Module 05 – During Placement – Field Education Hub

Module 05 – During Placement

Module 05 – During placement

Overview

Students’ performance while on Field Education is assessed using the framework of nine core learning areas which specify learning outcomes. It is designed to be understandable to both students and Field Educators, and is applicable across a range of placement settings and practice methods.

In consultation with their Field Educator (either at the agency, or appointed through RMIT), students are required to develop a Learning and Assessment Report that identifies tasks that measure their practice capabilities against each of the nine learning areas. It is important that students are familiar with field placement supervision as a critically important dimension of their practice learning.

As you reach the end of placement, you are required to finalise your Placement Hours and Supervision Recording Sheet (in the Hours & Supervision section in PebblePad) alongside your completed Learning and Assessment Report. The Placement Hours and Supervision Recording Sheet must be signed by your Field Educator or Task Supervisor in PebblePad at the mid and final review stages.

Any hours recorded before your Undertaking has been completed will not be counted towards your placement hours.

Overview
Learning and Assessment Framework
Learning and Assessment Report
Final Placement Review
Stages of placement
Supervision requirements
External Field Educator Supervision Introduction
Watch: External Field Educator Supervision Introduction
Placement Hours and Supervision Recording Sheet
Hours and attendance
Self-care
Wellbeing
Changes to or Cancellation of Placement

Learning and Assessment Framework

All students are required to complete an individualised Learning and Assessment Report (PebblePad) that outlines specific learning goals and performance expectations for their placement. The Learning and Assessment Report guides the student’s learning and assessment on placement, and is aligned with the AASW Practice Standards and Accreditation requirements.

It is the main learning instrument that guides each placement and helps measure and assess the student’s performance against the identified learning areas. The table below outlines the tools required during the placement learning and assessment phase. It also stipulates the purpose of these tools.

Learning and Assessment Report	Learning goals and tasks will be developed by the student in consultation with the Field Educator, Task Supervisor and Field Education Liaison Officer. The draft Learning and Assessment Report is provided to the Field Education Liaison Officer for feedback prior to the first liaison visit scheduled between days 10 and 15 of commencement. Written feedback and ratings on student performance will be provided by the Field Educator and Task Supervisor (where applicable) in the Mid Placement Review and Final Placement Review. The student will self-assess their performance via comments and ratings in the Mid Placement Review and Final Placement Review. The Final Placement Review, prepared by the Field Educator, Task Supervisor (where applicable) and student, is assessed as Satisfactory/Unsatisfactory. The Field Education Coordinator reviews the report and submits the final grade.
Mid Placement Review	The Mid Placement Review (approx. day 35) assesses the student’s progress and level of performance attained. In this formative assessment, students must document examples of the ways in which they have demonstrated practice competence across the learning areas and achieved the learning goals outlined in the Learning and Assessment Report.
Final Placement Review	As a summative assessment, the Final Placement Review includes ratings for each learning area and a summary statement in relation to the final grade (satisfactory/unsatisfactory) prepared by the Field Educator, Task Supervisor (where applicable) and student. The report needs to be completed and signed before the placement end date. The PebblePad workbook must be fully completed within two weeks of the end of placement. Students will not pass the Field Education course until a satisfactory report has been received and assessed by the Field Education Coordinator.

Learning and Assessment Report

Learning and Assessment Report Preparation

When you are on your placement, your performance is assessed using a framework of nine core learning areas, based on the ASWEAS (2020) graduate attributes. You will develop a Learning and Assessment Report with your Field Educator/Task Supervisor.

The report identifies tasks and ways to measure performance against each of the nine learning areas. The nine learning areas are:

Code of Ethics
Working alongside Aboriginal and Torres Strait Islander Peoples
Human Rights and Social Justice
Culture, Identity, and Intersectionality
Critical Thinking in Practice
Exercising Professional Judgement
Professional Identity
Professional Supervision
Professional Growth

The Learning and Assessment Report is a working document, in which students and Field Educators update throughout the placement. It is used to assess progress and identify any additional learning needs. A draft of the report needs to be sent to your Field Education Liaison Officer before the first liaison visit; it then provides the basis for your mid placement and final placement reviews.

Learning and Assessment Report

We encourage you to familiarise yourself with the Learning and Assessment Report prior to placement.

Final Placement Review

Your Final Placement Review is a reflection on your placement experience as a whole and how you have met each learning area. It is the core assessment document for your field education course. This involves discussing and writing the final assessment report section in each of the nine learning areas on your learning plan, as you did for the Mid Placement Review and adding further comments to reflect your learning since mid-placement review. You and supervisors must give a final rating for each area.

Rating scale

Each Learning Area requires a rating to be applied at the mid and final placement review. This ensures all parties are aware of how the student is tracking against key learning objectives.

Field Education 1:

Completed - Student has completed requirements of this learning area, as expected of a Field Education 1 placement.
On track - student has not completed. however, is on-track to successfully meet the objectives of this learning area.
Not on track - student is not currently meeting learning objectives.

Field Education 2:

Completed - Student has completed requirements of this learning area and demonstrates performance at level expected of newly qualifying practitioner.
On track – student has not completed. however, is on-track to successfully meet the objectives of this learning area.
Not on track – student is not currently meeting learning objectives.

Additional comments

Please note as well as comments against each of the Learning Areas, there is a final review page in your PebblePad workbook that needs to be completed by yourself and your supervisors, which includes signatures for you, your Field Educator and Task Supervisor (if applicable). Your Learning and Assessment Report, Placement Hours and Supervision Recording Sheet, and liaison records must be completed by the end of your placement, with your PebblePad workbook fully completed within two weeks from your last day of placement.

Stages of placement

Performance in Field Education is assessed using the framework of nine core learning areas, and associated ratings agreed upon by the Victorian Universities Field Education Network (VUFEN). This framework was developed with reference to the AASW practice standards and provides detailed information on core learning objectives applicable across all forms of social work practice.

RMIT uses this framework to specify learning outcomes for Field Education in a way that is designed to be concrete and understandable to both students and Field Educators, and which can be applied to a range of settings. Students should, together with their Field Educator/Task Supervisor, develop a Learning and Assessment Report that identifies tasks and ways to measure performance against each of the nine broad learning areas.

The Learning and Assessment Report will not list all tasks you have undertaken on placement; however, it is important to use the plan to identify specific tasks that you will perform to demonstrate your achievements against the core learning areas.

The Report includes the nine learning areas and students will be required to complete three learning goals under each of these areas.

People learn in different ways. Students and Field Educators need to reflect on their own learning styles and together create a learning environment, learning activities and feedback which are appropriate to the student and the placement context.

Beginning phase – Construction

This phase includes activities such as planning, building rapport, clarifying expectations and establishing boundaries. During this phase you will be particularly aware of the power differentials, the expression of difference, the need for structure, autonomy and especially, the need for approval and self-awareness.

Considerable attention during this period will be taken up with designing and review your learning plan.
Middle phase – Consolidation

This phase includes deepening trust, reviewing expectations, testing boundaries and when necessary, managing conﬂicts. For some students, it is likely to require attention to writing skills, stress and burnout, working with diversity and Occupational Health and Safety. Around day 35 (250 hours), together with your supervisor(s), you are required to complete the Mid Placement Review for each of the nine learning areas. This is sent your Field Education Liaison Officer prior to their second visit.
Termination phase – Closure

This phase includes evaluating the relationship, managing the emotional impact complete unﬁnished work, transfer work to ongoing workers, and complete unﬁnished business.

A critical formal component of this stage is the Final Placement Review.

You must submit your completed Learning and Assessment Report, together with your completed Placement Hours and Supervision Recording Sheets, within two weeks of placement finishing.

Supervision requirements

Placement Supervision

Below is an overview of the supervision requirements during the placement process.

In line with AASW accreditation requirements, Field Educators for social work students need to be qualified social workers with at least two years of work experience post qualification in the field and be eligible for AASW membership (i.e. have completed an accredited Social Work degree). (ASWEAS, Appendix 3, 6.1).

As outlined in the ASWEAS (section 5.2), Field Educators are required to provide a minimum of 1.5 hours of supervision per student for every 35 hours of placement. At a minimum, half of this supervision must be provided on a one-to-one basis. The Social Work Field Educator will observe the student’s practice in placements.

External Field Educator (Offsite) Supervision

The Social Work Field Educator can be either onsite or a university-appointed offsite Field Educator (ASWEAS, section 7). Where there is no qualified social worker at the host agency to provide onsite social work supervision to students, and yet there are good learning opportunities, supervision may be provided through external (or offsite) supervision arrangements by a qualified and suitably experienced social worker nominated by RMIT. Offsite supervision can only be used for one of a student’s two placements. If a student is at a placement with offsite supervision, the student must participate in all individual and group sessions provided. Note: At RMIT, External Field Educators commonly undertake the Field Education Liaison Officer role.

Summary of Roles and Responsibilites

The table below outlines the roles of each of the key players in supervision

Summary of Roles and Responsibilities

Title	Role
Field Educator (Onsite)	- A qualified Social Worker (with two or more years’ experience), who is based in the agency and will be supervising the placement. - Assists with the development of the Learning and Assessment Report and participates in the review at the mid and final stages.
External Field Educator (Offsite)	- Refers to an experienced, Social Work-qualified staff member, who provides supervision where there is no Social Worker available within the agency to provide supervision. - Generally, an external staff member, nominated by RMIT. - Assists with the development of the Learning and Assessment Report, and participates in the review at the mid and final stages. - At RMIT, the External Field Educator may also be the Field Education Liaison Officer.
Task Supervisor	- Refers to a supervisor within the agency, who is not a qualified Social Worker with two or more years’ experience. - Assists with the development of the Learning and Assessment Report and participates in the review at the mid and final stages. - Where the Task Supervisor is the primary supervisor, a Social Work-qualified staff member will provide additional supervision.
Field Education Liaison Officer	- An RMIT staff member who is the first point of contact for the student and agency. - Assists with the development of the Learning and Assessment Report. - Undertakes liaison meetings with the student and supervisor at least twice during the placement.
Field Education Coordinator	- Coordinates the undergraduate or postgraduate Field Education program at RMIT. - Responsible for educational aspects of the field education experience. - Contact if Field Education Liaison Officer is not available.
Student	- During your placement (also referred to as a WIL activity), you are responsible for your professional conduct and ensuring your preparedness for your placement in accordance with the specific discipline-related expectations and codes for appropriate behaviour as outlined by your School (Global Urban and Social Studies).

Watch: External Field Educator Supervision Introduction

Placement Hours and Supervision Recording Sheet

During placement, you are required to complete the Hours & Supervision section in PebblePad. At the end of placement, this must be finalised alongside your completed Learning and Assessment Report. The Placement Hours and Supervision Recording Sheet must be signed by your agency supervisor at the mid and final stages of placement.

Any hours recorded before your Student Undertaking has been finalised will not be counted towards your placement hours.

If you take any time off placement (incl. sick leave, public holidays), which means that you will finish placement later than intended, please inform GUSS WIL via RMIT Student Connect of your revised finish date.

Hours and attendance

Placement duration and required hours.

The ASWEAS (2020, 8) requires all social work students to complete 1000 hours of field placement. RMIT has divided this requirement into two 500-hour blocks, comprising approximately 70 days of field placement. The start date and required days of attendance are determined by the agency and can vary. At RMIT, students commonly undertake placement from February to June (Semester 1) and from July to December (Semester 2).

*If the placement is two days per week, students need to undertake two blocks of five days during the placement, as required by AASW (ASWEAS, 2020 8.10).

Placement attendance and record of attendance

Leave, public holidays and sick leave

During placement, public holidays and sick leave are not counted toward placement hours, as per requirements outlined in the ASWEAS (2020, 8).

If students are absent from placement due to illness, the agency's process for notifying of their absence must be followed (e.g. medical certificates to be provided to supervisors). If students are absent for longer than five consecutive business days, they must notify their Field Education Liaison Officer.

Breaks

Most agencies will have some guidelines on breaks. If you are unsure about how this works, ask your supervisor.

Self-care

Importance of self-care

Useful services

It's important that you are safe and practicing self-care during your placement.

While it is normal to focus on your placement, you need to remember that your health and wellbeing is important as well. So, during your placement, it is a good idea to make sure that you are taking care of yourself. This includes getting enough sleep, eating well, keeping up your exercise (although, you might reduce the amount a little bit during this busy period) and of course, continue to connect with others.

This isn't easy, but sticking to as much of a routine as you can – such as going to bed the same time each night, avoiding caffeine and providing yourself a timeout or a chance to wind down at the end of every day will keep you in good shape to be successful during your 500 hour placement.

Watch for Field Education newsletters with updated tips on self care
RMIT's Stay healthy and safe services
Reach Out Professionals: Developing a self-care plan
Excellent Mindfulness App: Headspace
ReachOut: Reachout.com

Wellbeing

Unacceptable behaviour

Support

When you are doing WIL activities with industry/community partners, you need to be aware of workplace behaviours and expectations.

RMIT rejects all forms of unacceptable behaviour. This applies at all times, including while you undertake your WIL placement or project.

The following behaviours are unacceptable – It’s not ok to be treated this way, it’s not ok to behave this way.

Bullying (including cyber bullying) – physical, verbal, psychological. Bullying is a pattern of repeated physical, verbal, psychological or social aggression that is directed towards a person by someone more powerful and is intended to cause harm, distress and/or fear.
Unlawful Discrimination (direct and indirect). Unlawful discrimination is treating, or proposing to treat, someone unfavourably because of a personal characteristic.
Stalking – Stalking is when a person does something repeatedly that causes another person harm or to fear for their safety.
Victimisation – subjecting, or threatening to subject, someone to something detrimental.
Sexual assault – sexual activity that a person has not consented to.
Sexual harassment – unwanted, unwelcome or uninvited behaviour of a sexual nature.

For further information as to what constitutes the above visit, RMIT Safer Community.

If you experience any form of inappropriate conduct, you should contact your WIL Coordinator and your Workplace Supervisor immediately. However, if for some reason you cannot contact them or don’t feel comfortable to do so, you should contact RMIT Safer Community. If you have been harmed or in danger of harm, you should contact the emergency services or ask someone to do so on your behalf.

https://www.rmit.edu.au/students/student-essentials/work-integrated-learning/important-requirements-and-details#Confidentiality

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Changes to or Cancellation of Placement

Issues that arise during placement can generally be addressed through conversations between the student and Field Educator. These concerns may include, but are not limited to, student progression, student health, organisational factors, student conduct, or supervision arrangements. When these issues cannot be resolved through discussion, the Field Education Liaison Officer is responsible for responding to issues or concerns raised by either the student or Field Educator. Additionally, the RMIT Field Education Course Coordinator is available to provide advice and consult with all parties to resolve any placement concerns.

It is important to address any placement concerns as early as possible to provide the best opportunity for resolution to the satisfaction of all stakeholders.

RMIT’s WIL Procedure outlines the process for changes to or cancellation of a WIL activity.

Suspension of Placement

If you are concerned that your health and/or wellbeing is impacting your capacity to complete placement, you must contact your Field Education Liaison Officer. There are also support services available through RMIT.

The RMIT Field Education Course Coordinator will organise a meeting (either face-to-face or virtual) to discuss options and next steps. If a suspended placement can’t be resumed, then the Field Education Course Coordinator will need to consider whether the placement is cancelled.

Student Request to End Placement

If a student is considering ending their placement early, they must contact the Field Education Liaison Officer to raise their concerns. If appropriate, either the Field Education Liaison Officer or the Field Education Coordinator will liaise with all parties and attempt to resolve the issue so the placement can continue. If the issue cannot be resolved, the student must submit a written request to the Field Education Coordinator to end their placement early. If student concerns relate to safety, the Student Safety Measures Procedure will be followed.

Partner Organisation Requests to End Placement

A partner organisation may decide that it can no longer proceed with a student’s placement, or that the placement must be stopped prior to the anticipated end date for a range of reasons. These reasons include, but are not limited to:

The partner’s inability to continue supervision or meet other expectations in the WIL agreement
Concerns raised by a student, or
The student’s conduct or performance during placement.

If the partner organisation decides to end placement early because of concerns with student’s performance, competency, behaviour, or compliance with their obligations, the Field Education Coordinator will consult and seek as much relevant information and feedback as possible about the circumstances leading to the partner’s decision. This includes input from the placement supervisor(s), the student, and the Field Education Liaison Officer.

RMIT Decides to End Placement

In some instances, the Field Education Coordinator may decide to end placement early due to concerns around supervision, organisational factors, student safety or student conduct. Where appropriate, the Field Education Coordinator will consult and seek as much relevant information and feedback as possible, including from the placement supervisor(s), the student, and Field Education Liaison Officer.

Placement Cancellation Report

If the Field Education Coordinator decides the placement cannot continue, they will complete a report that provides:

A summary of the placement details, dates and relevant stakeholders
The reasons for the placement ending
Clear outcomes, next steps, and enrolment instructions for the student

The report may include:

Whether the student performance warrants a fail grade
Whether an alternative placement should be sourced and if hours already undertaken should be credited for the next placement
Whether another placement is to be sourced, considering setting, supervision requirements, timing and preparation required for placement
RMIT student support services that can be utilised to support the student

The report completed by the Field Education Coordinator will be reviewed and approved by the Associate Professor, Field Education.

Student Concerns

If a student disagrees with the decisions made by the Field Education Coordinator, they can request to meet with Associate Professor, Field Education.

Student Behaviour or Conduct

If the reason for ending a placement relates to the student’s behaviour or conduct, which may also constitute misconduct under the Student Conduct Policy, the School will apply the relevant processes under that policy suite, including investigations and the provision of procedural fairness.

Placement Cancellation Workflow

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