Tennessee State University 
Social Work Program

PORTFOLIO REVIEW AND EVALUATION PROCESS (PREP)
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Table of Contents

OVERVIEW
STUDENT RESPONSIBILITIES
Scheduled Due Dates
PORTFOLIO CONTENTS (up to 20 pages)
THINGS TO INCLUDE AS ARTIFACTS
THINGS NOT TO INCLUDE
WHAT TO SUBMIT TO THE DEPARTMENT
PORTFOLIO CONTENTS IN DETAIL
Philosophy Statement
Statement of Competence in Each of 10 areas (1 page each)
COMPETENCY 1:
COMPETENCY 2:
COMPETENCY 3:
COMPETENCY 4:
COMPETENCY 5:
COMPETENCY 6:
COMPETENCY 7:
COMPETENCY 8:
COMPETENCY 9:
COMPETENCY 10:
PORTFOLIO DEFENSE
Presentation Portion
Questioning Portion
Deliberation Portion
Attendees
APPENDICES

OVERVIEW
The portfolio is intended to document the professional growth and educational development of students during undergraduate education. Students begin to collect artifacts for inclusion in the portfolio upon formal admittance into the Social Work program. The portfolio is also a reflective exercise through which students examine educational achievements and articulate integration of theories learned in class and practice in the field practicum. This reflective exercise demonstrates critical thinking on the part of the student. The social work program also gains valuable insight into the experiences of current students and how to support intended outcomes for future students.

STUDENT RESPONSIBILITIES
1.	Meet with your Academic Advisor to discuss the portfolio contents.
2.	Compose Statements of Competence for each of the 10 competencies identified by the social work program.
3.	Organize a minimum of one (1) and a maximum of three (3) artifacts that demonstrate or provide evidence of your professional competence for each of the 10 competencies identified by the social work program. 
a.	Each competency should be identified in the portfolio with a divider. 
b.	Each competency section will have a 1-page statement of competence.
i.	Identify the competency.
ii.	List the artifacts that are included.
iii.	Explain how artifacts presented represent evidence that the student has achieved the identified competence.
4.	Along with your Academic Advisor complete the Portfolio Development Rubric and sign approval of the completed portfolio by the date identified below.
5.	Have your Field Instructor complete the Practice Behaviors Evaluation Rubric by the date listed below.
6.	Attend the portfolio defense promptly bringing along 1 printed copy of the portfolio.
7.	Submit contents of the portfolio to your advisor, liberal arts reviewer, and the field seminar professor according to the following scheduled due dates:
Scheduled Due Dates 
FALL	SPRING	ITEM DUE	
4nd Friday in September	4nd Friday in February	Philosophy, Artifacts & Statements of Competence Due	
3rd Friday in October	3rd Friday in March	Field Seminar Assignments Due	
2nd Friday in November	2nd Friday in April	Portfolio Development Rubric & Practice Behaviors Evaluation Rubric	
November Schedule	April Schedule	Defense Scheduled	

PORTFOLIO CONTENTS (up to 20 pages)
Use a loose-leaf binder with dividers clearly identifying each section of the portfolio. The materials (not counting artifacts) should not exceed 20 pages. Materials should follow the following content guidelines:

A.	Statement of Philosophy 
Demonstrating Personal/Professional Value Integration (1 page)
B.	Statements of Competence in Each of 10 areas (1 page each). List Artifacts and a rationale for each artifact within this page. A rationale on separate pages is NOT required.
1.	Identify as a professional social worker and conduct one-self accordingly.
2.	Apply social work ethical principles to guide professional practice
3.	Apply critical thinking to inform and communicate professional judgments.
4.	Engage diversity and difference in practice.
5.	Advance human rights and social and economic justice.
6.	Engage in research-informed practice and practice-informed research.
7.	Apply knowledge of human behavior and the social environment
8.	Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
9.	Respond to contexts that shape practice.
10.	Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.	
C.	Assignments from Field Education Seminar (up to 5 pages)
D.	Portfolio Development Rubric
E.	Practice Behaviors Evaluation Rubric
F.	Artifacts …Collect items (papers, certificates, etc.) for each of the competencies. A suitable artifact will demonstrate that you are competent in the knowledge, skills, and values reflected by the competency. Note that artifacts do NOT count in the 20 page limit for the total portfolio.
THINGS TO INCLUDE AS ARTIFACTS
		Complete projects completed for classes
		Certificates of Achievement
		Certifications (Including Applications for certifications)
		Licenses (Including Applications for license)
		News Clippings
		Recommendations or Commendations
		Evaluations of Your Work		
THINGS NOT TO INCLUDE
		Personal Photos
		Video/Audio Tapes
WHAT TO SUBMIT TO THE DEPARTMENT
	1 Printed copy of the Portfolio

PORTFOLIO CONTENTS IN DETAIL
Philosophy Statement
Philosophy Statement Demonstrating Personal/Professional Value Integration (1 page)
Social Work Practice is infused with certain values: service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. Describe how you will maintain and develop these values throughout your career. Be sure to indicate the intersection between your personal values and professional values demonstrated in the context of you handle stress, lifelong learning, personality conflicts, ethical dilemmas, and policy formulation. Other information may include:
	My Consideration of System Levels (micro, mezzo, macro) you may work in.
	How I Plan to Implement and Evaluate my career
	How I Plan to Contribute to the Literature and Professional Social Work

Statements of Competence in Each of 10 areas (1 page each)
Describe your approach, commitment, and expertise in each of the following:
1.	Identify as a professional social worker and conduct one-self accordingly.
2.	Apply social work ethical principles to guide professional practice
3.	Apply critical thinking to inform and communicate professional judgments.
4.	Engage diversity and difference in practice.
5.	Advance human rights and social and economic justice.
6.	Engage in research-informed practice and practice-informed research.
7.	Apply knowledge of human behavior and the social environment
8.	Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
9.	Respond to contexts that shape practice.
10.	Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.	

COMPETENCY 1:
1.	IDENTIFY AS A PROFESSIONAL SOCIAL WORKER AND CONDUCT ONE-SELF ACCORDINGLY.
In the social work program Self-Efficacy Expectations appear in every syllabus, the student handbook, and the field manual. Students are introduced to the abilities in orientation and SOWK2010, held accountable to the abilities in each course as a set of expectations, evaluated on the abilities in the field learning plan and the portfolio self-assessment rubric. Describe your adherence to professionalism in the context of the social work profession.

Example of Statement of Competence and Rationale:
My growth over the last 3 years is best summed up in my approach to my own learning, my self-awareness, and my ability to proactively handle stress. I will provide evidence of each of these in the following paragraphs and articulate how these three self-efficacy expectations are my foundation for expression of the complete list of expectations and my own values…

Artifact #1: I have included an essay I wrote while enrolled in the SOWK2100 course. The paper describes my journey to selecting social work as my chosen profession.

Field Practice Behavior	Skills [Course]	
Demonstrate self-efficacy through adherence to professionalism expectations.
	Practice personal reflection, self-correction, and professional demeanor in behavior, appearance, and communication. [SOWK2100]	
	Articulate the history of the social work profession and the social welfare system. [SOWK3400]	
	Advocate for client access to the services of social work. [SOWK3450]	
	Engage in career-long learning utilizing supervision, continuing education, and consultation. [SOWK4900]	

COMPETENCY 2:
2.	APPLY SOCIAL WORK ETHICAL PRINCIPLES TO GUIDE PROFESSIONAL PRACTICE
Ethical social work practice is defined as principle-based behaviors. It is important for every social worker to be clear what principles form the basis of his/her practice. It is also important for the values extending from principles to be integrated personally and professionally—sometimes referred to as personal and professional value integration. Culturally competent practice refers to an appreciation of human diversity and difference expressed as ethnic, perspective, background, context or other differences. Appreciation is a recognition that each individual has worth and value. The social work Code of Ethics expresses these concepts. How would you describe your acceptance and celebration of the code of ethics including acceptance of the following core ethical principles: service, dignity and worth of the person, importance of human relationships, integrity, social justice, and competence?

Example:
My personal and professional values are harmonious. As an individual and as a social worker, I value people recognizing what each person uniquely offers in a social context. I am committed to a life of service, which motivates me to be healthy and balanced in my own life, so that I may be a better help to others. I promote social justice both for my individual clients but also in my political and larger societal interactions. I demonstrate my competence by focusing my career interests on refugee populations in program development, best practices in family interventions, and negotiation of cultural competence between refugees and their new communities.

Artifact #1: I included a paper entitled Who is Franklin Johnson: It is Me from SOWK2010. The paper describes my integration of personal and professional values in the context of my experiences. 

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Promote client resilience in assessment and intervention with diverse cultural populations.
	Review professional roles, boundaries, and the social work code of ethics. [SOWK2010]	
	Communicate self-efficacy in the context of multicultural practice. [SOWK2100]	

COMPETENCY 3:
3.	APPLY CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGMENTS.
What experiences have you developed in actual practice settings? What cultural competencies have you developed? How do those experiences utilize the arts, humanities, social sciences, natural sciences, and mathematics training you received at TSU? What examples do you have of your own growth and development in integrating liberal arts into your social work practice? 

Example:
Liberal arts education has expanded my view of the world in which I live. My most influential experiences have come from my own challenge in mathematics. I realized the foreboding and uncertainty that clients may feel as they enter a social service agency needing help. In my field experience, I drew on that experience to engage with my clients with authenticity. My general education in the arts motivated me to listen to many types of music and to see films that I would not have normally screened. Because of this experience, I was able to connect with clients and share the common experience of having screened a film as a beginning step toward building rapport…

Artifact #1: To demonstrate my capacity to think, work, and serve, I included my certificate of participation for each year in the campus-wide service day.

Artifact #2: I included my project from ENGL3107 to illustrate my writing flexibility.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Recognize and manage personal values in a way that allows professional values to guide practice.
	Reflect on and articulate personal and professional value integration. [SOWK2100]	
	Demonstrate the capacity to think, work, and serve as a result of a Tennessee State University education. [SOWK4100]	
	Articulate the connection between a liberal arts education and social work generalist practice knowledge development. [SOWK4900]	
Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers.	Tolerate ambiguity in resolving ethical conflicts. [SOWK3350]	
	Apply strategies of ethical reasoning to arrive at principled decisions. [SOWK3350]	
	Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. [SOWK4800]	
Communicate in practice with self-efficacy and technical proficiency.	Analyze models of assessment, prevention, intervention, and evaluation. [SOWK3500]	
	Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues. [ENGL3107]	

COMPETENCY 4:
4.	ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE.
A learning orientation to clients is critical to success in diverse environments. Even with the rigor and expansiveness of the education provided by university programs, students will find new issues, experiences, and perspectives that were not covered in the curriculum. Clients are the best source of this continued learning. What are your techniques for ensuring that you are hearing what the client is saying?

Example:
I must admit, I was that student that felt that I knew what was best for the client. I completed papers in SOWK2010 and SOWK2100 in which I described my biases and worked to move beyond them. I did reach a point where I was able to utilize my biases to motivate an interest in my clients. 

My real appreciation of difference and my adoption of a learning orientation did not occur until my field experience. I suggested that a child who was chronically late for school needs a schedule. I went to an office supply store and purchased a whiteboard. I taped off the days of the week and bought markers. I excitedly presented my work to the grandmother. She looked at me questioningly for a moment. She then went to the front closet and pulled out a similar whiteboard schedule that the previous social worker had attempted to implement. I had not listened to my client. I found out that his reason for not sleeping was that his 15 year old cousin, with whom he shared a room, was inviting girls through the window during the early morning hours.

Artifact #1: I have included my paper on bias written for SOWK2100.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Recognize and communicate an understanding of the importance of difference in shaping life experiences.	Mediate the influence of personal biases and values in working with diverse groups. [SOWK2100]	
	Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. [SOWK3350]	
	Apply a learning orientation and engage clients as informants. [SOWK3500]	

COMPETENCY 5:
5.	ADVANCE HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE.
Many methods exist to advance social and economic justice. Competence in this area will include an ability to address the mechanisms of oppression and discrimination. What have you learned that may be used in advancing human rights and justice?

Example:
I was fortunate to encounter a professor who described oppression as a denial of access. This coincided with my own thoughts developed in courses like PHIL1030 and SOWK3601. My current thoughts have expanded those ideas into an intervention based on the Hegelian Dialectic. This model of interaction begins with a thesis, describing a position on a challenge or issue. Next, the antithesis is presented. This is a counterpoint to the thesis. Lastly, the synthesis is presented—an integration or explanation that resolves the conflict between the two positions. I used this approach in my field placement while advocating for my juvenile client in a report to the judge. The juvenile was placed in an alternative school instead of detention facility.

Artifact #1: I have included an analysis of this interaction with the judge prepared for SOWK4900. This analysis details my approach and articulates my competence in advancing human rights.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Engage in practices that advance social and economic justice and address mechanisms of oppression and discrimination.	Articulate the role of the individual in promoting social & economic justice. [SOWK3450]	
	Articulate the role of institutions in promoting social & economic justice. [SOWK3350]	
	Distinguish between community assessment and intervention models in the promotion of social & economic justice with populations-at-risk in urban practice contexts. [SOWK3450]	

COMPETENCY 6:
6.	ENGAGE IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH.
Research refers to the techniques of inquiry that support evidence-based practice. Be sure to include descriptions of work you have done that demonstrate your ability to collect best practices, create grounded theory, conduct experiments, and evaluate practice. How will you utilize research in your practice?

Example:
Research is a necessary tool for ensuring the highest level of service to clients. I had the opportunity to work on both the qualitative side and the quantitative side of research with client populations. In my internship, I conducted a Narrative Research study on the reactions women have to the birth of their own children. I found the development of questions based on a thorough review of literature and the actual interviews with women to be a rewarding example of how research impacts the development of theories and best practices. The quantitative research was connected to the qualitative. I supervised the research team that took the information gathered in the interviews and developed and interactive DVD for post-partum mothers and supportive others. We measured intensity of post-partum reaction using a control-group method tracking 40 mothers over a 14 month period. Our data was reported to hospitals and birthing centers in the region and may enhance the pre-natal and post-natal support that mothers receive...

Artifact #1: I included my research project. I worked on this project for 3 years as I developed skills in different courses. It showcases my abilities with statistics (SOCI3000), my abilities in consuming research (SOWK4800), and my ability to report research (SOWK4850).

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Plan, conduct, and report on social research.	Articulate the fundamentals of social research. [SOWK4800]	
	Use practical experience to inform scientific inquiry. [SOWK4601]	
	Use research evidence to inform practice. [SOWK4850]	

COMPETENCY 7:
7.	APPLY KNOWLEDGE OF HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT
Human Behavior in the Social Environment (HBSE) is a fundamental construct in social work undergirding assessment and intervention with individuals, families, groups, organizations, and communities. HBSE discusses two major theoretical frameworks, Ecological Systems Perspective and Person-in-Environment (PIE) perspective. What theories inform your practice?

Example:
A Person-in-Environment (PIE) perspective enables me to approach each client situation as an active participant in the process of change. For example, during my internship, I worked with elderly clientele. I recognized that many were in a stage of life trying to decide what they had to offer to the world. I approached each client from Erickson’s Generativity versus Despair, recognizing that optimal mental health in this stage may result from opportunity to “give something” back or “be useful.” I started a voter registration drive and signed up almost all the residents and a few staff. An evaluation of the activity revealed that many of the residents felt a renewed sense of purpose and connection to the events shaping their world. I typically favor life-span approaches rather than stage theories, but a well-rounded knowledge of HBSE gave me some options and the insight into a novel idea.

Artifact #1: I included my poster presentation from SOWK3500 to illustrate my use of conceptual frameworks in practice with communities. The project showcases my use of demographics, asset-mapping techniques, and use of the GIM.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation of person and environment.
	Articulate theories that explain human behavior and guide holistic assessment and intervention with individuals, families, and groups. [SOWK3300]	
	Articulate theories that explain human behavior and guide systematic assessment and intervention with organizations and communities. [SOWK3350]	
	Assess, intervene, and evaluate person and environment utilizing conceptual frameworks. [SOWK3500]	

COMPETENCY 8:
8.	ENGAGE IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL-BEING AND TO DELIVER EFFECTIVE SOCIAL WORK SERVICES.
Describe work you have done that demonstrates your ability to analyze policies and programs including funding, historical analysis, impact, policy formulation, and social advocacy. What is your approach to social policy analysis and creation?

Example:
My experience with policy is most evident in my work as social coordinator for the social work club. I led a group of 4 other students to coordinate two annual events, one in research and another in recreation. In addition to this, I worked as a legislative aid in the Nashville statehouse. My work there gave me a sense of the importance of the voice of individual citizens and professionals in keeping legislators informed.

Artifact #1: I included my policy group presentation presented at the Hollace Brooks Symposium. The project received critical acclaim within the department and was selected to be presented at the annual Social Work Day on the Hill. In this competition, my group received 2nd place honors.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Analyze, formulate, and advocate for policies that advance social well-being
	Analyze and interpret programs and policies. [SOWK3450]	
	Formulate policies that advance social well-being. [SOWK3450]	
	Collaborate with colleagues and clients for effective policy action. [SOWK3450]	

COMPETENCY 9:
9.	RESPOND TO CONTEXTS THAT SHAPE PRACTICE.
Changing locales, populations, scientific and technological developments, and emerging societal trends require a continuous discovery and appraisal of relevant services with the goal of improving service to clients in multiple contexts and at various systems levels.  Social workers must gain knowledge, but also an approach to leadership that leverages the resources needed to address current challenges. What is your approach to leadership and resource development?

Example:
I gained a great deal of experience throughout my matriculation by participating in service learning opportunities sponsored by the university and the social work club. In addition, my field experience crystalized the connection between my classroom learning, my service learning, and my professional practice. My field instructor provided a window into the changes that were affecting the agency even as we worked to maintain quality of service and funding.

Artifact #1: I included my paper on service written for SOWK3500 to describe the integration of service in the community.

Artifact #2: I included my group project from SOWK4601 to showcase my leadership outcomes. I was the team leader on this project. I coordinated the efforts of 4 others in developing this project. The project was presented to the Mid-TN United Way.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
Continuously discover, appraise and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.	Construct an informed, resourceful, and proactive in response to evolving organizational, community, and societal contexts at all levels of practice. [SOWK3450]	
	Recognize that the context of practice is dynamic and use skill to respond proactively. [SOWK3500]	
Demonstrate leadership & resource development with individuals, families, groups, organizations, and communities in urban practice contexts.	Articulate the GIM as a problem-solving method in generalist social work practice with individuals, families, groups, organizations, and communities in urban practice contexts. [SOWK3500]	
	Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services for group, organizations and communities. [SOWK4601]	

COMPETENCY 10:
10.	ENGAGE, ASSESS, INTERVENE, AND EVALUATE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES.	
Whether at the micro or macro level, practice in social work is characterized by individual and social change. Describe work you have done to implement and develop your casework practice. How will you uniquely implement the GIM?

Example:
I am committed to develop my assessment and intervention skills while challenging conventional understandings of social work practice. With a basis in a comprehensive review of literature, I developed an approach to casework with inner-city youth ages 10-14 that engaged them in writing lyrics to music I provided them. I implemented a clear methodology and cleared it with my internship supervisor. I gave the students an example of the activity and set them to task. Prior to this music-based intervention, I was getting no where with these kids. After implementing the intervention, I made significant progress with each of the kids both in rapport building and adherence to center policy. This intervention has promise for situations where younger clients do not trust easily, but have an affinity to music. 

Artifact #1: I included the music intervention curriculum I developed to illustrate my competence.

Suggested Courses that May Provide Artifacts (Knowledge, Values, Skills):
Field Practice Behavior	Skills [Course]	
10(a) Engagement: Engage clients of various sizes.	Articulate the SOC model of intervention as an organizing model for intervention in human systems. [SOWK2100]	
	Apply the GIM with individuals, families, groups, organizations and communities. [SOWK3500]	
10(b)Assessment: Collect, organize, and interpret client data utilizing a strengths perspective.
	Assess client strengths and limitations. [SOWK3500]	
10(c) Intervention: Initiate actions to facilitate resilience individuals in multiple systems utilizing social worker roles.	Initiate change and client advocacy utilizing the SOC model. [SOWK4601]	
	Advocate to change existing policies impacting human needs. [SOWK3450]	
10(d) Evaluation: Critically analyze, monitor and evaluate interventions through an articulation of the GIM model and ability to reflect on one’s own practice.	Articulate and apply the components of the GIM. [SOWK3500]	

PORTFOLIO DEFENSE
The Portfolio defense will be scheduled for one (1) hour designated near the end of the semester of the student’s graduation. The defense is divided into three sections: Presentation Portion (15 minutes), Questioning Portion (15 minutes), and Deliberation Portion (30 minutes).

Presentation Portion
The Presentation Portion will begin with your presentation of your portfolio—the competencies and selected artifacts. The presentation is an opportunity for the candidate to demonstrate the ability to speak in an open forum about her competence. The candidate is expected to cover each of the competencies utilizing the artifacts and evidencing personal-professional value integration, adherence to social work ethics, and appreciation and approach to diversity throughout the presentation.

Questioning Portion
Questioning Portion is an exercise requiring the candidate to respond to questions posed by the attending faculty, and, at the discretion of the Academic Advisor, other attending academic and professional individuals. Questions are based on the specific competence the candidate presents in the portfolio, the candidate’s oral presentation, concepts specific to TSU-SW program competencies, and social casework specifically in an urban setting. The candidate is expected to respond with verifiable citations from literature germane to his/her competency and practice area as well as evidence from the portfolio.

Deliberation Portion
The deliberation portion allows assigned reviewer to each complete the Social Work Competency Evaluation Rubric. The candidate receives verbal feedback from the faculty concerning strengths, weaknesses, and reflections related to the students performance during the portfolio defense and growth throughout the program. The experience is meant to provide encouragement and guidance to the graduating student concerning criterion evaluated during the portfolio defense.

Attendees
The portfolio defense evaluation committee will include the seminar instructor, academic advisor, one (1) liberal arts faculty member, two (2) SOWK4900 students. Students may invite other faculty, mentors, field instructors, students, and others. 

APPENDICES

PORTFOLIO DEVELOPMENT RUBRIC 

SOCIAL WORK COMPETENCY EVALUATION RUBRIC

PRACTICE BEHAVIORS EVALUATION RUBRIC

PREPARATION FOR THE DEFENSE RUBRIC