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DAWSON COLLEGE
COMMUNITY RECREATION AND LEADERSHIP TRAINING(CRLT)
FIELDWORK IISecond Year
391-128-DWMANUAL
“For things we have to learnbefore we can do them,
we learn by doing them.”Aristotle
http://www.dawsoncollege.qc.ca/programs/social-science-business-technologies/community-recreation-leadership-training-crlt/program-home-page
Community Recreation and Leadership Training
Second Year - Fieldwork II Manual
TABLE OF CONTENTS
Page
1. Student Letter................................................................................................................ 1
2. Placement Process and Student Responsibilities.......................................................... 2
3. Course Outline.............................................................................................................. 4
4. Specific Student Responsibilities.................................................................................. 13
5. Agency Responsibilities................................................................................................ 14
6. College Responsibilities................................................................................................ 14
7. APPENDICES.............................................................................................................. 16
Fieldwork Data Sheet.................................................................................................... A
Contacting a Recreation Agency.................................................................................. B
Introductory Letter to Fieldwork Supervisor................................................................ C
Proposal Form............................................................................................................... D
Sample Job Posting Form............................................................................................. E
Tentative Special Project Proposal Form...................................................................... F
Schedule........................................................................................................................ G
Weekly Log Form......................................................................................................... H
Monthly Time Sheet..................................................................................................... I
Activity Lesson Plan (blank worksheet)....................................................................... J
Midterm and Final Assessments................................................................................... K
Record Sheet................................................................................................................. L
Final Log and Fieldwork Package................................................................................ M
Evaluation of Placement............................................................................................... N
Fieldwork II- Coordinator: Toni Taylor (514) 931-8731, ext. 5094 [email protected]
13-01-18
January 2013
Dear Second Year Students,
Congratulations for obtaining the prerequisites for entrance into the second-year Fieldwork II Course.
Fieldwork II can be considered a stepping stone leading up to the final third-year experience known as ‘Internship’. One of your major objectives will be to apply academic knowledge from the classroom to the "workplace" environment. The aim of the Fieldwork II is to further develop responsible leadership through a "hands-on" guided learning experience.
You will gain responsible leadership through carrying out day-to-day types of job duties and as well, being responsible for a special project. You hopefully will have opportunities to apply your classroom learnings such as writing, implementing and evaluating lesson plans, ranging from introducing a low organized new activity to a special event (e.g., winter/spring carnival). You may be provided with the opportunity to gain administrative experience and/or working in some capacity with the general public. Whatever the activity/project your investment can greatly impact the outcome of your field placement experience.
You will be expected to maintain consistent professionalism at your field placement and with both your college and field supervisors. You will be expected to follow up your weekly field placement with the writing of logs, management of time sheets, and regular check in meetings with your college field supervisor.
Your “field supervisor” will receive a copy of the manual. Below you will find the manual for the Fieldwork II course ”. Please read, review, and utilize the forms provided to successfully manage and have a meaningful 90- hour placement.
You have the potential to make a genuine contribution at your placement. You have acquired/accumulate some good knowledge and useful resources intended to assist you in the workplace. Be yourself and confident in your ability.
On behalf of the CRLT faculty, congratulations and best wishes for a challenging and successful fieldwork experience.
Sincerely,
Toni Taylor, Coordinator-Fieldwork II (FWII) (514) 931-8731, ext. [email protected]
__________________________
3040 Sherbrooke St. W., Westmount, Quebec H3Z 1A4; tel: 514-931-8731; fax: 514-931-3567.http://www.dawsoncollege.qc.ca/programs/social-science-business-technologies/community-recreation-leadership-training-crlt/program-home-page
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FIELDWORK II - PLACEMENT PROCESS AND STUDENT RESPONSIBILITIES2013
Students are strongly encouraged to choose placements that would provide them with a new
recreational experience i.e., new population, type of agency, and experience.
Timeline for finding a fieldwork placement October 2012 -December 7, 2013.
DESCRIPTION OF THE STEPS OF PRELIMINARY PHASE:
1. Introduction to Process involved a class followed by Market Day Event.
2. A familiar “Contact Form” was made available to assist in their making a proper call for
the setting of an appointment to discuss possible field placement opportunities at a
prospective agency. (See Contact Form, Appendices B.)
3. Students then carried out visits to inform themselves about the possibilities and type of
work that an agency might offer them.
4. Pursuant to visits and interviews, and if necessary, by November 15th private
consultations were then held for those having difficulty in finding and/or making a
selection for a placement.
5. The last step of the preliminary phase, students submitted their “Proposal Form”, which
were then reviewed in consultation with the potential field supervisor.
6. Upon verification for suitability of a second-year placement, respective students’
Proposals were recommended for approval by faculty of the Community Recreation and
Leadership Training Program.
7. Upon approval, the Fieldwork II students were/are contacted about the outcome of the
approval process.
8. Fieldwork manuals are introduced and made accessible to students on-line and at the
onset of the fieldwork term.
9. College Supervisors are appointed to each student, wherein weekly meetings will take
place for reporting and discussing what is happening at their respective student’s field
placement. These meetings are mandatory and considered integral to the ultimate learning
and understanding of the desired knowledge, behaviour, skills, and attitudes for the
workplace.
10. Students are asked to complete the “Fieldwork Data Sheet” to align their past
achievements and act as a springboard in thinking about advancing and building to their
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existing ability. Once completed students are requested to submit their Data Sheet to their
College Field Supervisor. (See Data Sheet, Appendices A).
DESCRIPTION OF STEPS OF TRANSITION PHASE:
11) Students contact and confirm with their Agency Supervisor the actual starting date of the placement.
12) Upon notification of the College Supervisor, it is the students’ responsibility to set up the first orientation meeting with their designated College supervisor.
IN THE FIRST WEEK YOUR FWII RESPONSIBILITIES ARE TO:
13) Meet your assigned College FWII Supervisor.
14) Review and discuss your Proposal and Data Sheet Forms with your College FWII
Supervisor. Go over expectations (refer to heading below “Throughout Your Placement You
Must Avail Yourself To”).
15) Submit the schedule (of course work and fieldwork hours) to your College FWII Supervisor.
(For Schedule, see Appendices G)
16) Rectify any questions concerns relevant to the start of your placement.
THROUGHOUT YOUR PLACEMENT YOU MUST AVAIL YOURSELF TO:
17) Meet with your College Supervisor on a weekly basis.
18) Electronically submit, unless otherwise stipulated, your weekly logs and/or any other
pertinent documentation to your College Supervisor. Make every effort to submit them prior
to your weekly meeting to promote more enriched discussions.
Submit a monthly time sheet (See Log and Monthly Time Sheet Forms, Appendices H and
I). *Note that your Agency Supervisor before submission to your College Supervisor must
sign Monthly Time Sheets. January and February can be placed on the same Monthly Time
Sheet.
19) A Special Project Form has been provided to help you and your agency supervisor clarify
your project. It recommended to be completed in cooperation with your Agency Supervisor
by the 3rd week (18hrs). You must then submit a copy and verify the suitability of the project
with your College Supervisor. (See Course Outline, p. 8; For Special Project Form, see
Appendices F.)
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20) Meet and report to your College Supervisor on a weekly basis throughout the placement.
Meet with Agency Supervisor on a regular basis throughout the placement. Students should
not anticipate automatically and periodically receiving feedback from their Agency
Supervisor. Thus, students wishing to know how they are doing on the job are encouraged to
seek feedback early on in the placement.
21) Be prepared to show evidence to your College Supervisor any application of your classroom
and new learnings (e.g. lesson plan, see sample Appendices J).
22) Keep accurate and up to date records throughout term (see record sheet, Appendices L).
MIDTERM (7th WEEK) YOU MUST:
23) You must complete the Midterm Fieldwork Assessment Form, arrange for a formal Midterm
Assessment meeting with your Agency Supervisor and go over the ratings you gave yourself
and the reasons for giving them with your Agency Supervisor (see Appendices K). You can
expect that your Agency Supervisor will have completed a supervisor’s assessment and
share with you their ratings and reasons for giving them. Together, the main purpose of this
session is to receive feedback on your performance thus far and what you could do to make
improvements for a successful second half of the field placement.
BY THE END OF YOUR PLACEMENT:
24) Make arrangements with your Agency and College Supervisors an official meeting time to
carry out your Final Fieldwork Assessment. Both your Student and your Supervisor’s
respective copies of the Final Assessment must be completed prior to this meeting to
promote a more productive dialogue.
It is customary to give a Thank You card to your Agency Supervisor.
25) Complete, prepare, and submit Final Fieldwork II Log and package (see below items) to
your College Fieldwork II Supervisor:
Completed Student Final Assessment (see Appendices K). Completed Agency Final Assessment (obtain copy from Agency Supervisor) Completed Job Description (see Appendices E) (based on actual field placement) Final Log (see Appendices M) Fieldwork II Record Sheet (see Appendices L)
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Evaluation of Placement (see Appendices N) A treat for your College Supervisor
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Dawson CollegeCommunity Recreation and Leadership Training
Winter 2013Course Outline
COURSE: FIELDWORK II 391-128-DW 1-6-1
PREREQUISITES: Introduction to the Profession and World of Leisure, 391-116-87Fieldwork I, 391-123-DW
COORDINATOR: Toni Taylor [email protected]
TELEPHONE: 931-8731 (5094) OFFICE: 3F.2-4
OFFICE HOURS: Monday 12-3; Tuesday 8:30-9; 10-1
STUDENT ANDSUPERVISIONREQUIREMENT: Each student will be designated a teacher (referred to as your “college
supervisor”). Regularly-held weekly student-supervisor sessions will take place throughout the 15-week semester. Supervisors will help guide students towards achieving their goals for their respective fieldwork placements.
COURSE FOCUS: Develop an awareness of the knowledge, skills, attitudes and behaviours required for the professional field of recreation.
OBJECTIVES:1. Know the role of a recreation professional.2. Transfer learnings from the CRLT concentration, contributing disciplines and core courses to the recreation setting.3. Recognize and perform the duties and tasks outlined on the job description
and/or in consultation with your supervisors.4. Learn organizational skills necessary to complete a project.5. Understand procedural, analytical and administrative practices.
STANDARDS:1 Practice and demonstrate professionalism throughout the 90 hour
Fieldwork II placement.2. Utilize and apply classroom theory and practices to the recreation setting.3. Complete two performance self-evaluations.4. Develop, complete and evaluate a special project.5. Complete and regularly show evidence of planning, analytical and
administrative abilities.
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COURSE CONTENT: (of class and/or ongoing supervisory sessions) Job Description (role, responsibilities, project management, reportability and
accountability) Job Performance and Effectiveness (feedback of work completed) Effective Time Management Issues of Fieldwork and Problem Solving Ability Protocol and policies Work Place Taking initiative Organizational Skills: attention to details Analysis of Fieldwork Experience
Students, during their second-year placement should gain practical experience in the following areas:
a. Administration. The students are encouraged to become aware of the policies and practices of the agency. This would include board relations, budgeting and record-keeping procedures, registration, safety, personnel and supervisory practices.
b. Program. The student will apply lesson plan and knowledge in the planning of activities and services. The student should use appropriate methods in the planning process and communication techniques and safety procedures when dealing with participants, staff and members, and/or potential clientele.
c. Areas and Facilities. The student should become aware of protocols for maintenance, the use of the facility and any equipment or materials.
c. General Experiences. If possible, the student should be exposed to and gain some experience by attending agency staff, board, and other community meetings, work with committees, visit individuals in the agency and community.
The second-year placement should begin to help the student understand the total concept of the agency through the discussion and resolution of problems and situations in the operation of the agency. The above is a guide; no substitute exists for original thinking. It is assumed that the material will be adapted to the characteristics of the particular agency and student's growing competency in practice (refer to competencies).
TEACHING METHODS:The method used throughout this term include: class orientation sessions, Market Day Event, and supervisory sessions, hands-on practical experience, reflection, self management and evaluations responsibilities.
REQUIRED TEXTS:
Fieldwork II, Student Manual made available on line. (Hard copies may be made available upon request.)
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EVALUATION TIMELINE:2012By Nov. 15 Update the Fieldwork II Coordinator of your progress and
placement possibilities; Set up and carry through interviewsBy Dec. 7 Submission of Fieldwork II Proposal Form
2013By 3 week Tentative tasks and time line due. Special Project Proposal (see Form,
Appendices F)Ongoing Management of Field Placement: Logs and Monthly Time Report
Evidence of Work, and Supervisory Meetings (See Appendices section for forms.)
6th week Midterm Assessments (see Form, Appendices K)14th week Notification to College and Agency Supervisor of meeting for Final Field
work Assessment 15th week Final Fieldwork II Log and Package due* The course teacher reserves the right to revise any of the assessment to more successfully achieve the course objectives.
GRADING AND EVALUATION BREAKDOWN FOR FIELDWORK:The Fieldwork Courses will be divided into two sections A and B that are outlined below.
SECTION A:Practical 55%
SECTION B:
Punctuality of weekly logs, monthly time sheets, evidence of work, keeping up to date records, and Supervisory meeting
45%100%
*Please note: Any student not obtaining a placement by February 7th will be recommended to withdraw from the course without penalty before the official deadline to withdraw from courses (see Academic Calendar Winter 2013 page B-February 14th).
Students must pass section A and section B in order to receive a passing grade for their
fieldwork.
EVALUATION CRITERIA AT A GLANCE:
90% Outstanding, exceeded job expectation, made significantcontribution, application of classroom theory, consistent and commitment to the job
85% Excellent performance
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75% Good performance, carried out responsibility in a satisfactory way
65% Performed adequately – did what had to be done
Below 60% Did not meet minimum standards
PROFESSIONAL CONDUCT AND PARTICIPATION REQUIREMENTS:
Professional Conduct:
Students must conduct themselves according to the Professional Conduct Policy of their program (ISEP section III-L.2).
Preparation:
In order to help students prepare for Fieldwork II, they are required to attend and participate in CRLT Fieldwork Information Seminar and read the Fieldwork II Manual. In addition, students will visit minimum 2 agencies, conduct interviews for placements and then submit proper proposal documentation. Fieldwork II Period:
Students are expected to attend, participate and contribute in fieldwork six hours a week for 15 weeks (90 hrs.). Once approved, students begin their fieldwork in the first week of the Winter Term 2013. Supervisory meetings also begin at this time.
*To be excused from any supervisory meetings, class sessions, and/or fieldwork without penalty, the student must present a neat, legible medical letter from the doctor. For any reason should students have a valid excuse for not being able to attend such commitments, as a common courtesy, they must make every effort to contact their agency/college supervisor beforehand.
In the second-year placement, the student is actually involved in carrying two major roles: a) that of "learner" and b) that of "student-practitioner". These roles are closely interrelated.
Leadership Role in 2 nd Year :
As part of the 2nd year process students in consultation with their supervisors should agree on the form of work that is suitable for the 2nd Field placement. Students are asked to have a project that they can create, implement, and evaluate (e.g. special event, manual, promotional project, Ped Day, outings). The Agency Supervisors may use the Project Form to help facilitate a suitable task for their students (see Appendices F).
WEEKLY LOGS:
Students are required to keep a weekly log of their fieldwork experience. The log can be described as a tool to help consolidate fieldwork learnings. It will serve as a basis for supervisory meetings and the final report. It is useful to record impressions, new learnings and insights. New
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learnings might be professional, new work place terminology, meeting new staff people and their positions, on-the-job skills (e.g., computer application, programming, promotional, publications, communication, leadership). Reflections may also include what is learnings are about the organization, its clientele, and/or leadership effectiveness. In other words, students should also reflect and focus their insights, involvement and how others are responding to their interventions or actions.
100-90% - Logs are all on time, clearly organized, neat, legible, informative, analytical, and accurate. Student’s consistency in all aspects of the evaluation is demonstrated. Evidence of work is ongoing. It reflects application of classroom and field learnings. Monthly Time sheets are fully completed, accurate, and all of them are on time.All written communications demonstrate clear attention to mechanical aspects, spelling, punctuation, tone, and language.
80-89% - The logs and time sheets are on time, organized neat, legible, informative, analytical, and accurate. Efforts shown to manage all aspects of the evaluation is demonstrated. Evidence of work shows consistency. Most of the written communications demonstrate attention to mechanical aspects, spelling, punctuation, tone, and language.
70-79% - Logs and time sheets have been submitted in somewhat of a timely fashion. Logs may not have been submitted every week. They meet the guideline for assignments. They are informative. Evidence of work is somewhat consistent. Written communications demonstrate some attention to mechanical aspects, spelling, tone, and language.
60-69% - Submission of logs and time sheets demonstrate irregularity. Students’ logs and records may have not submitted on weekly basis. Evidence of work is inconsistent. Students frequently reminded to show evidence. Neatness, analysis and accuracy are inconsistent. Inconsistency is demonstrated in mechanical aspects, spelling, tone, and language.
Below 60% - Log and time sheets are unsatisfactory. There may have not been enough submissions to obtain a passing mark. Mechanical aspects, spelling, punctuation, tone and language demonstrate overall lack of attention, quality and professionalism Evidence of work may not reflect desired results. Areas that may require attention are in analysis, accuracy, and mechanical aspects of spelling, grammar, tone, and language.
See Weekly Log Form Appendices H
FINAL LOG: (See guideline, Appendices M).
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PROGRAM AND COLLEGE POLICIES (IMPORTANT POINTS)
Standard of Performance: Students must obtain a minimum grade of 60% to pass the course.
Class Participation Requirements and Professionalism: Everyone has the right to a safe and non-violent environment. Students are obliged to conduct themselves as stated in the Student Code of Conduct and in the ISEP section on the roles and responsibilities of students. (ISEP Section II-D) Your obligation is to follow the provisions of respectful behaviour, punctuality and deportment. In general, a good positive-attitude, an open-mind, a willingness to take risks, and helpfulness to self and others are expected. The use of laptop computers is restricted to class related work only. Cellular phones must be turned off during class time.
Attendance Policy: The participatory nature of this course requires your attendance. Each student must present a signed medical form in order to obtain an excused absence. Any student who cannot attend a class is required to advise the instructor in advance of the class. The lack of participation and attendance in class will be reflected in the professionalism grade. Students should refer to the Institutional Evaluation Policy (ISEP Section III-C) regarding attendance.
Intensive Course Conflicts: If a student is attending an intensive course, the student must inform the teacher, within the first two weeks of class, of the specific dates of any anticipated absences.
Professional Conduct: As students in the C.R.L.T. program are being educated for a career in the field of recreation, academic performance will not be the only criteria for evaluating the students’ standing. Students are expected to exhibit behaviour appropriate to their profession, attitudes and behaviours that demonstrate a genuine caring for people and manifest a commitment to being reliable (with respect to regular attendance and punctuality for each class), ethical, self-disciplined, open and accountable. Students must demonstrate professional conduct in all activities associated with their program, including conduct in all classes, student activities in the department (common room, lab), and fieldwork placements. The professional conduct of a student will be reviewed twice a semester by faculty and a portion of the grade for this class will be associated with professional conduct. (ISEP Section III-L.2)
As previously mentioned, written medical excuses from the doctor must be presented. Students are asked to inform the instructor if they already had a medical appointment scheduled before the beginning of the course. Otherwise, students are asked to schedule any medical appointment outside class time. Any student having any medical concerns should inform the instructor in the first day of the course.
Submission of Assignments: All assignments must be handed in at the beginning of class on due dates.
Late Assignments Policy:Handed in:i = (max. grade) 100%ii. Up to 48 hours late (2days) = (max. grade) 75%iii. Up to 96 hours late (4 days) = (Max. grade) 60%iv. More than 96 hours late (more than 4 days) = 0%
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Weekend days count unless otherwise stated.
Assignments must be word-processed. Students are responsible for all class material; if absent it is up to the student to remain up
to date with any missed class notes and course information. Students are expected to make a copy of each of their assignments. There may also be
unforeseen circumstances, which warrant a copy. Students must credit all resources used.
Academic Integrity: Cheating and/or Plagiarism (i.e. the re-use of past assignments) in this course will result in automatic failure of the course, and may result in expulsion from the C.R.L.T. program and Dawson College. According to ISEP, the teacher is required to report to the Sector Dean all cases of cheating and plagiarism affecting a student’s grade. (ISEP Section IV-C)
C.R.L.T. Literacy Statement: The C.R.L.T. Department considers basic components of literacy as defined by the College, to be an integral component of the competence of the C.R.L.T. students who graduate. Courses throughout our three-year program are geared to enhance a student's written and oral communication skills to at least the beginning level of professional competence.Each student must ensure that all his/her written assignments are clearly written as technical aspects such as spelling, grammar and punctuation reflect the overall presentation of a paper. Up to 15% will be deducted for technical aspects.
Religious Observances: Students who intend to observe religious holidays must inform each of their teachers in writing as prescribed in the ISEP Policy on Religious Observances. (ISEP Section III-D) If applicable a statement indicating any modifications to planned course activities resulting from the teacher’s own religious observances must be included as per ISEP Policy on Religious Observances (ISEP Section III-D). It must be emphasized, however, that this College policy should not be interpreted to mean that a student could receive credit for work not performed. It is the student’s responsibility to fulfill the requirements of any alternative arrangement.
ISEP: The Institutional Student Evaluation Policy (ISEP) is designed to promote equitable and effective evaluation of student learning and is therefore a crucial policy to read and understand. The policy describes the rights and obligations of students, faculty, departments, programs, and the College administration with regard to evaluation in all your courses, including grade reviews and resolution of academic grievance. The ISEP is available on the Dawson website.
Intensive Course Conflicts Statement: If a student is attending an intensive course, the student must inform the teacher, within the first two weeks of class, of the specific dates of any anticipated absences.
Course Costs: While there are no costs for textbooks, students may incur some costs for such aspects as transportation to and from their fieldwork placements. Students are encouraged to inquire budgetary policies within their placements.
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*Please note: The text set in italics under the above mentioned heading “Program and College Policies” is in compliance with the College ISEP Policy/ compulsory statements for course outlines.
Additional Points Specific to the Fieldwork:
Students must have official approval before beginning their placement. If unsure, they should check with the course instructor/coordinator of the second-year FWII Placements.
Note: (hours completed prior to approval will not be counted.)
Students must be aware that the placement may be terminated at any time if the College Supervisor, FWII Course Instructor/Coordinator, and CRLT Faculty feel it does not meet the objectives of the course.
Students are required to meet with their College Supervisor each week. Your College Supervisor may ask for forms may be requested at any point in time. Therefore it is to students’ benefit to keep up and maintain their fieldwork records.
Students are expected to do 6 hours each week for 15 weeks. At times, the Agency Supervisors request temporary modification based on their particular circumstances. Students in discussion with their respective supervisors will workout an equitable resolve while attempting to maintain or retain consistent hours. Students are expected to do 15 weeks however, if warranted, they may be completing their 90 hours a week or so before or after the term in consultation and in the permission of their College Supervisor.
As a general rule, other students may not supervise students.
No remuneration is permitted for this volunteer placement.
Special Types of Notifications and the Students Responsibility:
As a common courtesy, students are required to give at least two weeks notice to the College and Agency Supervisors before the completion of their 90 hours.
Students must notify in advance, their College and Agency Supervisors if they are ill and/or have a valid reason for not being able to attend their field placement.
Students must give advance notification to their Agency Supervisors if they are unable to attend to do a College Intensive Course. Students are expected to discuss how to make up any loss of hours.
Students must give advance notification to their College and Agency Supervisors if they plan not to attend their placement during their respective College Study Break.
Any students doing their placements in schools where these institutions have their own Study/Spring Break, Ped Days, and as a consequence, students will not be attending their placements on those days, must notify their College Supervisor.
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FIELDWORK II COMPETENCIES
No. 15
To develop recreational activities. O1AT CRLT Oct.21, 2000
Elements of the Competency
Learning Objectives Content
1. To analyze a request or need.
1.1 To interpret requests or needs
1.1.1 Types of needs (physical, social, emotional, economic, spiritual, intellectual)
1.2 To choose activities based on client objectives
1.2.1 Activity analysis, link needs to activities
1.3 To submit proposals for new or adapted activities
1.3.1 Written communication skills, word processing skills
2. To create new activities
2.1 To create and write up new activities based on client objectives including all required data and sound risk management strategies
2.1.1 Characteristics of clients, activity analysis, risk management, lesson planning, written communication skills, budget
2.2 To create and write up activities based upon special settings
2.2.1 Classroom, recreation agency, outdoor recreation facility
3. To adapt existing activities
3.1 To evaluate needs 3.1.1 Activity and skill analysis
3.2 To adapt activities based on client characteristics, material constraints or organizational constraints
3.2.1 Equipment, budgeting, different types of organizations
3.3 To establish conditions for the activity
3.3.1 Risk management
4. To try out scenarios for activities
4.1 To field test new/adapted activities
4.1.1 Presentation/leadership skills, programming skills
4.1.2 Various environments4.1.3 Various age categories
4.2 To identify aspects of the activity to be modified
4.2.1 Methods of observation
5. To evaluate the results
5.1 To analyze results based on objectives
5.1.1 Programming (goals, planning, evaluating, etc.), critical thinking
5.2 To identify and propose changes needed
5.2.1 Evaluation, proposal writing
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BIBLIOGRAPHY (in progress):
Boyd, N., (1973). Handbook of Recreational Games, New York, Dover Publications, Inc.
Edginton, Christopher R., Edginton, Susan R., Hudson, Susan D. & Hanson, Carole J. (2004). Leisure Programming: A service centered and benefits approach, Philadelphia, Saunders College, 4th ed.
Harris, F., (1982). Games.
Mood, D., Musker, F., Rink, J. (2007). Sports and Recreational Activities, McGraw Hill, 14th ed.
Rohnke, R., (1989). Cowstails and Cobras II: A guide to games, initiatives, ropes courses, and adventure curriculum, Kendall/Hunt Publishing Company.
Rohnke, R., (1984). Silver Bullets, A guide to initiative problems, adventure games and trust activities, Kendall/Hunt Publishing Company.
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AGENCY RESPONSIBILITIES
1. The Agency Supervisor is responsible to give clear guidelines, roles, and responsibilities.
2. The Agency and College Supervisors are responsible for the approval of the Special Project.
3. The Agency Supervisor is required to be available to the student on a regular basis for purpose of feedback on job performance and responsibilities.
4. The Agency Supervisor is required to complete Proposal Form(s), sign Monthly Time Sheets, write or jointly create with student the Special Project Form, and complete both Midterm/Final Evaluation forms.
5. The Agency Supervisor is asked to contact the College Supervisor for any concerns of students’ performance.
6. In consultation with the College Supervisor, the Agency Supervisor will recommend a grade for the student’s Practical (which includes Supervisory meetings).
COLLEGE RESPONSIBILITIES
1. The College is responsible to ensure that the placement is appropriate for each student.
2. The College is responsible to provide the necessary support and regular feedback to the student during the placement in order to ensure a positive learning experience.
3. The College Supervisor is required to contact the placement at the beginning to inquire and to confirm specific student tasks, supervision, and schedule.
4. The College Supervisor will make on-site visits to observe and assess the student's performance.
5. The College is ultimately responsible for the final grade of the student.
6. The College Supervisor works directly with students, with respect to any problems identified by the agency supervisor, and/or in the student's performance.
The College Supervisor is responsible for reading and providing feedback to their respective students about their weekly log, samples of plans/ work, timesheets, and as well, providing guidance and helping students make sense of their experience.
The College Supervisor is responsible for assessing the student's final log and Fieldwork II Package.
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APPENDICES
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Appendices ADawson College
Community Recreation and Leadership Training return to SECOND YEAR – FIELDWORK DATA SHEET (College Supervisor))
This is a point of reference for both you and your College Supervisor.
Date: ___________________
Student Name: ______________________________ ID: ____________________________________
Background in Brief1. 2nd SEMESTER, WINTER, 391-123-DW – FIELDWORK I:
Name of Placement: ________________________________________________________________
Duties were: ______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Please list any current certification(s), achievements, and/or recreation volunteer/work experience
(within past 3 years:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. List any ability(s) you are confident in:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Intentions
4. Are there any areas in recreation you hope and are expecting to explore in this placement? If so, please list areas of interest – (e.g., administration, special event planning, working with committees, leading of activities etc.…).
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. What goal would you like to achieve in this placement?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
1/17/13revised TT
Appendices B
Dawson CollegeCommunity Recreation and Leadership Training
Fieldwork II - 391-128-DW
CONTACTING A RECREATION AGENCY
1) Research and decide 2-3 choices of potential fieldwork placements.
2) Try to access some basic information on the agencies.
3) Prepare a short list of areas to cover during initial conversation.
- C.R.L.T. - first year student- 90 hours field experience (6 hours per week for 15 weeks)- Areas of interest- Previous experience (last placement)- When would be possible to set up meeting
4) Find out who you should be talking to - program director, volunteer coordinator.
5) Introduce yourself positively.
6) Explain background of program (C.R.L.T.)
7) Purpose of call - give some details.
8) Set up initial meeting.
9) Prepare for meeting.
Appendices C
Dawson CollegeCommunity Recreation and Leadership Training
Fieldwork II391-128-DW
To Fieldwork Supervisors:
This letter is to introduce ________________________, a second year student in the Community Recreation and Leadership Training program at Dawson College. This semester each student in second year is required to complete a 90-hour field placement.
We know some organizations that provide services in our field have recently initiated a process of checking the backgrounds of their staff and volunteers. If your organization wishes to do so for our field placement students, we request that you advise us so that we may inform them.
The placement experience is one of the most important components of our program. We strongly encourage our students to apply their theoretical and practical classroom learnings to their field placement setting.
If you should have any questions concerning the second-year fieldwork placement, please do not hesitate to contact me at (514) 931-8731 (5094).
Sincerely,
Toni TaylorSecond Year Fieldwork II CoordinatorCommunity Recreation and Leadership Training514-931-8731, extension 5094
_____________________
3040 Sherbrooke St. W., Westmount, Quebec H3Z 1A4; tel: 514-931-8731; fax: 514-931-3567
Appendices D
DAWSON COLLEGECOMMUNITY RECREATION LEADERSHIP & TRAINING (CRLT) DEPT.
PROPOSAL FORMDate:
Student Name:
Phone: Cell: Email: _____
Address: City: Postal Code:
Agency/Organization Name: Contact Person:
Phone: Alt Tel: Email: _______
Address: City: Postal Code:
Brief Description of Internship Responsibilities: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Note: Does your organization ask for any medical requirements or background checks for this fieldwork experience? If yes, please list: _________________________________________________________________________________________
_________________________________________________________________________________________Note: To Prospective Supervisors: Your signature will indicate your willingness to
receive the student. Before placement confirmation, the C.R.L.T. Department will consult with the agency.
Direct Supervisor's Name: Title:
(Please print)
Telephone: Email: I am willing to supervise and assist in the student evaluation of the Internship Program.___________________________ _____________________________________________________Signature of Agency Supervisor Signature of Student
Starting Date: _______________________Coordinator Signature:__________________________________
3040 Sherbrooke St. W., Westmount, Quebec H3Z 1A4; tel: 514-931-8731; fax: 514-931-3567
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Appendices E
Community Recreation and Leadership Training (CRLT)DAWSON COLLEGE
Fieldwork II (391-128-DW)SAMPLE JOB POSTING FORM
Students are asked to complete this form based on their actual field placement experience.
1. The position of the 2nd year student is: (e.g. recreation animator, after-school coordinator, special therapeutic
recreation program specialist)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. List of duties of this job: ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Expectations of this position: ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Types of Skills recommended for this job:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. The biggest challenge of the job:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Signature of Agency Supervisor: ___________________________________ Date: _____________________
Signature of Student: ___________________________________ Date: ______________________________
*Note: CRLT will keep this document to inform students researching placements in the future.
Appendices F Student Name: _________________________________________
TENTATIVE SPECIAL PROJECT PROPOSAL *This is a tool students should use for information and preparation for their project. Students should submit to their College Supervisor after the Agency Supervisor has endorsed it.
WHAT: (Briefly describe what the project is)
WHY: (Give a brief explanation of the purpose)
WHEN: (Date, time, duration of activity)
WHO: (Who are the participants)
WHERE: (Give place project is to be held)
HOW: (What supplies, materials will be needed? How will this be financed? What are the other special needs required by this project?)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Comment by Agency Supervisor:
__________________________ ____________ _______________________ _____________________Agency Signature of Approval Date Student Signature Faculty Signature
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Appendices G
(For College FWII Supervisor))Dawson College
Community Recreation Leadership Training
Fieldwork II - 391-128-DWSCHEDULE
________________________Semester - (W) & Year
STUDENT NAME: _________________________________ PHONE: ____________________ CELL: _____________________
E-MAIL: ___________________________________________________________________________________________________
AGENCY SUPERVISOR: ______________________________ TITLE: ______________________ PHONE: __________________
AGENCY NAME: ________________________________________ ADDRESS: _________________________________________
______________________________________________________________POSTAL CODE: __________________
HOUR MON. TUES. WED. THURS. FRI. SAT. SUN.
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
Appendices HFIELDWORK II
WEEKLY LOG FORM
NAME: ___________________________________ DATE: __________________ LOG # ________
Please check () the appropriate box. Log is on time late
My learnings for this week are:
My reflection(s) about this is:
My goal(s) for next week are:
Appendices I
Appendices JACTIVITY LESSON PLAN
Date: _________________________________ Equipment Needed (specify): _________________________________
Place: _________________________________ __________________________________________________________
Leader Name: __________________________ Number and Age Range of Participants: _______________________
Game Name: _________________________ _________________________________________________________
Type of Game: __________________________ Reference: ________________________________________________
Activity Procedure (How) Formation Estimated Time
Activity Procedure (How) Formation Estimated Time
* Learnings from Leading Game place on back.08/24/06 TT
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Appendices K DAWSON COLLEGECommunity Recreation and Leadership Training (CRLT) Program
391-128-DWSUPERVISED FIELD STUDY
MIDTERM AND FINAL ASSESSMENTS
SUPERVISOR’S COPY
STUDENT’S COPY
Name of Student ________________________________________________________
Date ________________________________________________________
Agency ________________________________________________________
Supervisor ________________________________________________________
The supervisor prior to the evaluation conference should complete this evaluation. It is imperative that the student also fills out his or her own self-evaluation form before the evaluation conference. The evaluation is a two-way process. Students should be asked for their evaluation on each criterion prior to the supervisors stating what their rating is. By each person contributing, the evaluation becomes a true learning experience for the student.
Please circle a numerical rating for each category and a brief comment/point of discussion when necessary to clarify the rating. Thank you.
_____________________________________________________________________________________
Please circle: 1 2 3 4 5 6 N/AUnsatisfactory Satisfactory Outstanding
NOTE: N/A = Not applicableUnsatisfactory = Performance is inadequate and unacceptableOutstanding = Meets top expectations; superior performance
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MID-TERM FINALSUBJECT AREA / RATING COMMENTS / POINTS
FOR DISCUSSION(use back if necessary)
SUBJECT AREA / RATING COMMENTS / POINTS FOR DISCUSSION
(use back if necessary)1) Punctuality and Attendance
1 2 3 4 5 6 N/A
1) Punctuality and Attendance
1 2 3 4 5 6 N/A
2) Personal Appearance (dresses appropriately)
1 2 3 4 5 6 N/A
2) Personal Appearance (dresses appropriately)
1 2 3 4 5 6 N/A
3) Dependability (can be counted on to carry out
tasks)
1 2 3 4 5 6 N/A
3) Dependability (can be counted on to carry out
tasks)
1 2 3 4 5 6 N/A
4) Initiative (works well independently, looks for and finds meaningful work)
1 2 3 4 5 6 N/A
4) Initiative (works well independently, looks for and finds meaningful work)
1 2 3 4 5 6 N/A
5) Creativity (generates and implements ideas) 1 2 3 4 5 6 N/A
5) Creativity (generates and implements ideas) 1 2 3 4 5 6 N/A
6) Motivational Skills (displays and generates enthusiasm in the job)
1 2 3 4 5 6 N/A
6) Motivational Skills (displays and generates enthusiasm in the job)
1 2 3 4 5 6 N/A
7) Self Confidence (demonstrates effective level)
1 2 3 4 5 6 N/A
7) Self Confidence (demonstrates effective level)
1 2 3 4 5 6 N/A
8) Sensitivity to Client Needs (analyzes the characteristics of clients and their recreational needs, etc.)
8) Sensitivity to Client Needs (analyzes the characteristics of clients and their recreational needs, etc.)
8
MID-TERM FINALSUBJECT AREA / RATING COMMENTS / POINTS
FOR DISCUSSION(use back if necessary)
SUBJECT AREA / RATING COMMENTS / POINTS FOR DISCUSSION
(use back if necessary) 1 2 3 4 5 6 N/A 1 2 3 4 5 6 N/A
9) Written Communications
1 2 3 4 5 6 N/A
9) Written Communications
1 2 3 4 5 6 N/A
10) Oral Communications
1 2 3 4 5 6 N/A
10) Oral Communications
1 2 3 4 5 6 N/A
11) Organizational Ability (tasks planned comprehensively and well ahead of time, etc.)
1 2 3 4 5 6 N/A
11) Organizational Ability (tasks planned comprehensively and well ahead of time, etc.)
1 2 3 4 5 6 N/A
12) Leadership Ability (activities, meetings, teaching,
etc.)
1 2 3 4 5 6 N/A
12) Leadership Ability (activities, meetings, teaching,
etc.)
1 2 3 4 5 6 N/A
13) Ability to Accept Constructive Criticism
1 2 3 4 5 6 N/A
13) Ability to Accept Constructive Criticism
1 2 3 4 5 6 N/A
14) Flexibility (adapts well to all situations)
1 2 3 4 5 6 N/A
14) Flexibility (adapts well to all situations)
1 2 3 4 5 6 N/A
15) Safety (manages health and safety risks)
1 2 3 4 5 6 N/A
15) Safety (manages health and safety risks)
1 2 3 4 5 6 N/A
9
MID-TERM FINALSUBJECT AREA / RATING COMMENTS / POINTS
FOR DISCUSSION(use back if necessary)
SUBJECT AREA / RATING COMMENTS / POINTS FOR DISCUSSION
(use back if necessary)
16) Ability to Promote Organization (oral, written, etc.) 1 2 3 4 5 6 N/A
16) Ability to Promote Organization (oral, written, etc.) 1 2 3 4 5 6 N/A
17) Used Office Technology Appropriately (computer, phone, fax, etc.)
1 2 3 4 5 6 N/A
17) Used Office Technology Appropriately (computer, phone, fax, etc.)
1 2 3 4 5 6 N/A
18) Overall Knowledge (shows overall knowledge of recreation philosophy, administration practices, and programming)
1 2 3 4 5 6 N/A
18) Overall Knowledge (shows overall knowledge of recreation philosophy, administration practices,
and programming) 1 2 3 4 5 6 N/A
*Supervisors will consult on the final assessment of students’ performances. Recommended Midterm grade_____/100 Recommended Midterm grade_____/100
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Additional Comments (Midterm Assessment)
A) Recommendation(s) for students to improve their performance in the 2nd half of their placements.
B) Student and Agency Supervisory Meetings:
1. How often did you meet?
2. Do you feel this was sufficient?__________________________________________________________________________________________________________________Additional Comments (Final Assessment) A) Are there any areas of improvement necessary to achieve a more successful performance in the future?
Thank You
Adapted from Internship ManualTT 07
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Appendices LFIELDWORK II
RECORD SHEET
NAME____________________________________ PLACEMENT _________________________________
Date
Proj.Hours
ActualHours
Diff.
Total
AccumulatedTotal
Using a pencil, complete the first 2 rows before the second week of your placement. Keep actual hours, difference and totals up to date. Bring with you to supervisory meetings.
Appendices M
FIELDWORK II PACKAGE391-128-DW
FINAL LOG AND FIELDWORK PACKAGE: An analysis of 90 hours
Part I:
In order to help you prepare for the final log it is strongly recommended to review evidence of all your
work efforts (e.g. weekly logs, lesson plans, special project(s)). Where possible, connect what you
have learned in the CRLT Program with your placement experience.
1) Provide an introduction of the agency, which describes the agency goals and/or objectives, clientele,
general description of the activities carried out in the organization.
2) Write your response to the following questions:
2.1 What have you come to understand about the role and responsibilities you carried out?
2.2 What do you feel was your greatest challenge of your fieldwork placement?
2.3 If you could redo anything you did, what would you do differently?
2.4 What was the most satisfying part of your placement?
2.5 What professional quality would you take from this experience?
Part II:
3) The following submissions must accompany the above Final Log:
3.1 Job Description (Appendices D)
3.2 Monthly Time Sheet (Appendices I)
3.3 Record Sheet (Appendices L)
3.4 Final Assessment (Appendices K) (Student and Agency Supervisor Copies)
3.5 Evaluation of Placement (Appendices N)
3.6 Any evidence and/or samples of work
3.7 Letter of reference written on official letterhead by your Agency Supervisor
1/20/13rev/tt
Criteria:
A Excellent Presentation of Final Log and Fieldwork II Package is clearly easy to (100-90) follow. Presentation reflects thoughtful consideration. Depth of Content
and analysis are clearly shown. All documentation has been submitted and well organized. It is on time. Proper cover page is given (title of paper, course name and number, student name and student identification number, course instructor, college supervisor, date of submission. Technical aspects such as spelling, positive tone, and sentence structure are evidence.
B Very Good Presentation of Final Log and Fieldwork II Package is easy to (89-80) follow. Presentation reflects consideration. Depth of Content
and analysis are shown. All documentation has been submitted and organized. It is on time. Proper cover page is given (title of paper, course name and number, student name and student identification number, course instructor, college supervisor, date of submission. Some technical aspects may need attention
C Good Presentation of Final Log and Fieldwork II Package is included. Some (79-70) inconsistency in organization and presentation may be seen.
Analysis is shown. All documentation has been submitted and organized. Submission and/or any of its parts may be up to 2 days late. Proper cover page is given (title of paper, course name and number, student name and student identification number, course instructor, college supervisor, date of submission may need some attention. Some inconsistencies may be evident in technical aspects.
D Poor Presentation of Final Log and Fieldwork II Package is included. Some (69-60) Inconsistency in organization, presentation, content, and/or analysis may be
seen. Some documentation may be missing. Submission and/or any of its parts may be up to 4 days late. Proper cover page is given (title of paper, course name and number, student name and student identification number, course instructor, college supervisor, date of submission may need some attention. Inconsistencies may be evident in technical aspects.
E Unsatisfactory Student did not meet the minimum criteria for passing this assignment (Below 60) specified above under the poor criteria, and/or did not submit Fieldwork II Package or any of its parts.
Appendices N- COMMUNITY RECREATION AND LEADERSHIP TRAINING
STUDENT EVALUATION OF FIELD PLACEMENT
Student's Name ___________________________________ Date ___________________
Agency __________________________________________
Address ___________________________________________, P.C. ______________________
Phone _____________________________ Contact person ______________________________
Brief description of responsibilities _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Positive Aspects of this Placement__________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Areas to be Improved on _________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Major Learnings _______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Fieldwork Supervision at Placement ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suggestions/Changes/Comments for Next Year _______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Overall Rating (1-10) _______ 1 5 10 Poor Average Excellent
"I hear, I know. I see, I remember. I do, I understand."
(Confucius, 551 BC-479)
3040 Sherbrooke St. W., Westmount, Quebec H3Z 1A4; tel: 514-931-8731; fax: 514-931-3567.http://www.dawsoncollege.qc.ca/programs/social-science-business-technologies/community-recreation-leadership-
training-crlt/program-home-page
