Socw 6520 wk 11 assignment evaluation and SOCW 6520 Social.docx

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Socw 6520 wk 11 assignment 2: mid-term evaluation and self-assessment
| SOCW 6520 – Social Work Field Education III | Walden University
SOCW 6520 wk 11 Assignment 2: Mid-Term Evaluation and Self-AssessmentPrior to your
field education experience, you completed an agency learning agreement that outlined
potential goals and objectives related to social work practice skills that you sought to
acquire during this course.Like a contract, your agency learning agreement also provided
your field instructor a set of criteria that would measure your social work practice skills.
For this course, you will undergo a formal evaluation of your social work practice skills.As
you engage in future field education experiences, you will be able to refine and hone the
development of those skills.For this Assignment, review your agency learning agreement
(uploaded) and the results of your midterm evaluation(uploaded). Consider how your field
education experience fulfilled the goals and objectives in your agency learning agreement.
Reflect on what you would like to gain in future field education experiences.The Assignment
(4-5 pages): APA format 7th addition ( format uploaded) must have abstract and conclusion
Cite everything and full referencesDescribe whether you met or did not meet the
goals/objectives in your agency learning agreement and include the results from your
evaluation.Compare your learning agreement and your evaluation to critically consider how
the two are compatible and how you may approach completing the learning agreement
differently next term.Describe the social work practice skills you developed.Describe
potential areas where you might need improvement in relation to social work practice
skills, ethics, or professionalism.Explain how your next field education experience might
address those areas.Explain how participation in this course might inform your future field
courses, what will you do the same, what will you do differently.Be sure to submit the
results of your evaluation to this assignment

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Assignment 2 Case PresentationDuring your field education e.docx

Assignment 2 Case PresentationDuring your field education e.docx

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Portfolio 1Overview The Portfolio is part of the academic pro.docx

Portfolio 1Overview The Portfolio is part of the academic pro.docx

Portfolio 1Overview The Portfolio is part of the academic pro.docx

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Portfolio 1Overview The Portfolio is part of the academic pro.docx

Portfolio 1Overview The Portfolio is part of the academic pro.docx

Portfolio 1Overview The Portfolio is part of the academic pro.docx

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MSW Foundation Year -Student Learning AgreementWalden University.docx

MSW Foundation Year -Student Learning AgreementWalden University.docx

MSW Foundation Year -Student Learning AgreementWalden University.docx

griffinruthie22

MSW Foundation Year -Student Learning Agreement Walden University -- Barbara Solomon School of Social Work and Human Services --Social Work Program Used with SOCW 6500 and SOCW 6510 Agency Name: [Type here] Agency Address: «AddressBlock» Student Information Instructor/Supervisor Information Faculty Liaison Information Agency Info Name: Walden Email: Phone: 404-276-6500 Name: Name: Email: k Phone: [Type here] Description: Department of Family and Children Services Academic Term Example: Winter 2016 [Type here][Type here] Course Number Example: SOCW 6500-10 [Type here] Population Served: Importance of the Learning Agreement Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives. Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency. Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed. Instructions Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter. Form Layout: Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies. Section Descriptions: Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work E.

MSW Foundation Year -Student Learning AgreementWalden University.docx

MSW Foundation Year -Student Learning AgreementWalden University.docx

MSW Foundation Year -Student Learning AgreementWalden University.docx

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Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center | Last updated: 6/22/16 1 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER COMPETENCY TRANSLATOR This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements, interview responses, performance review conversations, promotion proposals, and salary negotiations. View the Competency Translator Example to see sample language. The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your career. Start early in your program so you can easily refer to the information throughout (and after) your program! Course name (Optional: Include description from catalog) List of required competencies (From competency map in course) Key project/ Demonstration of learning/Skills acquired (Be specific as this could be included in resume and performance review) Possible application of learning (Where and how could you apply this learning?) Actual application of learning (Where and how did you apply this)? Artifact example (I.e. proposal, lesson plan, or budget) Career goal check in (How has this class influenced your career goal?) http://assets.capella.edu/campus/career-center/competency-translator.pdf Capella Career Center | Last updated: 6/22/16 2 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills. Job or career goal of interest Requisite skill (Find on job posting, LinkedIn profiles, and networking) Best demonstration of each skill (Reflect on degree program, volunteer and work experience) CARD example (Write specific example in bullet or narrative form using CARD format) Challenge – Problem, goal, or requirement in the example Action – Specific actions you took to resolve the challenge, solve the problem or meet the requirement Result –Benefit resulting in specific and measurable terms Details* - Clarifying details to provide context, consider these questions: how many, how much, how long, and how often. Artifact example (List tangible item such as proposal, lesson plan, or budget) to highlight on LinkedIn, website, or portfolio Refer to the following resources for more information on how to leverage your academic learning to reach your career goals! Please help us: Share your quick feedback on this tool! Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1 http://assets.capella.edu/campus/career-center/competencies-in-action.pdf https://campus.capella.edu/web/career-center/job-search-tools/resumes https://campus ...

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center | Last updated: 6/22/16 1 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER COMPETENCY TRANSLATOR This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements, interview responses, performance review conversations, promotion proposals, and salary negotiations. View the Competency Translator Example to see sample language. The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your career. Start early in your program so you can easily refer to the information throughout (and after) your program! Course name (Optional: Include description from catalog) List of required competencies (From competency map in course) Key project/ Demonstration of learning/Skills acquired (Be specific as this could be included in resume and performance review) Possible application of learning (Where and how could you apply this learning?) Actual application of learning (Where and how did you apply this)? Artifact example (I.e. proposal, lesson plan, or budget) Career goal check in (How has this class influenced your career goal?) http://assets.capella.edu/campus/career-center/competency-translator.pdf Capella Career Center | Last updated: 6/22/16 2 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills. Job or career goal of interest Requisite skill (Find on job posting, LinkedIn profiles, and networking) Best demonstration of each skill (Reflect on degree program, volunteer and work experience) CARD example (Write specific example in bullet or narrative form using CARD format) Challenge – Problem, goal, or requirement in the example Action – Specific actions you took to resolve the challenge, solve the problem or meet the requirement Result –Benefit resulting in specific and measurable terms Details* - Clarifying details to provide context, consider these questions: how many, how much, how long, and how often. Artifact example (List tangible item such as proposal, lesson plan, or budget) to highlight on LinkedIn, website, or portfolio Refer to the following resources for more information on how to leverage your academic learning to reach your career goals! Please help us: Share your quick feedback on this tool! Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1 http://assets.capella.edu/campus/career-center/competencies-in-action.pdf https://campus.capella.edu/web/career-center/job-search-tools/resumes https://campus.

Capella Career Center Last updated 62216 1 COMPE.docx

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Capella Career Center | Last updated: 6/22/16 1 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER COMPETENCY TRANSLATOR This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements, interview responses, performance review conversations, promotion proposals, and salary negotiations. View the Competency Translator Example to see sample language. The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your career. Start early in your program so you can easily refer to the information throughout (and after) your program! Course name (Optional: Include description from catalog) List of required competencies (From competency map in course) Key project/ Demonstration of learning/Skills acquired (Be specific as this could be included in resume and performance review) Possible application of learning (Where and how could you apply this learning?) Actual application of learning (Where and how did you apply this)? Artifact example (I.e. proposal, lesson plan, or budget) Career goal check in (How has this class influenced your career goal?) http://assets.capella.edu/campus/career-center/competency-translator.pdf Capella Career Center | Last updated: 6/22/16 2 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills. Job or career goal of interest Requisite skill (Find on job posting, LinkedIn profiles, and networking) Best demonstration of each skill (Reflect on degree program, volunteer and work experience) CARD example (Write specific example in bullet or narrative form using CARD format) Challenge – Problem, goal, or requirement in the example Action – Specific actions you took to resolve the challenge, solve the problem or meet the requirement Result –Benefit resulting in specific and measurable terms Details* - Clarifying details to provide context, consider these questions: how many, how much, how long, and how often. Artifact example (List tangible item such as proposal, lesson plan, or budget) to highlight on LinkedIn, website, or portfolio Refer to the following resources for more information on how to leverage your academic learning to reach your career goals! Please help us: Share your quick feedback on this tool! Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1 http://assets.capella.edu/campus/career-center/competencies-in-action.pdf https://campus.capella.edu/web/career-center/job-search-tools/resumes https://campus ...

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Capella Career Center Last updated 62216 1 COMPE.docx

Return On Investment Training And Development

Return On Investment Training And Development

Return On Investment Training And Development

Ahmed Zeen EL Abeden

Return On Investment Training And Development

Return On Investment Training And Development

Return On Investment Training And Development

Ahmed Zeen EL Abeden

EDUC 571 Curriculum Project: Curriculum Essentials Project Assignment Instructions The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration). PART I: MISSION STATEMENT A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example: Thomas C. Miller Elementary School for Innovation is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts. Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical). For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section. PART II: CHARACTER EDUCATION Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example: Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions. Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.” For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...

EDUC 571Curriculum Project Curriculum Essentials Project Assi

EDUC 571Curriculum Project Curriculum Essentials Project Assi

EDUC 571Curriculum Project Curriculum Essentials Project Assi

EDUC 571 Curriculum Project: Curriculum Essentials Project Assignment Instructions The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration). PART I: MISSION STATEMENT A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example: Thomas C. Miller Elementary School for Innovation is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts. Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical). For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section. PART II: CHARACTER EDUCATION Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example: Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions. Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.” For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...

EDUC 571Curriculum Project Curriculum Essentials Project Assi

EDUC 571Curriculum Project Curriculum Essentials Project Assi

EDUC 571Curriculum Project Curriculum Essentials Project Assi

Criteria Ratings Points Mission Statement CAEP 1.3, CEC 7 10 to >8.0 pts Advanced The mission statement clarifies priorities and gives direction to the organization. 8 to >6.0 pts Proficient The mission statement clarifies priorities but gives limited direction to the organization. 6 to >0.0 pts Developing The mission statement is vague and does not clarify priorities or give direction to the organization. 0 pts Not Present 10 pts Character Education CEC 2 20 to >18.0 pts Advanced Character traits are identified in learning experiences that are morally purposeful and engaging. 18 to >16.0 pts Proficient Character traits are identified in learning experiences that are morally purposeful but not engaging. 16 to >0.0 pts Developing Character traits are unclear. Minimal and vague description of learning experiences. 0 pts Not Present 20 pts Standards Comparison CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Detailed general to specific comparison of standards. Assertions are clear and effectively supported with citation of specific standards. 18 to >16.0 pts Proficient Some general to specific comparison of standards--Assertions are vague and/or minimally supported with citation of specific standards. 16 to >0.0 pts Developing Minimal and vague comparison of standards. Assertions are unclear and unsupported by citation of specific standards. 0 pts Not Present 20 pts Standards Integration CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Learning activities address state standards. Activities are engaging and interdisciplinary. 18 to >16.0 pts Proficient Learning activities address state standards and are engaging. Most activities are interdisciplinary. 16 to >0.0 pts Developing Learning activities are engaging but do not fully address state standards. Few activities are interdisciplinary. 0 pts Not Present 20 pts Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 Criteria Ratings Points Spelling and Grammar 20 to >18.0 pts Advanced Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs have varied sentence structure. 18 to >16.0 pts Proficient Some spelling and grammar errors are present. Sentences are presented well. Paragraphs contain some varied sentence structures. 16 to >0.0 pts Developing Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. 0 pts Not Present 20 pts Current APA Formatting and Citation 10 to >8.0 pts Advanced Title page, headings, and pagination are current APA format. References are provided for each template section. References are cited in current APA format. 8 to >6.0 pts Proficient Some mistakes in current APA format for the title page, headings, and/or pagination. References are provided for some template sections. References have some mistakes in current APA formatting. 6 to >0.0 pts Developing S ...

Criteria Ratings PointsMissionStatementCAEP 1.3,CEC

Criteria Ratings PointsMissionStatementCAEP 1.3,CEC

Criteria Ratings PointsMissionStatementCAEP 1.3,CEC

Criteria Ratings Points Mission Statement CAEP 1.3, CEC 7 10 to >8.0 pts Advanced The mission statement clarifies priorities and gives direction to the organization. 8 to >6.0 pts Proficient The mission statement clarifies priorities but gives limited direction to the organization. 6 to >0.0 pts Developing The mission statement is vague and does not clarify priorities or give direction to the organization. 0 pts Not Present 10 pts Character Education CEC 2 20 to >18.0 pts Advanced Character traits are identified in learning experiences that are morally purposeful and engaging. 18 to >16.0 pts Proficient Character traits are identified in learning experiences that are morally purposeful but not engaging. 16 to >0.0 pts Developing Character traits are unclear. Minimal and vague description of learning experiences. 0 pts Not Present 20 pts Standards Comparison CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Detailed general to specific comparison of standards. Assertions are clear and effectively supported with citation of specific standards. 18 to >16.0 pts Proficient Some general to specific comparison of standards--Assertions are vague and/or minimally supported with citation of specific standards. 16 to >0.0 pts Developing Minimal and vague comparison of standards. Assertions are unclear and unsupported by citation of specific standards. 0 pts Not Present 20 pts Standards Integration CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Learning activities address state standards. Activities are engaging and interdisciplinary. 18 to >16.0 pts Proficient Learning activities address state standards and are engaging. Most activities are interdisciplinary. 16 to >0.0 pts Developing Learning activities are engaging but do not fully address state standards. Few activities are interdisciplinary. 0 pts Not Present 20 pts Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 Criteria Ratings Points Spelling and Grammar 20 to >18.0 pts Advanced Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs have varied sentence structure. 18 to >16.0 pts Proficient Some spelling and grammar errors are present. Sentences are presented well. Paragraphs contain some varied sentence structures. 16 to >0.0 pts Developing Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. 0 pts Not Present 20 pts Current APA Formatting and Citation 10 to >8.0 pts Advanced Title page, headings, and pagination are current APA format. References are provided for each template section. References are cited in current APA format. 8 to >6.0 pts Proficient Some mistakes in current APA format for the title page, headings, and/or pagination. References are provided for some template sections. References have some mistakes in current APA formatting. 6 to >0.0 pts Developing S ...

Criteria Ratings PointsMissionStatementCAEP 1.3,CEC

Criteria Ratings PointsMissionStatementCAEP 1.3,CEC

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This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

Fostering Friendships - Enhancing Social Bonds in the Classroom

Fostering Friendships - Enhancing Social Bonds in the Classroom

Fostering Friendships - Enhancing Social Bonds in the Classroom

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Salient Features of India constitution especially power and functions

Salient Features of India constitution especially power and functions

Salient Features of India constitution especially power and functions

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

Interdisciplinary_Insights_Data_Collection_Methods.pptx

Interdisciplinary_Insights_Data_Collection_Methods.pptx

Interdisciplinary_Insights_Data_Collection_Methods.pptx

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Socw 6520 wk 11 assignment evaluation and SOCW 6520 Social.docx

1. Socw 6520 wk 11 assignment 2: mid-term evaluation and self-assessment | SOCW 6520 – Social Work Field Education III | Walden University SOCW 6520 wk 11 Assignment 2: Mid-Term Evaluation and Self-AssessmentPrior to your field education experience, you completed an agency learning agreement that outlined potential goals and objectives related to social work practice skills that you sought to acquire during this course.Like a contract, your agency learning agreement also provided your field instructor a set of criteria that would measure your social work practice skills. For this course, you will undergo a formal evaluation of your social work practice skills.As you engage in future field education experiences, you will be able to refine and hone the development of those skills.For this Assignment, review your agency learning agreement (uploaded) and the results of your midterm evaluation(uploaded). Consider how your field education experience fulfilled the goals and objectives in your agency learning agreement. Reflect on what you would like to gain in future field education experiences.The Assignment (4-5 pages): APA format 7th addition ( format uploaded) must have abstract and conclusion Cite everything and full referencesDescribe whether you met or did not meet the goals/objectives in your agency learning agreement and include the results from your evaluation.Compare your learning agreement and your evaluation to critically consider how the two are compatible and how you may approach completing the learning agreement differently next term.Describe the social work practice skills you developed.Describe potential areas where you might need improvement in relation to social work practice skills, ethics, or professionalism.Explain how your next field education experience might address those areas.Explain how participation in this course might inform your future field courses, what will you do the same, what will you do differently.Be sure to submit the results of your evaluation to this assignment