RHBL
7395 Internship
A
Guide for Student Interns, Agency Supervisors,
and the University
Supervisor
Department of Counseling, Adult and
Rehabilitation Education
(CARE)
Phone: (501)
569-3169
Fax:
(501) 569-8129
Dr.
Pat Smith, RTC
Department Chair and
Program Coordinator of Rehabilitation
Teaching
E-mail: pbsmith@ualr.edu
Rehabilitation Teaching
Introduction
Philosophy and Objectives
Orientation to Internship Activities
Student Intern Responsibilities
Required Internship Hours
Agency Supervisor Responsibilities
University Supervisor Responsibilities
Appendices
A. RT Code
of Ethics
B. Sample of Client Permission Form
C. Internship Experience Evaluation Form (Filled out by the student intern)
D. Intern Evaluation Form (Filled out by the Agency Supervisor)
E. Field Placement Agreement Form
The program in
Rehabilitation Teaching is administered by the
Internship is the capstone experience for students in the Rehabilitation Teaching Program. The focus of the internship experience is the practical application of the knowledge and skills learned throughout the coursework.
By the time students are eligible for an internship, that is, at the end of their academic program, it is expected that they will have at least a basic knowledge of rehabilitation teaching, as well as an understanding of the target population and the focus of the rehabilitation agency in which they would like to complete their internship experience.
An optimal field experience provides a student intern with opportunities for: observing, teaching, and professional networking. Observing includes watching other rehabilitation teachers (and other professionals) performing their jobs and the various functions, as well as observing various other agency services to develop an understanding of the role of the RT within the agencyās mission and obtain information as to the specific policies and procedures of this respective agency. Teaching is the process that includes interviewing, assessment/evaluations, direct teaching, and follow up, with learners. Professional networking includes a variety of activities that may include discussing issues with rehabilitation professionals, collecting resource information for professional use, and potential job inquiries etc.
The wide variation in functions of agencies and in populations served, as well as the variance of specific needs of the learners who are currently receiving services during the time the student intern is assigned to an agency, makes it essential that there be flexibility in expectations for the experience. Furthermore, the philosophy of student involvement will vary from agency to agency. In order to accomplish the purposes and objectives of the internship, the agency supervisor, university supervisor, and student intern should enter into a discussion of mutual agreement. Most important to the meaningful learning experience is that the student intern be provided with the type of learning experience which allows him/her to identify with the agency and its problems with an emphasis on rehabilitation teaching services.
The internship experience should
enable a student to acquire new and meaningful learning experiences of a practical
nature which will better prepare he/she to enter the fields of working with
persons who are blind and visually impaired. During the course of the internship,
a student intern should achieve or derive from the course some of the following
goals:
1. To be exposed to as many different rehabilitation teaching experiences as
possible because of the need to view the agencyās various activities in a total
perspective acquire knowledge of the used of community resources and develop
techniques of referral of clients to these available resources.
2. To further develop a philosophy for working with persons who are visually
impaired.
3. To examine personal values and attitudes concerning work in the human
services.
4. To give the student intern exposure to one type of service delivery system.
5.
To develop an awareness of abilities and responsibilities in providing services
to persons with impaired vision.
6. To refine techniques of working with visually impaired clients.
Orientation to Internship Activities:
Orientation of the student intern to the agency is of major importance and
will lay the foundation for the studentās learning and work experience throughout
the internship.
Orientation need not be exactly detailed; however, the student intern does
not need to know the functions, policies, and procedures of the agency and
the clientele it serves. Although an initial orientation should be held when
the student intern starts to work, orientation to activities is continuous
throughout the internship experience.
Student Intern Responsibilities
The student intern is a Rehabilitation Teaching graduate student officially
enrolled in RHBL 7395 who has met the eligibility requirements for RT internship.
During the internship the student intern is a representative of UALR, the Rehabilitation
Teaching Program, and the agency where they are assigned for internship.
Responsibilities of the student intern include all of the following requirements:
1. Confirm internship assignment with the university supervisor. 2. Daily schedule is based on the agencyās standard operating hours for full-time employees (if you are doing a full-time internship placement). Arrival and departure times for part-time internship placements will depend on specific arrangements made with the agency supervisor and university supervisor.3. Inform agency supervisor if you will be late or unable to attend work because of illness or other emergency; notify the university supervisor as soon as possible. Student interns are allowed a maximum of 4 sick days. These days are to be used only for illness, not vacation. If more than 4 days are missed, the internship time frame may be extended.
4. If time is needed to go to an interview for a rehabilitation-teaching job, prior approval must be from the agency. Attend in-service training sessions, client staffings, and other agency meetings as scheduled by the agency supervisor.
5. Participate in the get acquainted/orientation procedures to familiarize yourself with the agency. Attend in-service training sessions, client staffings, and other agency meetings as scheduled by the agency supervisor.
6. Dress appropriately (guide: what the RT department staff wears. Generally no jeans; dress slacks may be acceptable).
7. Participate fully in all responsibilities, policies, procedures, and requirements of the agency but to the degree defined by the agency supervisor and the university supervisor.
8. Observe and practice the Code of Ethics for Rehabilitation Teachers including but not limited to: maintaining professional relationship with clients served, and the observation of confidentially or the handling of confidential or the handling of confidential information (see Appendix A).
9. Observe standard safety procedures and use proper caution when operating equipment or driving agency vehicles for official agency duties. Never force a client to perform an activity that may violate the personās safety, or place the person in a possibly precarious or dangerous situation that could result in injury.
10. Tape record all initial interviews with clients as well as representative sample of lessons taught during instructional sessions with clients (the number of lessons required for submission will vary depending on the student internās progress.) Send or deliver all taped interviews and lessons (as well as other paperwork, see # 9) to the university supervisor on Friday of each week during the internship.
N.B. Obtain client permission to tape record interviews (see Appendix B for sample form for obtaining client consent for tape recording interviews and lessons).
11. Send or deliver all ćpaperworkä to the university faculty advisor on Friday of each week for the duration of the internship. Paperwork can be faxed to the university supervisor, through the Department of CARE. Fax #: (501) 569-8129. Please include a cover sheet with each fax to insure proper delivery of materials.
Required weekly paperwork includes the following:
1. Meet at least weekly with the agency supervisor (as scheduled by the agency supervisor); especially important if regular contact does not allow for informal discussions.
2. Communicate with university supervisor during the semester to discuss progress, questions, concerns, and develop improvement plans as needed.
3. Be consistent and punctual in the submission of all work assignments to the agency supervisor and the university supervisor.
4. Evaluate self (skills, knowledge, attitudes, values, and experiences). Continually devise ways to improve competencies and professionalism.
5. Complete mid-term and final evaluation of the internship experience (see Appendix C).
6. Develop open, supportive relationships with agency supervisor and other staff members.
7. Demonstrate enthusiasm, openness, and warmth.
Required Internship Hours:
Students must satisfactory complete all the requirements of the internship
in order to meet the degree requirements and be recommended for certification
in Rehabilitation Teaching. RT internship requires a minimum of 400 internship
contact hours and extends over 15 weeks fulltime. Contact hours may include
the following activities: direct teaching, observation of RT instruction, consulting
with RT professionals and other staff meetings, administrative duties (writing
client progress/termination reports), and travel time (if required for itinerant
positions).
Agency Supervisor Responsibilities
The agency is responsible for the provision of a qualified agency supervisor
(ACVREP certification in Rehabilitation Teaching with a minimum of 3 years
successful teaching experience) who will offer close supervision to the student
during the internship placement. It is preferred that supervisors have a masterās
degree in RT.
The role of the agency supervisor includes:
1. Introducing and orienting the student intern to the agency structure, programs,
and functions.
2. Orienting the student intern to the agency policies regarding appropriate dress, office hours, applicable leave policies, scheduled meetings, workshops or services related to the agencyās functions.
3. Introducing the student intern to the RT instructors as well as other agency staff members, and providing office space, equipment, and supplies.
4. Informing the student intern about the agencyās role in the community and relationship with other agencies, including referral procedures that will fill gaps in delivery of services (if applicable to the service delivery model of the agency).
5. Familiarizing the student intern to the dynamics of the client population, including various social needs as well as potential problems.
6. Assigning and supervising the completion of tasks and responsibilities that are consistent with the student internās role in the internship placement.
7. Allowing the student intern adequate time for preparation, observation, and other necessary activities.
8. Affording the student intern the opportunity to identify with the agency supervisor as a professional practitioner by jointly and individually participating in client interviews, instructional sessions, staffings, professional networking, meetings, conferences (if applicable), and seminars etc.
9. N.B. A student enrolled in the internship course has previously completed all other required courses leading towards the masterās degree in RT, including the RT practicum course, (providing direct Rehabilitation Teaching to clients under the close guidance of the university supervisor).
10. Periodically observe the student intern while he/she is instructing clients, and meet with the student at least weekly or as scheduled to provide ongoing guidance and support, discuss progress, and give appropriate feedback or specific suggestions about improving skills and knowledge as needed.
11. Alerting the student intern if necessary to any conflicts affecting the agency due to the political realities of the community, thus minimizing exposure to struggles that do not enhance the learning situation.
12. Participating in a conference with the university supervisor at least once during the semester to discuss student progress in the internship.
13. Consulting the university supervisor in the event that the agency supervisor becomes aware of personal or commutations problems that are disrupting the student internās learning and performance.
14. Submitting the student intern evaluation checklist and/or narrative form (midterm and final; see attached form) to the university supervisor (see Appendix D).
The following are suggested guidelines for scheduling of interns:
Approximate
Weekly Hours Activity
5 hours Observation
a) of RT Supervisor
b) of other RT instructors
c) of other professionals in their specialty areas
5 hours Planning, preparation, and evaluation of clients,
e.g., staffings, reports
25 Direct teaching
2 hours Meetings or conferences
a) with RT supervisor
b) with other RT instructors
c) with other staff etc.
d) with university faculty advisor
*Note: A minimum of 400 contract hours is needed during RT internship to complete
requirements for the course. Contact hours may include the following activities:
direct teaching, observation, supervisory/mentoring meetings, education and
development, administrative duties, and travel time (if required for itinerant
positions). It is recommended that the agency supervisor initially observe
a minimum of five lessons per week, decreasing after midterm (or at the discretion
of the agency).
University Supervisor Responsibilities
The internship program is considered part of the curriculum for the masterās
degree in Rehabilitation Teaching, which includes behavioral objectives, content,
and teaching methodology. The university supervisor thus assumes overall responsibility
for consultation with the agency and the supervisor is available to the student
intern in an advisory capacity with respect to assisting the student intern
to achieve the behavioral objectives.
The role of the University Supervisor involves:
1. Arranging for and coordinating the internship for eligible students.
2. Securing the Field Placement Agreement between the agency and the UALR Rehabilitation Teaching program (see Appendix E for Field Placement Agreement form).
3. Providing an introduction to the student intern of the nature and purpose of the internship.
4. Assisting the student intern in the exploration of agency compensation for the internship.
5. Orienting the agency supervisor to the purpose and objectives of the internship process.
6. Consulting with the agency supervisor and the student intern on a regular basis regarding the student internās progress. Be available to the student intern and/or agency supervisor for further input and guidance, if necessary.
7. Evaluating the student internās written reports, in terms of content and helping the student intern integrate academic and practical experiences.
8. Assuming responsibility for the removal of a student intern from the internship whenever indicated.
9. Evaluating the student internās overall internship performance for the purpose of assigning a grade based on midterm and final evaluation reports, consultations with agency supervisor, and course assignments.
Appendix A
REHABILITATION TEACHING CODE OF ETHICS
We professionals in the area of Rehabilitation Teaching of persons who are vision impaired, recognize our commitment to provide the highest quality of services to those individuals whom we serve. The purpose of our profession is to instruct individuals with visual impairments in the use of those compensatory skills and aids that will enable them to live safely, productively, and interdependently. Our primary obligation as Rehabilitation Teachers is to consumers, and in all of our professional relationships, we will keep the best interests of consumers as our priority. Rehabilitation Teachers are committed to consumers and their families, to our employers the community, our profession and other professionals; and to ourselves. We recognize our actions and in-actions affect the lives of those whom we serve, and we accept this responsibility.
Defined by this Code of Ethics, the Rehabilitation Teacher is a professional practicing in the private or public sector who evaluates, instructs, and guides a person with a visual impairment through a consumer-centered individualized plan of rehabilitation instruction designed to achieve stated life skills and goals. These competencies encompass specific, identifiable, evaluation and teaching skills and knowledge to enable a person with visual impairment to develop and/or enhance sensory and kinesthetic capabilities, personal management skills, communication skills, orientation skills, low vision utilization, assistive technologies, vocational skills, leisure and recreation activities, and home management. The Rehabilitation Teacher also will assist the consumer to understand his/her vision loss and facilitate the development of appropriate coping mechanisms.
Rehabilitation Teachers are ethically, morally and legally committed to providing quality instructional services to the consumer.
Rehabilitation Teachers will respect the competence and abilities of individuals with visual impairments and their right to actively contribute to and participate in the community.
The Rehabilitation Teacher will inform consumers and promote their rights and responsibilities under current legislation to equal access.
Rehabilitation Teachers will respect the value, culture and dignity of each individual, and assure the highest quality of service.
The disclosure of confidential information is restricted to what is necessary, relevant, and verifiable with respect to each person's privacy and right to self-determination.
Rehabilitation Teachers promote understanding and awareness of vision-related issues through community education and strive to develop relevant community resources.
Rehabilitation Teachers advocate for policies and legislation that promote access, inclusion, social justice, equal opportunity and informed choice for people with visual impairments.
Rehabilitation Teachers will develop and maintain an evolving and vibrant knowledge base of expertise in vision-related rehabilitation instruction through research and dissemination of best practices.
To assure quality services, Rehabilitation Teachers will refer consumers to the best possible resource of instruction when other systems or professional expertise will be more beneficial to the consumer.
The Rehabilitation Teacher in public or private practice will abide by all federal, state, and local laws regarding the delivery of services to consumers.
Rehabilitation Teachers should strive to attract suitable persons to careers in Rehabilitation Teaching, and promote the employment of certified Rehabilitation Teachers.
Rehabilitation Teachers will adhere to professional standards as outlined in this Code of Ethics and accompanying Guidelines.
1.1 The professional Rehabilitation Teacher shall respect the worth, culture and dignity of each individual. This includes exhibiting courtesy and temperance in situations of conflict.
1.2 The role of the Rehabilitation Teacher as in instructor is to recognize both the limits and potentials of each individual, and to work in cooperation with individual consumers, families and other professionals to help the consumer achieve their optimal, desired level of activity and independence.
1.3 The role of the Rehabilitation Teacher as an advocate is to promote the welfare of persons with vision impairments for the purpose of assisting them to achieve their desired levels of independence. In addition, the Rehabilitation Teacher shall make every effort to educate the consumer in the principles of self-advocacy so that the consumer will be able to achieve life long independence.
1.4 Prior to the commencement of instruction, the Rehabilitation Teacher will seek to obtain and evaluate information that is relevant to the consumerās rehabilitation program.
1.5 The Rehabilitation Teacher shall take all reasonable precautions to ensure the safety of the consumer and will seek to provide an instructional environment that is conducive to learning.
1.6 The Rehabilitation Teacher shall seek, where appropriate, the support and involvement of the consumerās support system in promoting an individualās instructional objectives and in advancing continued success. This includes sharing information with the family, or others that will facilitate the consumerās welfare and independence, but not communicating information that violates the principles of confidentiality.
1.7 The Rehabilitation Teacher will relate to all consumers in a professional manner during the individualās rehabilitation and will not engage in personal or private relationships that would jeopardize the rehabilitation process.
1.8 The purpose of confidentiality regarding consumer information is to safeguard facts, data and professional judgments that are obtained in the course of practice. Disclosures of information are restricted to what is necessary, relevant and verifiable with respect to each consumerās right to privacy. Professional files, reports and records shall be maintained under conditions of security.
1.9 The Rehabilitation Teacher shall obtain the informed consent of the consumer before inviting others to observe a lesson, photograph or record, or involve the consumer in a research study in which personal identifying information would be gathered and disseminated.
1.10 The Rehabilitation Teacher will recognize personal and professional limitations and will make referrals when appropriate and when another service provider could provide a more appropriate service to an individual consumer.
1.11 Decisions regarding the continuation or discontinuation of instruction shall be made with each consumer, respecting their rights to participate in decisions regarding their objective evaluation of their needs and abilities to benefit from defined services.
1.12 The Rehabilitation Teacher will make every effort to ensure that the consumer is well informed concerning service options, grievance procedures, current and relevant legislation, and disability issues related to their personal rights and responsibilities.
2.1 The Rehabilitation Teacher will seek to exhibit the highest standard of practice when using any specialized knowledge or abilities to contribute to community education, avoiding exaggeration, sensationalism, superficiality and other misleading activities.
2.2 The Rehabilitation Teacher should encourage the community to be actively involved in education and rehabilitation processes. Full inclusion benefits all of society and the Rehabilitation Teacher should advocate for this end.
2.3 The Rehabilitation Teacher will promote equal access to information, signage, transportation and employment in the community.
2.4 The Rehabilitation Teacher shall not engage in activities that result in exploitation of the consumer or their family
2.5 In working with the media all effort should be made for positive portrayal of blindness.
2.6 The Rehabilitation Teacher should encourage and participate in agency and university accreditation.
2.7 The Rehabilitation Teacher will be committed to removing barriers to those who are disabled: environmental, social, attitudinal, vocational and physical.
3.1 The Rehabilitation Teacher has full responsibility for the exercise of professional judgment related to instruction.
3.2 The Rehabilitation Teacher has responsibility to contribute to the growing body of knowledge and expertise of the profession by supporting research, contributing articles to professional journals and presenting at conferences and meetings.
3.3 The Rehabilitation Teacher will advance rehabilitation practices through full participation in the development of improved agency policies, practices and system evaluation and advancement.
3.4 The Rehabilitation Teacher will be an active and vibrant contributor to the Rehabilitation team working cooperatively with other colleagues and professionals and supporting consumer-centered team decisions.
3.5 The Rehabilitation Teacher will insure the future of quality services through peer support, mentoring, supporting interns, professional development and continuing education.
3.6 The Rehabilitation Teacher will participate in local, regional and national organizations that are directly related to the profession of rehabilitation teaching.
3.7 The Rehabilitation Teacher will encourage, support and cooperate with others in the profession by encouraging fair treatment of consumers and colleagues.
3.8 The Rehabilitation Teacher shall make reasonable efforts to oppose incompetent, illegal or unethical behavior and report such behavior to the regulating bodies.
3.9 The Rehabilitation Teacher will make referrals to other professionals in agreement with the consumer and the consumer's service plan.
3.10 The Rehabilitation Teacher will respond truthfully when requested to write letters of recommendation for colleagues. When appropriate, Rehabilitation Teachers will make every effort to recognize outstanding achievement of peers through award nominations and support.
4.1 The Rehabilitation Teacher is expected to facilitate and enhance team efforts, on a professional level, and to share specialized knowledge, sources, experience, concepts, and skills. In situations where team decisions are made, the Rehabilitation Teacher is expected to contribute relevant information and abide by the team decision.
4.2 The Rehabilitation Teacher should avoid assuming responsibilities which are better provided by other professionals. Referrals to other professionals shall be done in agreement with the consumer and the consumerās service plan.
4.3 The Rehabilitation Teacher should adhere to the policies and regulations of the employer and should abide by the terms of a contract or agreement, whether verbal or written, unless the job duties include behavior which violates the Code of Ethics. The Rehabilitation Teacher should not accept a position where proven principles of rehabilitation teaching practices are compromised or abandoned.
4.4 The Rehabilitation Teacher should demonstrate concern and appreciation of the heritage, values and principles of the employing agency.
4.5 The Rehabilitation Teacher may not solicit or directly accept a gift, subscription, advance, rendering, or deposit of money, gratuity, favor, entertainment, loan, or anything of significant value from a person, business, or organization with whom they have official relationships. This does not preclude normal business practices that enable the Rehabilitation Teacher to maintain ongoing services.
4.6 The Rehabilitation Teacher shall avoid distributing, or cause to be distributed, any advertisement, materials, or samples aimed at soliciting referrals for personal profit.
4.7 No persons shall be refused service by the Rehabilitation Teacher on the basis of race, color, culture, religion, national origin, gender, age, sexual orientation, or disability.
4.8 The Rehabilitation Teacher shall avoid causing misrepresentation of professional credentials or competencies.
4.9 When asked to comment on cases being actively managed by another rehabilitation practitioner and / or agency, the reviewer shall make every reasonable effort to conduct an in-person evaluation before rendering a professional opinion.
4.10 Competitive advertising of services and products shall be factually accurate. The Rehabilitation Teacher shall promise or offer only those services or results which there is reason to believe can be provided.
4.11 The Rehabilitation Teacher shall establish a fee for private contracting in co-operation with the contracting agency that is consistent with the reasonable and customary rate of that particular geographic region.
4.12 The Rehabilitation Teacher shall not enter into fee arrangements which would be likely to create a conflict of interest.
4.13 The individual Rehabilitation Teacher shall not behave in such a manner as to use
the position to influence or cause the recipient of services to name them as a beneficiary of a will, insurance policy, or other assets as compensation.
Appendix B
PERMISSION TO VIDEOTAPE OR TAPERECORD LESSONS
to tape record our lessons. It is my understanding that the tapes will be utilized by the university supervisor for the educational purpose of assisting the intern in evaluating and improving their skills and knowledge.
___________________________________
[Name of
Learner]
___________________________________
[Date]
*This form is to be filled out by the Intern, and is signed by both the Intern and the Agency Supervisor.
Appendix C
University of Arkansas at Little Rock
Rehabilitation Teaching of the Blind Program
Intern Experience Evaluation Form
Date _____________
Name of Agency: ____________________________________________
Name of Agency Supervisor: ___________________________________
Name of University Supervisor: _________________________________
Please list any Professional Development activities that have you attended or presented and the topic, including the following: in-service training sessions, workshops, seminars, conferences, professional meetings, service organization club meetings (e.g. Lions Club) etc.
Dates: Attended Presented Topic
_____ ________ ________ ___________________________________________
_____ ________ ________ ___________________________________________
_____ ________ ________ ___________________________________________
Please indicate the number of lessons you have observed and taught in each of the following areas:
Observed Taught Observed Taught
_______ _______ Home Management _______ _______ Calculator
_______ _______ Personal Management _______ _______ Braille
_______ _______ Home Maintenance _______ _______ Low Vision
_______ _______ Recreation/Leisure _______ _______ Keyboarding
_______ _______ Assistive Technology _______ _______ Pre-cane O & M
_______ _______ Basic Communication
_______ _______ Other ________________________ (Specify)
Please indicate the number of clients you have taught in each of the following age ranges:
____0-6 ____ 6-18 ____ 18-40 ____40-65 ____65+
Briefly describe the types of disabilities of the client you have been teaching:
Briefly describe the strengths of your practicum experience:
Briefly describe the areas you would like to see improved in your internship experience:
Briefly describe the things in your degree program that you have found the most helpful during your internship:
How can the Rehabilitation Teaching Program at UALR be strengthened?
______________________________
RT Program Coordinator Signature
_____________________________
Intern's
Signature
Appendix D
*Note: This form is to be filled out by the Agency Supervisor, and signed by the Agency Supervisor and the Intern.
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
Master of
Arts
Rehabilitation Teaching Program
INTERN STUDENT EVALUATION FORM
Name of Student Intern: _______________________________ Date: _________________
Agency Address: _______________________________________________________
________________________________________________________
Name of Agency Supervisor: _______________________________________________
Name of University Supervisor: _____________________________________________
Part 1: Observation and Teaching, Statistics
1. Week of ______student teaching internship
2. No. of lessons supervisor(s) observed student teaching: ______________
3. Did the student teach from lesson plans? _____________
Self-written ____________ Other _______________________________
4. Did the student implement rehabilitation (sequenced) teaching, plans?
Yes/No __________________
If yes, were the plans developed by the student? Yes/No __________
If no, explain ______________________________________________________
How many client/ consumer plans were implemented by the student?
_______________
5. Did the student assess client/consumer independent living needs in the home,
community, or vocational environments? ________________________________
_________________________________________________________________
Part II: Demonstrated Skills, Attitudes, and Behaviors
Please rate the student's demonstrated skills, attitudes and behavior according to the
following rating scale and in comparison with other students and entry-level rehabilitation
teachers involved in supervised teaching, activities.
Rating Scale
(Circle one number value)
1 2 3 4 5 N/A
Poor Excellent Not Applicable
UALR Rehabilitation Teaching Student Internship Evaluation - page two
1. With appropriate supervision the student demonstrates ability to assess develop, and implement an appropriate instructional program to meet individual client/consumer needs in the areas of.
A. Personal Management
1 2 3 4 5 N/A
Poor Excellent Not Applicable
B. Home Management
1 2 3 4 5 N/A
C. Basic Communications
1 2 3 4 5 N/A
D. Technology
1 2 3 4 5 N/A
E. Recreation and Leisure
1 2 3 4 5 N/A
F. Orientation and movement to the immediate environment
1 2 3 4 5 N/A
G. Comments, explanation or clarification of above items
2. With appropriate supervision the student demonstrates ability to accurately design, select, and utilize appropriate methods and materials for the following skills:
A. Record keeping, (compilation of client/consumer file, daily progress notes, and instructional plans)
1 2 3 4 5 N/A
B. Report writing
1 2 3 4 5 N/A
UALR Rehabilitation Teaching Student Internship Evaluation - page three
C. Completes records and reports in a timely manner (within the timeframe
accepted by agency policy)
1 2 3 4 5 N/A
Poor Excellent Not Applicable
D. Comments, explanation or clarification of above items
3. With appropriate supervision the student demonstrates acceptable interpersonal and
problem solving skills with clients/consumers and/or agency staff in the following areas:
A. Conducts client/consumer interviews (preliminary history taking and comprehensive
assessment)
1 2 3 4 5 N/A
B. Functions as member of the agency's professional team
1 2 3 4 5 N/A
C. Exercises professional confidentiality and ethical behavior
1 2 3 4 5 N/A
D. Comments, explanation or clarification of above items
Part III: Agency suggestions
What suggestions do you have for the improvement of UALR's Rehabilitation Teaching program (curriculum, internship process, coordination between UALR and your agency)?
Continue on back page if additional space is needed.
*Note: Agreement has been completed; this is for your information.
Appendix E
FIELD EXPERIENCE AGREEMENT
BETWEEN PARTICIPATING AGENCIES OR SCHOOLS
AND THE UNIVERSITY OF ARKANSAS AT LITTLE ROCK
This agreement details the responsibilities of the participating agencies or schools and the University of Arkansas at Little Rock (UALR). It is understood that participating agency or school means an agency or school that agrees to provide clinical and supervisory assistance to UALR's College of Education programs.
Practicum and Internship sites must be accessible and fully accredited by the respective accreditation body. The sites will provide the students experiences related to culturally diverse and exceptional populations. The sites will be screened by the respective program faculty to ensure the sites provide the students with the best opportunity for professional development in the field-based setting. Mutual agreement between the agency or school and UALR will be reached about clinical site choice and placement of each UALR student.
During the semester preceding the field experience semester, the respective program faculty shall develop cooperative agreements with the agencies or schools that will be utilized for the field experiences. Criteria for screening on-site supervisors are:
1. are fully certified and have a minimum of three years experience in their professional roles;
2. have outstanding competencies and knowledge in their respective jobs;
3. are willing to provide opportunities for the UALR students to observe, plan and practice in a variety of professiona roles;
4. are agreeable to permit the UALR student an opportunity to develop the skills needed to assume full responsibility for the assigned professional role;
5. exhibit positive diagnostic and problem-solving approaches to most situations;
6. model the behaviors and attitudes recommended to UALR students and the code of ethics of the profession;
7. are cooperative in professional relationships and participate willingly in the UALR program.
8. hold a master's degree (required for graduate interns).
Agencies or schools will ensure proper supervisory procedures are followed complete with adequate evaluation and feedback both to the students and to the university personnel. Supervision should include attention to all planning, characteristics of the customer, job settings, structured observation of the experiences, and detailed debriefing about program goals. University students may not be used as substitute employees when a regular staff member is absent. UALR students are expected to follow all rules and regulations established by the agency or school system. It will be the agency or school's responsibility to see that University students are made aware of such rules and regulations.
The agency or school district agrees to cooperate with UALR, to the extent possible, in structuring the work environment to facilitate the best learning experience possible for the UALR students.
UALR will provide technical support through a University Supervisor who will involve other University faculty as needed to aid in in-service activities, supervisory activities, or other events for cooperating personnel as determined useful to the agency or school system and beneficial to the program. The University Supervisor will lead a three member team (University Supervisor, Field Supervisor, and UALR Student) in a well-defined charge to support a successful experience as the UALR student assumes fulltime responsibility in the work setting.
The roles and responsibilities of the UALR students, college-based supervisors, and field-based supervisors who participate in the clinical experiences will be delineated in written documents cooperatively developed between UALR and the agency or school personnel.
Compensation to Cooperating Personnel
______________________________________________
Executive
Director or Superintendent Date