Planning for Completion or Transition: Facilitates endings and transitions to clinical and/or administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/or project success. Improvement Desired Competence Mastery Lacks sufficient capacity Generally plans, Demonstrates Unable to to plan, prioritize, prioritizes, manages time, exceptional planning, assess organize, manage time, organizes self; meets prioritization, time and/or meet deadlines most deadlines management, and organization skills; always completes work in advance or on time Avoids thinking about or Thinks about and plans Thoroughly plans for Unable to planning for transitions for endings in advance, endings and transitions assess anticipates most needs from the beginning, anticipating and meeting all needs Fosters dependency Promotes appropriate Actively fosters Unable to when unnecessary or level of independence independence and/or assess unhelpful; communicates and/or sustainability sustainability; affirms the pessimism worth and dignity of elders Client or administrative Communicates Makes certain client or Unable to project needs go unmet sufficiently to most administrative project assess because of failure to affected parties during needs are communicate transitions Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to planning for completion or transition? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area:
Planning for Completion or Transition: Facilitates endings and transitions to clinical and/or administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/or project success. Improvement Desired Competence Mastery Lacks sufficient capacity to plan, prioritize, organize, manage time, and/or meet deadlines Generally plans, prioritizes, manages time, organizes self; meets most deadlines Demonstrates exceptional planning, prioritization, time management, and organization skills; always completes work in advance or on time Unable to assess Avoids thinking about or planning for transitions Thinks about and plans for endings in advance, anticipates most needs Thoroughly plans for endings and transitions from the beginning, anticipating and meeting all needs Unable to assess Fosters dependency when unnecessary or unhelpful; communicates pessimism Promotes appropriate level of independence and/or sustainability Actively fosters independence and/or sustainability; affirms the worth and dignity of elders Unable to assess Client or administrative project needs go unmet because of failure to communicate Communicates sufficiently to most affected parties during transitions Makes certain client or administrative project needs are Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to planning for completion or transition? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery Assign a number to the nearest .50 increment: Unable to Assess Student strengths or accomplishments: Specific ways student could enhance or improve competency in this area: