School of Social Work

Resources for Field Instructors

• Evaluating Students in Field Placement
• Creating a Positive Field Experience
• Field Instructor Workshops
• Field Instructor Advisory Committee

Evaluating Students in Field Placement

Field placements are a critical aspect of the BSW and MSW curriculum as it is through the field placement that students engage in activities which allow them to apply the knowledge and skills learned in the School, as well as to develop new knowledge and skills for practice.

Formal and informal evaluation is an important component of the field placement experience for students because it is through evaluation that students can get feedback from their Field Instructors about their learning process and about their growth and development as a practicing social worker.

Ideally, the evaluation process is an ongoing one which begins at the start of the field placement.  Field Instructors are encouraged to provide students with feedback on a regular basis rather than relying only on the two formal evaluations.  Positive feedback helps the student know they are on the right track and constructive criticism helps the student identify areas where further work is needed.  When evaluation is done on an ongoing basis, students are offered the most effective learning opportunities.  Any major issues with a student’s work performance should not come as a surprise in the formal mid-term or final evaluations.  Concerns should be raised immediately with the student, as well as with the Ryerson Faculty Consultant to allow the student an opportunity to learn from the feedback and have a chance to improve.

The School requires Field Instructors to complete two formal evaluations of each student in the course of their field placement, one at mid-term and one at the completion of the placement.

These evaluations provide a formal moment for the student and the Field Instructor to reflect on the placement experience to date, and to assess how both parties are doing with regard to what was initially agreed upon in the Learning Plan.

At the mid-term evaluation, goals for the next term will be highlighted and may be incorporated into an amended learning plan.  The final evaluation is an extensive review of the student’s learning and should highlight the student’s strengths and areas for future learning.

• The written evaluation is the responsibility of the Field Instructor, although, it is best done in consultation with the student.
• The Faculty Consultant is available for assistance throughout the year to assist Field Instructors with the evaluation process.
• Consult Field Placement Forms to download the required evaluation forms.
• Submit the evaluation form to the Faculty Consultant by the appropriate deadline.  Consult How the Year Unfolds – Important Dates for deadlines.  Contact the Faculty Consultant if the evaluation form cannot be submitted by the deadline.
• The Faculty Consultant assigns a grade for placement (pass/fail).

Top

Creating a Positive Field Experience

The most important factor in creating a positive field experience for both the Field Instructor and the student is effective and ongoing communication.

• Provide the student a thorough orientation.  Do not assume that the student knows how you work, how the organization works, how the placement will work, etc.
• Organize formal times to meet, discuss and debrief placement experiences even if you are working closely together on projects and activities.
• Acknowledge that new tasks/assignments can be difficult and stressful.
• Give the student permission to make mistakes and share how important it is for one’s learning to be able to take risks, to make mistakes, and then learn from them.
• Encourage the student to ask questions.  Field Instructors sometimes forget how much they take for granted because they have been doing the work so long.
• Provide ongoing feedback, not just at formal evaluation sessions.  Provide the student ongoing feedback on both strengths and areas for improvement.
• Involve the student in the placement experience as much as possible; ask for input and ideas from the student.
• Be as clear as possible about expectations within the placement, activities, tasks, roles, and responsibilities.
• Help the student explore how their own personal thoughts, feelings, and behavior impact on their practice. 
• Attempt to bring the student into the staff/team and support the student to feel like a full member of the staff/team to whatever extent is possible.