Field Education Overview

Philosophy of Field Instruction for Undergraduate Students

The Council on Social Work Education (CSWE) has determined field education is the signature pedagogy for social work education.

Signature Pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum: classroom and field, are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on the criteria by which students demonstrate the achievement of program competencies.

BSW Program Field Overview

Undergraduate Program Mission: Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at SUNY Brockport, State University of New York, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community.

Undergraduate Program Goals: In order to operationalize its mission, the faculty assigned to the Undergraduate Social Work will:

Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
Educate competent generalist level social workers prepared for employment and graduate study.

The undergraduate program defines generalist social work as follows: Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene, using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.

BSW Field Education - Requirements and Options

Field education is an integral part of the curriculum. Students anticipate and prepare for fieldwork from the time they enter the program. After acceptance to the major, students take junior level courses that emphasize preparation for professional practice. For example, Human Behavior in the Social Environment I and II incorporate role-plays on the life cycle and interaction in groups; Diversity, Equity, and Justice draws on the importance of self-awareness and cultural humility as well as advocacy with vulnerable clientele; Social Work Methods courses include role-plays on communication, skill development, facilitation, interaction, and intervention. In social policy and research courses, students prepare for practice by applying evidence-informed content to practice situations.

A student may complete the Senior Field Placement requirement by following one of the three options listed below:

Block placement: four days per week, 8 hours per day for one semester, 32 hours per week, totally a minimum of 440 hours. Availability of block placement is dependent upon sufficient number of students to fill class cohort).
Concurrent placement: two days per week, 8 hours per day for two consecutive semesters, Fall and Spring, totally a minimum of 440 hours.
Spring block in a Distal Field Setting (in approved alternative field site, e.g. Vietnam or Washington, D.C.) Currently suspended due to pandemic.
DI. Criteria for entrance to these options vary slightly and can be found within the BSW field application.

BSW Hours Requirement

Undergraduate Field instruction is for a minimum of 440 clock hours. Undergraduate students follow the SUNY Brockport’s academic calendar, unless they make other arrangements with the agency Field Instructor, Faculty Liaison, and Field Education Coordinator. Such arrangements must be made during the contracting stage by integration into the body of the Agency Learning Agreement/Student Learning Contract. In a concurrent field placement, at least 220 hours must be completed prior to the Winter break. Hours cannot be carried over from fall to spring semester.

BSW Accreditation Information: The Undergraduate Social Work Program has been continually accredited by the Council on Social Work Education (CSWE) since our inception in 1971.

Contact Us:
Address: A.W. Brown Building Room 258, 350 New Campus Drive, Brockport, NY, 14420-2952

Phone: (585) 395-2324 SW Dept. or (585) 395-5507

Tricia Snyder Direct Line Email: socwork@brockport.eduor Field Director-Tricia Snyder at tsnyder@brockport.edu.

Visit our social work web page for more information.

Policy related to student availability during normal business hours of the agency: All students should expect that field placements require daytime availability. Although our part-time program courses are held in the evenings to accommodate working professionals, part-time students should recognize that daytime field placements are required. Generalist level field sites require students to complete their field hours during the normal business hours of the agency (typically 8-5, Mon-Friday) when qualified field instructors are available, and client appointments and staff meetings are usually scheduled.

Interruption of Field Placement: Under certain circumstances, a given field placement experience may need to be interrupted and changed (i.e., due to environmental, situational or performance related factors). In this event, in order to ensure that the student receives an adequate orientation to the new field practicum context, the equivalent of an additional 4 weeks of field internship with the new placement agency may be required. Students may apply for an extended semester field placement exception in order to support their successful completion of the field internship.

Field Education Goals

The expectation is that field practicum will provide students with:

Practice opportunities that enhance student learning by integration of previous classroom experiences and direct application of social work knowledge and skills within a community- based practice setting.
Opportunities for collaborative learning and practice through a variety of professional interdisciplinary settings that offer direct experiences at the micro, mezzo, and macro levels of practice.
A learning environment that allows student development and maturity within the framework of professional values and ethics.
An experiential setting that allows students to explore their professional utilization of self to promote change.
An environment for practice that enhances the value of diversity and social justice.
Formal supervision by an experienced and vetted field instructor whom meets all requirements set forth by the program and CSWE.
Opportunities for student exploration of the professional context of practice including: social welfare policies and programs, agency structure and policies for operation, utilization of current research, and advocacy for vulnerable, marginalized, and under-served populations.
Opportunities for application of evaluation methods to practice and/or program effectiveness.

Integration of Field Seminar and Field Practicum

The generalist competencies are realized operationally through the Field Instruction and Field Seminar experiences. The overall design of the BSW program is such that the achievement of competencies begins with an understanding of the mission of the program, demonstration of knowledge and skill acquisition in all courses, and culminates in an assessment of demonstrated competencies in real practice within the Generalist field components. The formal student field evaluation procedure is an integral part of the Practicum requirement and is conducted at the end of each semester with the field instructor, faculty liaison, and student (with input from the task supervisor, if applicable).

Field seminars are structured to facilitate integration of course content within field practicum learning experiences. Seminar requirements are designed to facilitate this integration through class discussion, exercises, writing, presenting, and participating in group activities. The field seminar is taken concurrently with each semester of field instruction. The Field Instruction/Field Seminar courses are designed to be taken concurrently as Social Work Field Instruction 1 (SWO 451) with Social Work Field Seminar 1 (SWO 455) in the fall, followed by Social Work Field Instruction 2 (SWO 453) with Social Work Field Seminar 2 (SWO 457) in the spring. Occasionally, select students with permission for a one-semester block placement will take SWO 454 with SWO 456.

The undergraduate social work curriculum is competency-based and follows the 2015 CSWE Educational Policy and Accreditation Standards (EPAS), which state:

Each competency describes the knowledge, values, skills and cognitive and affective processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors.

All graduates of the undergraduate social work program at SUNY Brockport, must demonstrate each of the following nine CSWE competencies:

Competency 1–Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers: understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:

Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
Use technology ethically and appropriately to facilitate practice outcomes; and
Use supervision and consultation to guide professional judgment and behavior.

Competency 2 –Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:

Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
Present themselves as learners and engage clients and constituencies as experts of their own experiences; and
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Competency 3 –Advance Human Rights and Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:

Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
Engage in practices that advance social, economic, and environmental justice.

Competency 4 –Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:

Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5 –Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6 –Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:

Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7 –Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:

Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8 –Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration. Social workers:

Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
Facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9 –Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

Select and use appropriate methods for evaluation of outcomes;
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
Critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Undergraduate Field Education Operational Process and Procedures:

Selection Process for Placement Sites/Host Agencies: The field experience should maximize development of social work generalist level competence in the nine core areas. The SUNY Brockport Social Work Department has developed close ties to urban and rural communities in the Greater Rochester area. Undergraduate social work field placement opportunities are based upon both established relationships and new partnerships with community agencies. The selection of appropriate internship sites focuses on the desire to have excellent educational practice opportunities available for student learning.

Agencies and organizations contribute substantial resources to student education through the provision of learning situations that foster integration of knowledge and skill development.

The agency/host organization must be able to provide distinct learning opportunities and activities that are consistent with the goals, values, and mission of the program, university, and profession. The agency must be able to provide a qualified field instructor and agency experiences that align with the program’s learning outcomes for generalist social work practice. In the event that a program provides quality learning experiences but does not have someone on staff whom meets the qualifications to serve as a Field Instructor, the BSW program may supplement supervision with an itinerant field instructor. In which case, the student will have a Task Supervisor from within the host agency/program.

Criteria utilized to assess agency practicum sites include:

The agency must have a demonstrated commitment to excellence in the provision of services and professional development of students.
The agency goals and objectives must align with the undergraduate social work program’s mission and goals.
The values and ethics of the profession must be demonstrated through agency structure and functions.
The value of the agency-based experience is recognized and educational activities developed within a supportive (learning) environment.
Agency-based learning opportunities are designed to expand student participation within various systems and at different system levels to allow core competency development.
The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
The agency must provide the necessary measures to protect the safety of the student. At a minimum, this should include an orientation to their safety (physical, psychological (mental capacity), emotional (internal feelings), social (interactions with others), and cultural) policies and procedures such as; how to sign in/out; best way to contact supervisors and or additional assistance; using supervision efficiently, how to conduct oneself both within the agency and when in the field; how to interact with individuals, groups, and communities through cultural humility, how to report when an incident occurs, and other generally accepted actions for various situations.
The agency allows the student maximum exposure to and participation in agency training and in- service opportunities.
The agency provides staff for regular and timely individualized supervision. At the undergraduate level, Field Instructors must have at least an undergraduate degree in social work from a CSWE accredited program, two years of post-graduation experience, and preferably have been with the agency and in their current role for at least one year prior to the beginning of the academic year within which the field placement will take place.
The agency agrees to ongoing and frequent participation in the evaluation process.
The agency agrees to provide up-to-date information on agency services, organization, and any changes, which could affect student placement experiences, procedures, and opportunities.

Criteria for Selection of Field Instructors:

The field instructor is a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique in the learning process. Because the learning environment has shifted from the classroom to the field, the learning process also shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field Instructors must:

Possess an attitude toward professional social work education that fosters a positive relationship for agency-based learning.
Possess a social work degree from a CSWE accredited social work program (BSW or MSW degree). If scope of practice is protected under the NYS Social Work licensing laws, (in a non-exempted setting) the field instructor should be licensed to practice social work in NYS.
The field instructor needs to have two years post-degree experience. It is recommended that the field instructor have at least one-year experience at the agency site.
Have an ability to distinguish internship learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.
Be able to recognize and accommodate teaching responsibilities at a generalist level of practice.
Be able to creatively provide practicum experiences that enable the student to integrate social work knowledge, skills, values, awareness of diversity, and all other classroom learning into the field experience.
Possess a desire and ability to create a learning environment that recognizes student differences and provides for the student a professional educational setting that enhances individual strengths and challenges development of new skills.
Possess a desire to participate in a college/agency collaborative effort to offer a sound educational experience for the student by providing feedback and input into new practice directions and trends.
Possess a willingness to attend field instruction orientations, seminars, and field instruction site selection activities organized by the Office of Field Education.
Possess the willingness to provide structured supervisory time on a regular minimum one-hour per week basis.

Field Education Roles and Responsibilities:

The roles and responsibilities of the participating parties of the Social Work Department and Host Agency are outlined below:

Social Work Department Responsibilities:

Preparation and continuation of all functions directing the placement of students in the field setting according to program and departmental standards.
Selection of agencies and placement of students in an appropriate practicum setting.
Monitoring of the student’s practicum to ensure and maintain a sound educational experience based on student need and learning contract.
Provision of a placement process that is functional in bringing together agencies and students for negotiating field-learning contracts.
Provision of orientation sessions to field instructors and other opportunities for further cooperative continuing education between the Program and agencies.
Coordination of a minimum of two meetings during the field experience between the faculty field liaison, the agency field instructor, and the student in the practicum to evaluate student progress.
Maintain the mechanism and procedures for termination of a student’s field practicum when either the student or agency is unable to fulfill the obligations of the field contract.
Provision of joint opportunities to discuss, evaluate, and implement improvement to field education.

Host Agency Responsibilities:

Provision of appropriate learning activities for the student including opportunities that allow for work at all levels with systems of all sizes.
Provision of adequate space and resources for the student to comfortably engage in agency work.
Engaging in the selection and placement process of students.
Understanding and participating in the educational and evaluation process of the student.
Provision of a qualified field instructor for each student assigned to the agency.
Providing an atmosphere of cooperative learning that allows other agency personnel to become involved in the educational process.
Creation of a creative learning environment that is both challenging and rewarding to student and field instructor.
Completion of all university affiliation and agency agreements and related documents.

Coordinator of Field Education Role and Responsibilities:

The Coordinator of Field Education is responsible for the administration of the Field Education Program. The Coordinator of Field Education works in a collaborative manner with community agencies to ensure planned cooperation and coordination between the program and the agencies it selects for the placement of students.

Administer the Field Education component of the each program in consultation with the Department Chair and program faculty, including but not limited to student placement in field practicum settings.
Provide information to various constituents regarding accreditation related issues pertaining to Field Education.
Initiate discussions and coordinate the affiliation agreement process with agencies and organizations and the University Contracts office to establish field education sites.
Explicate and represent field policies and procedures required for the practicum process.
Provide annual field instructor orientation covering curriculum and other Program changes, relevant field instructor trainings, and connect to other professional development opportunities as available.
Compile and maintain current information on agency affiliations.
Maintain and distribute an updated BSW program specific Field Education Manual to appropriate parties.
Collaborate and meet on an as needed basis, with faculty liaisons/seminar instructors.
Provide oversight of the program and policies process for field education.
Serve as the negotiating office for resolution of agency/field instructor issues and field education related conflicts not successfully resolved by the faculty liaison.
Monitor all field practicum sites, including student and faculty liaison evaluations and feedback.
Provide leadership for program-specific field instruction committees, sub-committees, and other appropriate groups.

Faculty Liaison (professor whom teaches the student’s field seminar) Responsibilities:

Provide explanation of field practicum policies and expectations of the social work department and agency relationship as questions arise during the course of liaison with the student and agency (in consultation with the Coordinator of Field Education).
Provide mediation of issues/conflicts between the agency field instructor and the student, or the BSW program.
Monitor student progress toward accomplishment of learning objectives for the field practicum.
Maintain consistent contact with the field instructor and student through visits to the agency usually two times during the field placement and phone contacts as necessary.
Provide classroom opportunities for integration of course material and field experience.
Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
Evaluate student progress in the agency through the field seminar experience.
Encourage and assist the field instructor in creation of challenging and rewarding experiences for agency-based learning.
Submit evaluation forms, along with student time sheets to the Program-specific Coordinator of Field Education.
Participate in the semester evaluation process and recording of the final grade for the practicum experience.
Maintain regular contact as needed with the Program-specific Coordinator of Field Education.

Field Instructor (provides formal supervision– usually one hour per week) Responsibilities:

Participate in the student practicum interview and assignment process.
Participate in the orientation process of the student to establish the framework for agency work.
Provide guidance and feedback to the student as the student writes her or his field learning contact identifying the tasks and responsibilities of the student in the agency.
For field instruction of BSW students, develop and create generalist level social work experiences that enable the student to learn and practice social work skills in the nine core competency areas.
For field instruction, it is recommended that the field instructor have at least one-year of experience in their current role and at the agency program within which the internship will take place.
Provide regular weekly formal supervision of the student for monitoring student learning and service engagement as well as plans for monitoring student’s performance and progress toward stated learning objectives.
Select work load and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
Attend required workshop/seminars/field practicum training events sponsored by the Program.
Assist the student in the integration of classroom learning into the field experience.
Provide joint management of student time and monitoring of field practicum requirements.
Participate in student conferences with the faculty liaison, student and Field Education Coordinator as necessary.
Maintain on-going contact with the faculty liaison to identify any issues of concern with the student or placement.
Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.

Task Supervisor assignment by some agencies to complement Field Instructor

In addition to having a field instructor, some agencies also assign the student a task supervisor. The task supervisor provides the student with day-to-day supervision and associated activities. The task supervisor may give input into the evaluation of the student and the development of the learning contract, but the responsibility of evaluating student performance, providing formal supervision during dedicated time, developing the learning contract, and approving time accrued rests solely with the field instructor.

Student Responsibilities:

Students can enter their senior field placement when they have completed all junior level (300) social work courses with a grade of “C” or better. The student must have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5 to apply for and enter into field instruction. A student seeking a field placement must fill out the formal field education application and provide required supplemental documents that articulate what brought the student to study social work, interest areas, any special considerations, and thoughtful reflection around what they need to learn in order to move forward with their social work education. Social work faculty are included in the decision of students to enter field. A student who is on academic probation or has presented concerns about their capacity to effectively and professionally engage in the undergraduate social work program’s standards of academic performance (see student handbook) may not be allowed to interview for a field placement. Student expectations include:

Prepare self for an agency-based professional social work educational field experience integrating course material, life experiences, and skill development.
Complete all field instruction paper work in a timely fashion and work collaboratively with the field office to assist in the process of field practicum assignment.
Review, sign, and submit the Social Work Field Practicum Student Training Agreement/Learning Contract to the program-specific Coordinator of Field Education as part of the field application process.
Complete all requirements for agency placement.
Understand the operational procedures, structure, and functions of the agency.
Act responsibly in all activities undertaken in the agency maintaining confidentially and ethical practice standards.
Act in a professional manner as a representative of the agency to the wider community.
Adhere to the NASW Social Work Code of Ethics.
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating their field instruction learning contract.
Take responsibility for setting and preparing an agenda for weekly supervision with their Field Instructor.
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
Maintain a schedule for attendance, prompt notification of any absences, and plan for making up time missed as quickly as possible.
Maintain field practicum time sheet including obtaining field instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
Be open to critical analysis and feedback of performance behaviors and integration of learning to enhance self-awareness and engage in continuous development of social work skills and abilities.
Complete the required evaluation forms within required timeframes.
Actively participate in the field evaluation process of student learning.

2022-2023 Academic Year Student Field Safety Regulations Commitment:

All students in a credit-bearing internships during the 2022-2023 academic year must agree to comply with all safety regulations of the University, the county(s) within which the host agency operates, the state, and those of the host agency internship site including guidance set forth by the Department of Health, which may include wearing Personal Protective Equipment (PPE/masks) and or being vaccinated. If a student cannot comply with these requirements due to religious or health factors, please notify the Coordinator of Field Education (you do not need to provide documentation or disclose health or religious reasons) as this may restrict field placement opportunities. Students will also be referred to the associated university procedures. Up-to-date information and resources can be found here:

Bringing Brockport Back Website

SUNY Brockport Vaccination Requirement, includes on-campus COVID-19 vaccination clinics information

Students in undergraduate social work field instruction will be subject to the program’s standards of academic performance and policies and procedures for review of academic performance found within the student handbook.

All SUNY Brockport students who access campus facilities (both Brockport and Brockport Downtown campuses) in person will be required to be fully vaccinated for COVID-19 once one of the vaccines has been fully approved by the Food and Drug Administration.

In addition, SUNY Brockport will be requiring vaccinations of all students to access residence halls and to participate in intercollegiate athletics, including club sports. This requirement is effective Aug. 30, regardless of final FDA approval.

Most recent guidance as of August 5, 2021:

The Centers for Disease Control and Prevention recently updated its guidelines, recommending that fully vaccinated people wear masks in public indoor settings in areas of substantial or high COVID transmission. Recently, Monroe County moved to a state of emergency, and as such the Monroe County Department of Health also recommends masking indoors. We will follow this guidance.

Effective August 5, 2021 SUNY Brockport is temporarily requiring all individuals (students, employees, and visitors, regardless of vaccination status) to wear a face covering indoors while on campus. This includes at Brockport Downtown.