REHABILITATION OF THE BLIND
Rehabilitation
Teaching
Handbook for Practicum
RHBL 7390 Practicum
A
Guide for Students, Agency Supervisors,
and the University Supervisor
University
of Arkansas at Little Rock (UALR)
College of Education
Department of Counseling, Adult and Rehabilitation Education
(CARE)
Dr.
Pat Smith, RTC
Department Chair and
Program Coordinator of Rehabilitation Teaching
E-mail: pbsmith@ualr.edu
Rehabilitation Teaching Handbook for Practicum
Introduction
Philosophy
Orientation to Practicum Activities
Practicum Student Responsibilities
Purpose Statements for RT Instructional Areas
Appendices
A. RT Code of Ethics
B. Sample of Client Permission Form
C. Practicum Experience Evaluation Form (filled out by the Practicum Student)
D. Practicum Student Evaluation Form (filled out by the Agency Supervisor)
E. Field Service Agreement Form
F. RT Practicum Course Outline, RHBL 7390
RT Practicum Handbook
The RT practicum experience is the initial field teaching experience for the future RT professional . The focus of the practicum experience is to begin applying knowledge and skills learned throughout the coursework.
During the practicum experience, the UALR supervisor will provide ongoing support and assistance to the student throughout the RT planning process, and will be available to the student for consultation and guidance prior to teaching lessons and afterwards to assist the student in developing improvement plans as needed. The student is encouraged to call the UALR supervisor for specific guidance on any issues, concerns, or questions that may arise.
The practicum teaching 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 practicum experience, a student should achieve or derive from the course some of the following goals:
1. To further develop a philosophy for working with persons who are visually impaired.
2. To examine personal values and attitudes concerning work in the human services.
3. To gain exposure in working with one type of service delivery system.
4. To assess the rehabilitation teaching needs of their clients/trainees.
5. To carry out a plan of instruction to meet the assessed rehabilitation teaching needs of their clients/trainees.
6. To protect their clients/trainees safety in various independent living situations.
The practicum student is a Rehabilitation Teaching graduate student officially enrolled in RHBL 7390 (practicum or supervised practice) who has met the eligibility requirements for RT practicum. (Students must have completed all of the key Rehabilitation Teaching courses in order to enroll in the practicum.) During the practicum the student is a representative of UALR, and Rehabilitation Teaching Program, and the agency where they are assigned.
Responsibilities of the student include all of the following requirements:
1. Confirm practicum assignment with the UALR supervisor.
2. Obtain mal practice insurance coverage (professional liability) for the duration of both the practcium and internship experiences.
*Note: It is a studentās decision as to the level of coverage they wish to purchase. AER (Association for the Education and Rehabilitation of the Blind and Visually Impaired), has arranged for a Group Insurance product through Forrest T. Jones and Company, Inc. to provide professional liability insurance to professionals in the field of vision rehabilitation. For information: 1-800-821-7303 or http://www.ftj.com/ ).
3. Arrive at and depart from the agency according to the schedule pre-arranged with the UALR supervisor and the Coordinator of the Rehabilitation Teaching Department.
4. Inform the Coordinator of Rehabilitation Teaching if you will be late or unable to participate in practicum activities because of illness or other emergency; notify the university supervisor as soon as possible. Students are allowed a maximum of 4 sick days. These days are to be used only for illness, not vacation. If more then 4 days are missed, the practicum time frame may be extended.
5. Dress appropriately (guide: what the RT department staff wears. Generally, no jeans; dress slacks may be acceptable).
6. Participate in the get acquainted/orientation procedures to familiarize yourself with the agency. Attend client staffings and other agency meetings as scheduled by the Coordinator of Rehabilitation Teaching.
7. Participate fully in all responsibilities, policies, procedures, and requirements of the agency but to the degree defined by the Coordinator of Rehabilitation Teaching and the UALR supervisor. Follow the agencyās specific format and guidelines for all required reports/paperwork and submit on time.
8. Observe and practice the Code of Ethics for Rehabilitation Teachers including but not limited to: maintaining professional relationship with client served, and the observation of confidentiality or the handling of confidential information (see Appendix A).
9. Observe standard safety procedures and use proper caution when operating equipment. 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. Begin the first week of practicum by observing in all Rehabilitation Teaching areas. Become familiar with location and organization of teaching equipment and supplies; process for ordering food supplies, reporting broken equipment, coordinating use of specialized equipment between RTās, cleaning tasks such as refrigerator and trash disposal; process for agency paperwork, time frames, guidelines/font etc., preferred terminology for client/student/consumer. Become familiar with the agency record of assigned client, develop individualized teaching plan. During subsequent weeks begin by instructing one client with impaired vision and progress to three clients within different areas of the Rehabilitation Teaching Department (e.g. Home Management, Personal Management, Braille, Basic Communication skills, Assistive Technology etc.).
11. Implement an initial evaluation/assessment for each client/trainee in narrative form with a statement of mutually agreed upon goals among the student instructor, client/trainee, and the UALR supervisor. Record all initial interviews with clients as well as a representative sample of lessons taught during instructional sessions with clients (the number of lessons required for submission will vary depending on the student intern's 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 (LINK HERE) for sample form for obtaining client consent for tape recording interviews and lessons).
12. Criteria for writing reports:
The format of the paperwork submitted to the agency supervisor and/or the university supervisor should be consistent with the paperwork required by the agency. The paperwork requested for UALR is intended to be consistent with paperwork required at most agencies. (The only additional paperwork requested is the running cumulative totals as described in section "H" listed below.) However, in general, write all reports from the 3rd person (past tense). (Writing workship website defining Passive Voice and other writing issues http://www.cmsu.edu/writingcenter/stand23.htm.) Refer to the specific agency in the report as "the agency." Specific names of people and locations are often not specifically names, but are referred to in generic terms such as "this instructor" rather than stating your name or listing personal pronouns. Send all "paperwork" (paperwork can be faxed [501-569-8129; include top sheet indicating that materials are submitted to the RT program including names and titles of RT program coordinator and student], E-mailed as an attachment (if appropriate), or sent via snail mail (UALR, Dept. of CARE, Dr. Pat Smith, 2801 S. University Ave., Little Rock, AR 72204)
Required weekly paperwork includes the following:
A. Written report of all initial interview reports for each client following agency guidelines for format.
B. STP (individualized) Sequenced Teaching Plan
- Include estimated time frames needed to complete goals and objectives.
- IPE statement (Individualized Plan for Employment ö the overall vocational rehabilitation goal)
C. Demographics (all information that needs to be considered when developing sequenced teaching plans and methodology).
- Sex (e.g. Male, Female)
- DOB (Date of birth)
- Etiology of vision loss
- Visual acuity (e.g. 20/200 OD, 20/400 OS, OR NLP OU etc.)
- Functional vision information
- Concomitant disabilities (e.g. other disabilities in addition to vision loss)
- Functional implications
- Living situation
D. Lesson Plans (as needed or appropriate)
E. Progress notes for each client contact (include date of contact, topics of lessons covered, problems, level of skill achieved)
F. Monthly client progress reports (if required at agency as per agency format)
G. Final (termination) reports as per agency format
H. Numerical data that includes:
N.B. Contact hours may include the following activities: direct teaching, observation of RT instruction, consulting with RT professionals and other staff members, planning lessons or sequenced teaching plans, attending staffings or other meetings, administrative duties (writing client progress/termination reports), and travel time (if required for itinerant positions).
- The total number of contact hours accumulated for that week of practicum including direct teaching hours (1 teaching hour is the same as the amount of time allotted by the agency for 1 session of instruction), observation, staffings and/or meetings, STP or lesson planning, or report writing etc.
- Example: Total number of contact hours for week 2 of practicum (include dates of the week) is 35 hours (18 hours direct instruction, 5 hours observation, 3 hours meetings/staffings, 5 hours planning, 4 hours reporting writing etc.)
- total cumulative hours attained for practicum (including same categories as the weekly totals).
- Example: 62 cumulative contact hours attained for RT practicum, with 33 hours direct instruction, 17 hours observation, 7 hours meetings/staffings, 5 hours of professional development/consultation.
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 practicum student in evaluating and improving
___________________________________
[Name of Learner]
___________________________________
[Date]
*This form is to be filled out by the Practicum Student, and is signed by both the Practicum Student and the Agency Supervisor.
Appendix C
University of Arkansas at Little Rock
Rehabilitation Teaching of the Blind Program
Practicum 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 practicum experience:
Briefly describe the things in your degree program that you have found the most helpful during your practicum:
How can the Rehabilitation Teaching Program at UALR be strengthened?
______________________________
RT Program Coordinator Signature
_____________________________
Practicum Studentās Signature
Appendix D
*Note: This form is to be filled out by the Agency Supervisor, and signed by the Agency Supervisor and the Practicum Student.
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
Master
of Arts
Rehabilitation Teaching Program
PRACTICUM STUDENT EVALUATION FORM
Name of Student: _______________________________ Date: _________________
Agency Address: _______________________________________________________
________________________________________________________
Name of Agency Supervisor: _______________________________________________
Name of University Supervisor: _____________________________________________
Part 1: Observation and Teaching, Statistics
1. Week of ______student teaching practicum
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 Practicum 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 Practicum 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, practicum 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