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School of Child & Youth Care | Undergraduate & Graduate Programs

PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada

T Undergraduate: 250-721-7979, Graduate: 250-472-4857 | F 250-721-7218 |

CYC 310 – Supervised Practicum II

Evaluation Forms – Midpoint and Final
Attention Supervisor and Student:

1. Supervisors and students will use this one form at the midpoint evaluation and again at
the final evaluation meeting.
2. Using the same form, progress will be visually portrayed to gauge the student’s learning
and progress.
3. Supervisors are requested to place a mark on the “sliding scale” in each practice area in
preparation for the midpoint and the final assessment meetings.

Student Name: Madison Warren

Supervisor Name: Bobbi Turner

Agency: Island Sexual Health Society

Midpoint Date: May 23rd, 2019

Final Date: June 20th, 2019

Supervisor signature:

Excellent work, it has been a real pleasure to have you on board Madison.

General Comments:

School of Child & Youth Care Commitment to the TRC: Decolonizing Praxis

The School of Child and Youth Care is committed to decolonizing practice. We are responsible
for presenting all of our courses with a decolonized lens that acknowledges, affirms, and
enlivens the Calls to Action as presented by the Truth and Reconciliation Commission (TRC) of
Canada. We are also committed to working closely with communities and the CYC field to
ensure that historical harms are not replicated and reproduced through unexamined normative
social practices and policies.

As a starting point, decolonizing praxis is practicing and supporting Indigenous self-

determination, land sovereignty, resurgence, and understanding how colonization impacts and
implicates settlers in intersecting ways. Furthermore, decolonizing praxis helps to understand
the differential impact of colonialism on Indigenous people, new immigrants, refugees,
1sojourners, and racialized and white settlers. It reveals how colonialism has contributed to the

social construction of race, sexuality, gender, class, and ability, and the persistent oppressions
that come with these constructions.

In practicum, as in other CYC courses, we will be asking students to articulate their own
individual commitments to situate politicized praxis in the multiple contexts they are practicing.
Students will be given the opportunity to explore and understand what it means to practice
from a decolonizing stance and make a commitment to social justice work with individuals,
families, children and youth who have encountered historical, structural and systemic
oppression. This practice incudes the work of unsettling inherited settler privileges, being
accountable to the ignored history of colonization, identifying and addressing the impact of
colonial violence on racialized people and thinking about ways that students can help shift and
change the context in their practicum. This goes well beyond utilizing Euro-western theories of
helping and caring. Students will be responsible for decolonizing their own praxis that embodies
the “knowing, doing, becoming, and being” to enhance and enrich current standards of practice
to be more inclusive, political, and socially just.

For more information about the TRC:

TRC Calls to Action:

TRC documents:

For example, International students with or without their families

A. Establishing Relational Practice

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 is able to take compensatory steps when personal beliefs and values impact on a
therapeutic relationships;
 communicates effectively using core communication skills while working with individuals,
families, and coworkers;
 demonstrates appropriate professional boundaries;
 respects and shares the right to self-determination for those with whom they work;
 establishes and maintains trust in relationships with those with whom they work (including
 plans for and implements appropriate closure.
Comments and Examples:

Madison was able to attend grade 6 at Gordon Head Middle School and had the opporuntity to
observe a young male, from a very conservative muslim family, manage the discussion around
sexual health. She observed the difficulty he had with the information (often muffling his ears) .
It was a learning opportunity for Madison to see how information around sexual health is
impacted by youth with strong family values and how we can address this response. Also how it
impacts our sense of justice around issues related to sexual health, consent, and relationships.

See above comments
Excellent relationship with co-workers and community members. Fully supportive of the
clientele, open and aware of how important her role is in the community and how to
represent herself.

B. Understanding Multiple Perspectives

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 gathers information that is purposeful, planned and focused on a broad range of individual
and interactive behaviours;
 recognizes socio-cultural norms and how they impact on individual differences;
 demonstrates awareness of the impact of colonial history and current systems,
specifically on Indigenous communities and historically oppressed groups;
 understand the traumatic history of Indigenous people and the continuing impact of
colonization on Indigenous communities.

Comments and Examples:

Madison is demonstrating good knowledge around the impact of socio-cultural norms and
awarenenss of how the dismenination of information in an education setting can be
impacted by ones culture.


Madison participated in our LGBTQ2 Open House and also collated feedback from a survey.
By participating in these two areas, Madison was able to develop further knowledge aobut
this community and also identified service priorities for a minority population.

C. Demonstrating Intentional and Reflexive Practice

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 can articulate which theories reflect their own developing practice framework;
 is focused on promoting and supporting the optimal development and well-being of
children, youth and families in specific contexts;
 is able to discuss how their own personal values and beliefs show up in their work with the
children, youth, and families with whom they work (and with colleagues);
 can make observations that are free of personal biases and make necessary compensations;
 is able to demonstrate critical thinking and analysis in a variety of contexts;
 is able to articulate a developing sense of their own social location and how it may affect
their relationships with the people with whom they work, including colleagues.

Comments and Examples:

Madison supports a client centered, ecological theory in her own practice framework and
one that fits well with ISH. She is finding opportunties to engage in work that demonstrates
learning through ages and stages and how education supports the learning environment.
She demonstrates her empathy for others in all the work she does.

Mightly me was a great experience for Madison and provided a terrific learning
We discussed the impact of sterotypes that we grow up with and how we strive to
challenge these in our daily lives. Madison has a very clear sense of how sterotypes can
influence change and how to identify and address these throughout our work.

D. Ability to Work Collaboratively

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 accepts and responds positively to critical feedback by initiating activities to foster change;
 shares the responsibilities of supervision by seeking clarity and communicating clearly;
 uses supervision to enhance professional growth;
 works effectively in a team;
 makes appropriate requests for supervision that are structured, goal-oriented and focused
on problem-solving.

Comments and Examples:


As a very engaged learner, Madison accepts and responds to feedback very positively. She is
right on top of her learning progress and takes responsibility for ensuring her work here is
meeting her learning goals. She is actively involved in a teamwork approach for community
events and other actitivies. She seeks and utilizes supervisory support in an active and
appropriate manner.


See above

E. Presents Self in a Professional Manner

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 dresses appropriately for the practicum setting;
 includes all relevant information gathered through direct observation, discussion and other
sources in reports;
 presents material as requested that is clear, logical, concise, well organized, and well
 is punctual and manages time effectively;
 is self-directed when identifying professional needs, setting goals and carrying through with
 demonstrates an awareness of professional standards and codes of ethics relevant to the
agency or organization;
 can apply the concepts of confidentiality, self-determination and respect for privacy.

Comments and Examples:

Always presents appropriately. Madison has not has an opportuntity to develop written
material however this will be a part of the second half of her placement. Presents in a
professtional manner at all times.

See above

F. Commitment to Culturally Grounded and Decolonizing Practice

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 recognizes and can articulate how their own power, privilege and identity impact the
people with whom they work in the practicum setting;
 shows a curiosity on how systems may be implicated in perpetuating colonial practices that
have a direct impact on the lived experiences of the people with whom they work;
 is able to provide examples of what it means to practice decolonization within the
practicum setting;
 takes the opportunity to explore, research and demonstrate curiosity of the history and
stories of the individuals, families, and communities with whom they work.

Comments and Examples:


Always respectful to fellow coworkers and clients. Has had the opportuntity to discuss the
issue of decolonization and implications for our service network.


While Madisons exposure to this practice was limited, we had an opporuntiy to discuss how
these issues impact our community members. I had the privelage of attending an Ottawa
Conference last week that celebrated health centres on excellent transformative change in
health care. I would suggest checking out the NorWest Community Health Center in Thunder
Bay (short video clip about it that I am searching for on line to show Madison). Another
speaker was Nobel Peace Prize nominee Sheila Watt-Cloutier who is in the business of
transforming public opinion into public policy. Sheila is the author of the award-winning
memoir, The Right to Be Cold: One Woman's Story of Protecting Her Culture, the Arctic
and the Whole Planet. There is lots of great info on programs and services serving this
population that Mdison might want to check out.

G. Commitment to Personal Health, Wellbeing and Work-Life Balance

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [--------------------------------------------------------------------------------------------------------------------------------------------]
Final [-------------------------------------------------------------------------------------------------------------------------------------------]

The student:
 demonstrates clear professional boundaries with the people with whom they work in the
practicum setting;
 can identify self-care strategies for reducing illness and maintaining energy and enthusiasm
in the practicum setting;
 identifies when self-care strategies are necessary and can ask for support as needed;
 is able to adapt and be flexible as required within a professional environment.

Comments and Examples:


Practice self care but recognizes (as we all do) she could do more around this.


Second half had fewer hours and Madison managed to space these out to provide more
down time.

University of Victoria: School of Child and Youth Care
Grading System

It may be helpful to know the grading system that is used to evaluate the student

Letter Grade Percentage Performance Descriptor

Grade Point Range

A+ 9 90 - 100 Exceptional, outstanding and excellent

performance. Normally achieved by a minority of
A 8 85 - 89 students. These grades indicate a student who is
self-initiating and self-reflective, exceeds
A- 7 80 - 84 expectations that have been set and has an
insightful grasp of the practicum requirements.

B+ 6 77 - 79 Very good, good and solid performance.

Normally achieved by the largest number of
B 5 73 - 76 students. These grades indicate a good grasp of
the practicum requirements or an excellent grasp
B- 4 70 - 72 in one area balanced with satisfactory grasp in
another. There is still room for improvement.

C+ 3 65 - 69 Satisfactory, or minimally satisfactory. These

grades indicate a satisfactory performance and
knowledge of the practicum requirements.
Significant improvements are necessary to
demonstrate professional competence.

C-D 2-1 >64 Failed Performance. A student receiving this

grade demonstrated a superficial or inadequate
grasp of the practicum. Failed to meet the
Essential Requirements. Substantial
improvements required. This grade will trigger
administrative process of academic probation or
request to leave the program.
(effective May 2012)