable to integrate ☐ Integrates information ☐ Efficiently organizes, ☐ Unable information provided by provided by collaterals analyzes, and applies to collaterals into assessment into the assessment and information provided by assess and care plan care plan collaterals to guide client care ☐ Unable to influence ☐ Provides effective ☐ Provides strategic advocacy ☐ Unable collaterals and social systems collaboration and so child clients optimize to with which the child client coordination with and support from and assess interacts advocacy services to exchanges with environmental supports environment

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to consultation, coordination, and collaboration? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 5 Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 3. Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery ☐ Overlooks biological, ☐ Considers factors on ☐ Selects the most critical ☐ Unable developmental, cognitive, multiple levels relevant to factors relevant to child to developmental, child and family assessment and family assessment on assess psychological, social, including biological, biological, cognitive, cultural, community, cognitive, developmental, developmental, and/or spiritual factors psychological, social, psychological, social, relevant to child and cultural, community, and cultural, community, and family assessment spiritual factors spiritual levels ☐ Undervalues client ☐ Considers most relevant ☐ Thoughtfully includes ☐ Unable diversity factors including diversity factors including subtle and/or interactive to poverty, oppression, poverty, oppression, diversity factors that assess disability, discrimination, disability, discrimination, impact the child and alternative family alternative family structure family’s psychosocial well- structure etc. etc. being ☐ Unable to assess for ☐ Identifies indicators of all ☐ Performs complex ☐ Unable clinical risks related to key clinical risks and assessments related to to abuse, neglect, suicidality, assesses and consults clinical risks; mobilizes assess or dangerousness appropriately protective resources ☐ Difficulty identifying ☐ Often identifies strengths, ☐ Always selects key ☐ Unable strengths, resilience, and resilience, and protective strengths, resilience, and to protective factors in child factors protective factors to assess or family support child development ☐ Unable to organize, ☐ Organizes, analyzes, and ☐ Efficiently organizes, ☐ Unable analyze, and communicate communicates assessment analyzes, and to assessment information information sufficiently communicates assessment assess information with concision

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 6 Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 4. Intervention Planning: Develops clinical and/or administrative project goals that include input from clients, multiple stakeholders, and/or information sources. Identifies specific, measurable, and achievable goals and integrates the best available evidence and/or knowledge. Improvement Desired Competence Mastery ☐ Unable to establish goals that ☐ Identifies goals that ☐ Consistently establishes ☐ Unable to are relevant to children and match the values, ideas, goals that are highly assess their families or fit the context; and needs of children relevant to children and may impose personal or and their families their families and majority values promote healthy development ☐ Identifies goals that are vague, ☐ Identifies goals that are ☐ Consistently selects ☐ Unable to difficult to measure, and/or mostly specific, goals that are specific, assess unattainable; fails to identify measurable, and/or measurable, and goals achievable achievable ☐ Does not understand and/or is ☐ Emerging ability to ☐ Critically appraises and ☐ Unable to uninterested in identifying consider best practices applies the best assess intervention approaches and high quality evidence available knowledge supported by evidence; relies when developing the from research and/or solely on intuition intervention plan with practice wisdom to children and families guide the intervention plan ☐ Only able to identify ☐ Considers intervention ☐ Thoughtfully constructs ☐ Unable to intervention goals for the goals for the client’s multiple level assess individual child client family or natural support intervention goals for system and/or other the child client, his/her providers family, interacting service systems, and community

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to intervention planning? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 7 Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 5. Intervention Implementation and Evaluation: Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced, and responsive manner. Modifies activities, pacing, methods, and/or goals so as to increase the likelihood of reaching the intended outcome(s). Improvement Desired Competence Mastery ☐ Unable or unwilling to ☐ Selects activities, techniques, ☐ Selects the best available ☐ Unable execute activities that and/or intervention methods and most relevant to support goal acquisition that generally support goal activities, techniques, and assess and fit the context acquisition and fit the context methods to promote child development ☐ Unable to provide ☐ Able to provide motivational ☐ Provides advanced ☐ Unable evidence-based or solution-focused evidence-supported to intervention of any kind interviewing and brief intervention for a range of assess supportive, coping-focused, or common child and family behavioral interventions concerns ☐ Does not respond to ☐ Provides information about ☐ Advocates, coordinates, ☐ Unable client system resource related benefits, programs, facilitates the utilization of to needs resources, and makes referrals comprehensive benefits assess to assist children and families and services as needed ☐ Does not gather ☐ Periodically gathers feedback ☐ Consistently elicits ☐ Unable feedback or establish or from key sources, reviews feedback from key sources, to review indicators; does basic indicators, modifies and reviews key indicators, assess not modify approach discusses synthesizes, modifies, and communicates ☐ Demonstrates ☐ Usually demonstrates patience ☐ Consistently demonstrates ☐ Unable impatience or lack of and persistence with the high levels of patience and to persistence with the intervention process; respects persistence with the assess intervention process; clients’ stage of change intervention process imposes change on client

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to implementation and evaluation? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 8

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 6. Systemic Intervention: Demonstrates interest, understanding, and/or effective participation in the organizational, institutional, policy, and/or community contexts that shape the delivery of social work services to vulnerable populations. Improvement Desired Competence Mastery ☐ Lacks interest in how child ☐ Appears aware of and ☐ Demonstrates a high ☐ Unable family settings and related interested in how child degree of knowledge, to assess systems work and sees role family settings and related passion for, and savvy in individual terms only systems work related to how child family settings and related systems work ☐ Does not recognize social ☐ Recognizes emerging social ☐ Forecasts future social ☐ Unable trends or technological trends and technological trends and technological to assess advances related to serving advances related to serving advances related to children and families children and families effectively serving children and families; prepares for future ☐ Does not engage with others ☐ Participates in discussions ☐ Makes significant ☐ Unable about child family policy about how systems or contributions to to assess and/or systems change policies could change to be changing systems and more responsive to children policies to promote and their families healthy families through collaboration with others ☐ Does not participate in ☐ Participates in advocacy ☐ Initiates or leads ☐ Unable advocacy efforts to promote efforts to promote positive coalition efforts to to assess positive child and family child and family outcomes promote positive child outcomes and family outcomes

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to systemic intervention? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 9

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 7. Evaluation of Systemic Efforts and/or Interventions: Collects, analyzes, and applies data on the effectiveness of program, system, and/or community- wide efforts so as to shape the overall delivery of social work services. Improvement Desired Competence Mastery ☐ Accepts system ☐ Inquires about ☐ Asks thoughtful, critical ☐ Unable functioning as optimal; organization, delivery, and questions to look at to adapts to it without model of services to underlying assumptions assess seeking to improve it children and families to about how care is delivered understand rationale and to children and families; evaluate effectiveness considers alternative delivery models ☐ Sees work only in ☐ Emerging ability to assess ☐ Seeks, appraises, and applies ☐ Unable individual terms; does the purpose, and knowledge and practice to not assess organizational effectiveness of the wisdom from a wide variety assess arrangements organization’s ability to of sources to improve meet the needs of children outcomes for children and and their families their families ☐ Cannot identify gaps in ☐ Emerging ability to identify ☐ Actively and collaboratively ☐ Unable knowledge gaps in knowledge or seeks to build and expand to understanding of impact on knowledge to improve child assess how services are or could and family services and be delivered to children outcomes and families ☐ Unable to identify or ☐ Emerging ability to consider ☐ Works with a variety of ☐ Unable discuss how agency could and recommend how partners and stakeholders to to improve or modify agency could improve or actively modify agency’s assess approach modify approach to approach to improve children and their families outcomes for children and their families

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to evaluation of systemic efforts? Unable 1 2 3 4 5 to Assess Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 10 Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 8. Planning for Completion or Transition: Facilitates endings and transitions to clinical and/or administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/or project success. Improvement Desired Competence Mastery ☐ Lacks sufficient capacity to ☐ Generally plans, prioritizes, ☐ Demonstrates ☐ Unable plan, prioritize, organize, manages time, organizes exceptional planning, to assess manage time, and/or meet self; meets most deadlines prioritization, time deadlines management, and organization skills; always completes work in advance or on time ☐ Avoids thinking about or ☐ Thinks about and plans for ☐ Thoroughly plans for ☐ Unable planning for transitions endings in advance, endings and transitions to assess anticipates most needs from the beginning, anticipating and meeting all needs ☐ Fosters dependency when ☐ Promotes appropriate level ☐ Actively fosters ☐ Unable unnecessary or unhelpful; of independence and/or independence and/or to assess does not promote family sustainability sustainability; affirms autonomy the dignity of children ☐ Client or administrative ☐ Communicates sufficiently ☐ Makes certain client or ☐ Unable project needs go unmet to most affected parties administrative project to assess because of failure to during transitions needs are well- communicate communicated

Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to planning for completion or transition? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 11 Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 9. Written and Verbal Communication Skills: Communicates orally and in writing in an organized, complete, and timely manner. Delivers communication in an effective manner given its purpose and context. Improvement Desired Competence Mastery ☐ Verbal communication is ☐ Verbal communication is ☐ Verbal communication ☐ Unable late, absent, mostly timely, organized, skillfully presents to disorganized, incomplete, complete, assertive, and information in a complete, assess aggressive, or delivered effective organized, concise, and ineffectively persuasive manner ☐ Written work is not ☐ Completes written work in a ☐ Written work is exceptional ☐ Unable completed to standard reasonably efficient and in its quality, clarity, to and requires excessive complete manner comprehensiveness, assess amounts of time and brevity, and timeliness multiple revisions ☐ Unresponsive to email or ☐ Responds to communication ☐ Consistently responds to ☐ Unable phone calls from others in a timely communication from to manner others in a timely and assess complete manner ☐ Electronic ☐ Utilizes electronic sources of ☐ Utilizes electronic sources ☐ Unable communication lacks communication appropriately of communication in an to judgment or respect for with respect to client system efficient, thoughtful, and assess client system privacy and agency context ethical way to promote coordinated work ☐ Unable to adapt ☐ Often adapts style and ☐ Consistently demonstrates ☐ Unable communication style delivery of communication to superior diplomacy, cross- to according to purpose, fit a diverse array of persons, cultural, and/or cross- assess situation, or context; may situations, and contexts situational effectiveness lack diplomacy and/or cultural or age-related proficiency Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to communication? Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 12 Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 10. Professional Ethics: Considers and applies the professional code of ethics for social workers so as to recognize ethical conflicts and arrive at principled decisions. Improvement Desired Competence Mastery ☐ Does not understand, ☐ Consistently demonstrates ☐ Instills social work values in ☐ Unable adopt, and/or abide by the key values of the colleagues and social to key ethical values and profession of social work systems through assess principles contributions and example ☐ Does not recognize or ☐ Able to recognize most ☐ Provides others with ☐ Unable manage personal values or ethical dilemmas, review consultation and training on to biases related to children standards, and initiate key ethical values and assess and families consultation principles ☐ Unable to tolerate ☐ Able to tolerate ambiguity ☐ Accepts ambiguity and fully ☐ Unable ambiguity and/or to and discomfort so as to engages in consultative to engage in appropriate explore sensitive topics conversations about highly assess resolution strategies during instructional and sensitive matters consultation processes ☐ Unable to identify or ☐ Explores continued access ☐ Advocates for continued ☐ Unable discuss the needs of to child and family services access to child and family to underserved groups or for underserved groups or services for underserved assess populations populations groups or populations ☐ Makes decisions that are ☐ Able to openly weigh, ☐ Consistently resolves ☐ Unable reflexive, secretive, and/or consider, and balance complex dilemmas through to unethical competing needs and arrive a reasoned, principled, assess at a principled decision transparent, and interactive process Consistently resolves complex dilemmas through a reasoned, principled, transparent, and interactive process Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 13 Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to ethics? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 11. Professional Conduct: Demonstrates professional behavior, appearance, and communication in accordance with standards identified by the School of Social Welfare, field agency, and professional codes. Improvement Desired Competence Mastery ☐ Poor attendance, ☐ Meets standards of ☐ Seen by others as a role ☐ Unable punctuality, and attendance, punctuality, and model for attendance, to preparation for tasks preparation for tasks for punctuality, task assess agency context preparation, and professional integrity ☐ Easily triggered by child ☐ Manages emotional ☐ Displays exceptional insight ☐ Unable and family clients; not reactions to clients so as to about emotional reactions; to aware of or in control of stay in professional helping appropriately uses assess reactions role reactions to inform high quality clinical care ☐ Demonstrates poor self- ☐ Manages emotions, ☐ Displays consistently ☐ Unable management skills and communication, behavior, excellent judgment and to judgment related to and boundaries well in most manages communication, assess communication, situations emotions, behavior, and interpersonal behavior, or boundaries well even in boundaries difficult situations ☐ Unable to maintain ☐ Able to maintain ☐ Handles conflicts in a ☐ Unable constructive collegial constructive interpersonal skillful, diplomatic, to relations relations in most instances professional manner assess ☐ Does not hold self to ☐ Meets standards of ☐ Seen by others as a role ☐ Unable sufficiently high standards professional behavior, model of professional to of behavior, appearance appearance, and behavior, appearance, and assess and communication; communication for agency communication; raises makes excuses or blames context standards for others others Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 14 Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to professional conduct? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 increment: ☐ Unable to Assess Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

Please check the box in each row that best matches your observationally-based appraisal of the student: 12. Professional Growth and Development: Takes responsibility for learning and demonstrates initiative. Receives, considers, and integrates feedback from instructors. Demonstrates commitment to continual professional development and life-long learning. Improvement Desired Competence Mastery ☐ Approaches learning in an ☐ Demonstrates an ☐ Challenges self with diverse ☐ Unable overly anxious or overly appropriate level of assignments that are within to confident manner initiative and independence reach assess ☐ Unprepared for the ☐ Prepares for the ☐ Prepares thoughtful ☐ Unable instructional hour; instructional hour most of questions for the to participates passively the time; actively instruction; links assess participates conceptual and practical aspects of social work ☐ Fails to sufficiently review ☐ Able to reflect on ☐ Consistently demonstrates ☐ Unable own work; lacks insight performance strengths and rigorous self-reflection to challenges assess ☐ Appears personally ☐ Receptive to suggestions ☐ Consistently invites ☐ Unable wounded by feedback and and accepts constructive feedback from others and to responds defensively or feedback when offered demonstrates high levels of assess with helplessness emotional maturity and responsiveness ☐ Unwilling or unable to ☐ Demonstrates observable ☐ Consistently integrates ☐ Unable correct performance at improvements at expected feedback and improves to expected rate rate performance at a rapid rate assess ☐ Does not appear ☐ Demonstrates emerging ☐ Perceived by others to have ☐ Unable interested in assuming capacity to occupy future passionate convictions, to to future leadership roles; clinical or administrative be inspiring, and to possess assess prefers to follow leadership roles strong leadership potential Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 15 Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to professional development? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery

Assign a number to the nearest .50 ☐ Unable to Assess increment: Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0):

Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below):

REVISED TASK ASSIGNMENTS AND PRIORITIES In this section, both the field instructor and student may comment on revisions to the specific task assignments that will occur either because of the student’s learning needs or because of changes in the agency or program. This is also a place to request and/or agree to changes in the teaching and learning relationship that may improve the student’s acquisition of competencies. Field Instructor Comments: (expandable text box)

Student Comments: (expandable text box)

FIELD INSTRUCTOR’S GRADE RECOMMENDATION ☐ SATISFACTORY A satisfactory grade recommendation indicates that the student’s overall learning and performance are proceeding at an appropriate rate without apparent problems. ☐ UNSATISFACTORY An unsatisfactory grade recommendation indicates that the student’s overall learning and/or performance is deemed unacceptable. ☐ REQUEST FOR CONSULTATION I have concerns about the overall learning or performance and would like to speak to the assigned field faculty member to assess these concerns before making a grade recommendation. Berkeley Social Welfare First Semester Progress Review, Advanced Child & Family Page 16 STUDENT COMMENTS (OPTIONAL) Student may record comments, reactions, and concerns here as needed or desired:

SIGNATURES This is an e-signature form. By checking the signature box and typing your name and date in the below boxes, you are indicating that you have read this document and have not altered any sections authored by another party. ☐ Field Instructor’s Signature Name: Date: ☐ Student’s Signature Name: Date: ☐ Field Consultant’s Signature Name: Date:

Electronic Submission Instructions: When saving this document, please include the student’s last name, first name, progress review, and the academic year. After it has been discussed and reviewed, please apply your electronic signature. The student is then responsible for forwarding the electronic document to the assigned field faculty member.