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Field supervisors are expected to have either a BSW or MSW, a minimum of three years’ work experience and have an interest in working with students. Field supervisors meet regularly with students in the School of Social Work to determine learning goals for the field placement, discuss tasks and objectives, as well as any client issues or challenges. The supervisor is the mentor for the student and assigns them tasks and follows up accordingly.
Field supervisors demonstrate the following attributes:
- Mastery in their own work
- Interest in the teaching of practice and links to theory
- Knowledge of the community and its resources
- Ability to select appropriate learning experiences to meet the student's learning goals
- Aptitude to facilitate the student's integration of theory and practice
- Ability and willingness to provide appropriate educational, administrative and supportive supervision
- Capacity to meet the student at their level of learning to further their individual growth and development.
FIELD SUPERVISOR RESPONSIBILITIES
- The field supervisor selects learning experiences and assignments particular to the field setting and in consultation with the student. This is done formally at the beginning of the field placement through the Learning Contract, which is completed jointly by the field supervisor and the student and submitted to the Field Coordinator at the School. The field supervisor may consult the Field Coordinator or field liaison if they have questions as to what may be appropriate assignments.
- It is the expectation of the School that the field supervisor provides a scheduled 1-1½ hour supervisory meeting per week. The field supervisor uses this time to review all of the student's field placement assignments, provide feedback that is supportive and educational, and encourage the student in reflecting on their practice and their own growth and development as a practitioner. Field supervisors should create an atmosphere that is open and flexible to the student's opinions, questions and learning. Field supervisors providing group supervision must offer individual supervision every other week.
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The field supervisor should incorporate the following:
- Discussion of knowledge, values, theories and skills, in connection with student practice
- Preparatory work with students prior to practice intervention
- Retrospective analysis of student practice, utilising some form of direct report - e.g. observation, process recording, reflective log, meeting summary, audio tape, video tape, etc.
- The field supervisor also provides on-going feedback to the student and encourages the participation of the student in the planning and evaluation of the educational process.
McGill University is committed to equity and diversity within its community and values academic rigour and excellence. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to engage productively with diverse communities.
At McGill, research that reflects diverse intellectual traditions, methodologies, and modes of dissemination and translation is valued and encouraged. Candidates are invited to demonstrate their research impact both within and across academic disciplines and in other sectors, such as government, communities, or industry.
McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, or that may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record.
McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through
accommodation policies and procedures
. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, .
All qualified applicants are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadians and permanent residents will be given priority.
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