Graduate Teaching Area Program Blueprints – ADAPTED FOR SOCIAL WORK

Section A

IHE / UNC Charlotte
Program Area / master’s social work (school) – “M” level licensure
Delivery method / Face to Face
IHE Contact Name / Dr. Laura Hart
IHE Contact Email /
IHE Contact Phone / 704-687-8189

A description of how the proposed program reflects the Standards for NC School Social Workers. Institutions may provide this description in a narrative or use Tables A1 and A2 (pp. 12-14)

Please note: there is no template currently available for a blueprint in School Social Work. UNC Charlotte has adapted the current template available for the Master’s in Social Work (School) degree program. As social work is not a teaching degree program, no number of required evidences for this program has been stipulated. Graduates of this program currently complete coursework at UNC Charlotte and send their licensure applications to UNC Chapel Hill for licensure processing. Given that our candidates are receiving licensure recommendations in this manner, we have developed this blueprint based on the current program of study. See additional details below.

UNC Charlotte’s Master’s in Social Work (MSW) program began in 2000, about 10 years into the region’s period of rapid growth. In only 15 years, the MSW program has begun to achieve national prominence. In opinion polling by U.S. News and World Report, UNC Charlotte’s MSW program ranked 66th, which places it in the top 25% of all MSW programs (U.S. News and World Report, 2012). It was the second highest ranked program in North Carolina, after the MSW program at the UNC flagship campus in Chapel Hill.

While this program is well-established at UNC Charlotte, the program is not currently approved to offer the School Social Work license. Due to a variety of factors, a blueprint for licensure approval from UNC Charlotte has never submitted. Currently, program completers for school Social Work at UNC Charlotte send documentation of degree completion and School Social Work requirements to UNC Chapel Hill for verification and submission of licensure paperwork to NC DPI. While UNC Charlotte faculty are most grateful to our colleagues at sister institutions for their assistance in this work, the faculty believe it is appropriate at this time to seek licensure approval for the program at UNC Charlotte directly. Given the stability of the program and UNC Charlotte’s history of producing highly effective school social work graduates, offering licensure options locally through the UNC Charlotte licensure office is a logical next step. These candidates are already receiving School Social Work licensure; UNC Charlotte faculty seek to reduce undue burdens on candidates by offering licensure directly from our campus. It is with this goal in mind that we submit this blueprint requesting that candidates who successfully complete the Master’s in Social Work with a school social work concentration at UNC Charlotte receive a recommendation for an “M” level School Social Work license.

Table A2. Narrative Description of How the Program Addresses the Standards.

The MSW curriculum incorporates the core competencies presented in the Council on Social Work Education’s 2008 Educational Policy and Accreditation Standard 2.1.1 through EP 2.1.10(d). Students admitted to the program have undergraduate liberal arts and science preparation. A liberal arts and sciences background prepares students to understand the historical, socio-economic, and political forces that influence the development of social welfare policy, as well as the contributions of sociological, psychological, and biological theory to social work engagement, assessment, intervention, and evaluation.

The MSW curriculum represents a deep study into the field, and moves beyond the foundational knowledge of the Bachelor’s degree. Candidates in the MSW program complete a two semester internship experience in a school setting, and their internship field placements are with school social workers holding a Master’s degree in Social Work or higher. The curriculum is comprised of advanced level Social Work courses and a total of at least 900 hours within two different field placement settings is required. Each field placement is completed for two consecutive semesters. For example: An MSW student completes their first placement within one setting from Aug-May, completing at least 450 hours and then the MSW student completes a second placement in a different setting the following Aug-May and completes the remaining 450 hours.

Content / How Addressed in the Program /
Standard 1: School Social Workers Demonstrate Leadership / In the MSW program, candidates take four courses which are targeted to develop School Social Worker leadership: SOWK 6141: Foundations of Social Work, SOWK 6242: Advocacy and Policy Change, and SOWK 7222: Advanced Social Work Practice with Communities & Organizations I, and SOWK 7010 School Social Work (for additional information, see Section C-3, Evidence 2). These courses build a foundation for candidates to build leadership and advocacy skills as they move through the program. The assignments completed in these courses are aligned with Standard 1. These include a Professionalism course grade, Ethics and Power in Organizations, and Leadership Development Plan. In these assignments, candidates are asked to apply critical thinking in order to analyze ideological definitions of social problems, society's policy responses to social problems, and the professional goals of the social work profession.
MSW students are also evaluated in the field on Standard 1 as well. Standard 1 is established through an internship evaluation (see Section C-3, Evidence 1) based on the 2008 Educational Policy and Accreditation Standards. During the internship, Field Instructors evaluate students on their ability to apply the leadership skills they have learned in their program coursework in an authentic school social work setting. In particular with regard to leadership, candidates are rated on their ability to attend to the changing needs of their client population to provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services in a school setting.
A detailed description of the evaluation rubric (including alignment to Standard 1) is available in section C-3 (Evidence 1). By the end of the program, candidates have not only developed leadership skills appropriate to school social workers, but have proficiently established their ability to provide those skills in a real-world context.
Standard 2: School Social Workers Promote a Respectful Environment for Diverse Populations / MSW students take eight courses which are targeted to assist students will developing the skills needed to promote a respectful environment for diverse populations: SOWK 6121: Social Work Practice-Theories and Skills, SOWK 6131: Social Work Research, SOWK 6141: Foundations of Social Work, SOWK 6151: Social Work, Social Justice, and Diversity, SOWK 6212: Advanced Social Work Practice with Individuals, SOWK 7010: School Social Work, SOWK 7125: Advanced Practice with Groups and Families, and SOWK 7223: Advanced Social Work Practice with Communities & Organizations II (for additional information, see Section C-3, Evidence 2). These courses build a foundation for understanding diversity and working with vulnerable populations. The assignments completed in these courses are aligned with Standard 2. These include Social Problems and Vulnerable Populations Paper, Weekly Journals, Artifact and Reflection on Privilege assignments. In these assignments, students are asked to reflect on their own biases/assumptions. In addition, students are asked to identify strategies to combat oppression.
MSW students are also evaluated in the field on Standard 2. Standard 2 is established through an internship evaluation (see Section C-3, Evidence 1) based on the 2008 Educational Policy and Accreditation Standards. During the internship, Field Instructors evaluate students on their ability to effectively work with diverse population within an authentic school social work setting.
A detailed description of the evaluation rubric (including alignment to Standard 2) is available in section C-3 (Evidence 1). By the end of the program, candidates have not only developed the skills needed to effectively work with diverse populations, but have proficiently established their ability to provide those skills in a real-world context.
Standard 3: School Social Workers Apply the Skills and Knowledge of Their Profession Within Educational Settings / MSW students take four courses which are targeted to assist students will applying their skills and knowledge within educational settings: SOWK 6121: Social Work Practice-Theories and Skills, SOWK 6212: Advanced Social Work Practice with Individuals, SOWK 7010: School Social Work, SOWK 7222: Advanced Social Work Practice with Communities & Organizations I (for additional information, see Section C-3, Evidence 2). These courses introduce students to and advance development of applying macro systemic theory, including conflict theory, feminist theory, empowerment theory, and theories on assimilation, acculturation, and cultural divergence. Assignments completed in these courses are aligned with Standard 3. These include the completion of Weekly Journals, Intervention Proposals, and Triad Practice Module assignments. Students are asked to apply Social Work knowledge when working with vulnerable populations.
MSW students are also evaluated in the field on Standard 3. Standard 3 is established through an internship evaluation (see Section C-3, Evidence 1) based on the 2008 Educational Policy and Accreditation Standards. During the internship, Field Instructors evaluate students on their ability to apply social work skills they have learned in their program coursework in an authentic school social work setting.
A detailed description of the evaluation rubric (including alignment to Standard 3) is available in section C-3 (Evidence 1). By the end of the program, candidates have not only developed practice skills that are appropriate to school social workers, but have proficiently established their ability to provide those skills in a real-world context.
Standard 4: School Social Workers Support Student Learning / MSW students take four courses which are targeted to assist them to learn how to effectively support student learning: SOWK 6121: Social Work Practice-Theories and Skills, SOWK 7125: Advanced Practice with Groups and Families SOWK 7222: Advanced Social Work Practice with Communities & Organizations I, SOWK 7223: Advanced Social Work Practice with Communities & Organizations II (for additional information, see Section C-3, Evidence 2). These courses allow for the continued development of students’ skills that will enable them to support student learning. The assignments completed in these courses are aligned with Standard 4. These include Weekly Journals, and Triad Module assignments.
MSW students are also evaluated in the field on Standard 4. Standard 4 is established through an internship evaluation (see Section C-3, Evidence 1) based on the 2008 Educational Policy and Accreditation Standards. During the internship, Field Instructors evaluate students on their ability to support student learning in an authentic school social work setting.
A detailed description of the evaluation rubric (including alignment to Standard 4 is available in section C-3 (Evidence 1). By the end of the program, candidates have not only developed leadership skills appropriate to school social workers, but have proficiently established their ability to provide those skills in a real-world context.
Standard 5: School Social Workers Actively Reflect on Their Practice / MSW students take five courses which are targeted to assist students with practicing self-reflection with their work as a Social Worker: SOWK 6121: Social Work Practice-Theories and Skills, SOWK 6131: Social Work Research, SOWK 6232: Practice and Program Evaluation, SOWK 7125: Advanced Practice with Groups and Families, and SOWK 7651: Synthesis and Reflection (for additional information, see Section C-3, Evidence 2). These courses allow students to integrate practice and evaluation within the scope of the Social Work profession. The assignments completed in these courses are aligned with Standard 5. These include Artifact, Research Article Critique, Effectiveness of Group Approach in Your Chosen Field of Practice, Ethical/Cultural Practice, and Critically Reflective assignments. These assignments ask students to identify, locate, and evaluate the most relevant sources and information for social work practice in their respective areas of expertise
MSW students are also evaluated in the field on Standard 5. Standard 5 is established through an internship evaluation (see Section C-3, Evidence 1) based on the 2008 Educational Policy and Accreditation Standards. During the internship, university supervisors evaluate students’ ability to evaluate their own practice within an authentic school social work setting.
A detailed description of the evaluation rubric (including alignment to Standard 5) is available in section C-3 (Evidence 1). By the end of the program, candidates have not only developed self-reflection appropriate to school social workers, but have proficiently established their ability to provide those skills in a real-world context.

Section B

A description of how public school/community partners are involved in the design, delivery, and evaluation of the program (1-2 pages maximum).

UNC Charlotte’s Master’s in Social Work (MSW) program began in 2000, about 10 years into the region’s period of rapid growth. In only 15 years, the MSW program has begun to achieve national prominence. In opinion polling by U.S. News and World Report, UNC Charlotte’s MSW program ranked 66th, which places it in the top 25% of all MSW programs (U.S. News and World Report, 2012). It was the second highest ranked program in North Carolina, after the well-established MSW program at the UNC flagship campus in Chapel Hill.

The UNC Charlotte School of Social Work is actively engaged in creating policies and processes that support a diverse, accessible, and inclusive environment. From diverse representation on our Community Advisory and Field Advisory Boards to processes that augment formal policies in the recruitment and retention of a student body and faculty, the School of Social Work demonstrates its commitment to an environment that facilitates the development of the professional values of social justice and the dignity and worth of every person.

The members of the Community Advisory Board (CAB) and the Field Advisory Board (FAB) are representative of community social service agencies. On the CAB, professionals from Mecklenburg and surrounding counties, representing government and nonprofit agencies, are actively encouraged to provide community and professional feedback to the School’s programs. The Field Advisory Board represents 11 major areas in the field including representation from school social work (Charlotte-Mecklenburg School System), veteran support, behavioral health services, hospital-based, and Aging services. The CAB as well as the FAB includes BSW and MSW student representatives. These groups routinely provide advisory information about our programs to faculty and their suggestions are implemented into the continuous improvement efforts.

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