Group 1: Elements Related to the Agency
Making the student feel desired by the agency
Including the student in agency functions and activities
Treating the student like a professional
Helping the student learn about the agency
Group 2: Elements Related to Tasks and Assignments
Clarifying the purpose of assignments
Providing detailed directions and instructions
Working with the student to complete tasks
Regularly reviewing the student’s workload
Providing a variety of learning activities
Clarifying expectations for the student’s performance
Providing early opportunities for client contact
Group 3: Elements Related to Supervisory Skills
Explaining your role and the role of the student
Encouraging discussion of the student’s concerns
Encouraging discussion of taboo subjects
Helping the student link theory to practice
Providing clear and consistent feedback
Validating the student’s feelings
Reassuring students that they can succeed
Demonstrating that the student is valued as a person and as a colleague
Group 4: Elements Related to Supervision Meetings
Holding regularly scheduled supervision meetings
Being available outside of regular supervision times
Providing a thorough discussion of the student’s learning needs
Reviewing and analyzing the student’s cases
Providing consistent supervision throughout the placement
What Students Want to Discuss During Supervision
Issues Concerning Students’ Practice Experiences:
Practice skills used by students
Cases and Clients
Ongoing performance issues
Personal Strengths and limitations
What Can Field Instructors Learn From This:
Students want direct and practical information that is going to help them become ethical and effective social workers.
Students want dedicated time with their supervisor to focus on their practice issues.
Although students may want to discuss issues such as career plans and classroom assignments with their field instructor, research (gray et al., 1989) suggests that students do not want to discuss these issues during supervision.
Common Supervisory Behavioral Pitfalls:
Supervision is too directive – students are not given opportunities to practice skills on their own or learning opportunities are limited.
Lack of monitoring – failure to monitor the student’s workload or failure to make arrangements for supervision during the field instructor’s absence.
Inappropriate use of the student – assigning tasks that do not meet the learning needs of the student or assigning tasks that are too difficult or too easy.
Supervisory Skills Self-Assessment
Are there certain kinds of feedback that is easier for you to give? (Paperwork versus demeanor)
Do you struggle with finding the right words when giving critical feedback?
Are there certain kinds of students you struggle with giving critical feedback to?
Do you feel supported by the University and/or your agency when giving difficult feedback?
Do you avoid giving critical feedback to students?
Do you know if you are perceived as intimidating or approachable?
Is supervision valued in your agency?
How do you prepare for supervision?
Who do you consult with when you have a challenging student?
What motivates you to be a field instructor?
Adapted from: A. Dettlaf (2003) From Mission to Evaluation, a field instructor training program. CSWE, Alexandria, VA.