Purpose: The lack of availability of properly trained field instructors is a critical problem for social work education (Skolnik, 1999). The literature and practical field experience support the concept of professional growth of field instructors as they engage in teaching students. Although field instruction is a critical component of social work education, the literature does not explicate what skills are essential to being a competent field instructor, or how to assess, enhance, and evaluate those competencies. The objective of this study was to further refine and standardize an instrument designed to assess self evaluated field instructor supervision/teaching competencies.

Methods: The researchers developed a list of supervision competencies from suggestions provided by focus groups and pilot tested an instrument with field instructors (n=718) from fifteen social work programs. The items were analyzed using a factor analysis with a Varimax rotation and items dropped and added based on Eigen values and written feedback provided by respondents. Twenty new schools participated in the second administration of the instrument with an (n=857). Some schools used an electronic version of the instrument posted on the internet (http://cosw.sc.edu/field/survey)and others submitted a paper version.

Results: The results indicated that there are core supervision competencies that all social work field instructors should possess as they engage students in the field education program.

Implication: Knowledge obtained from this research has utility for strengthen the field component and assessing field instructors' level of supervision/teaching competency. It also assists in targeting training to those areas which need the most attention. It may be used as an accreditation and evaluation tool.