SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION

SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY
(SAFECOM)
REVISED 2023

Fieldwork education is a vital component in preparing students for entry level occupational therapy
practice. The role of the fieldwork educator (FWE) is to facilitate the progression from occupational
therapy student to entry-level practitioner. Competency in the role of the FWE promotes the
practitioner’s pursuit of excellence in working with students and ensures the advancement of the
profession.

PURPOSE
The SAFECOM was designed to be utilized by FWEs as a tool to provide a structure for self-reflection and
assessment of their perceived level of competence and to identify areas for further development and
improvement of their skills. It reflects occupational therapy domain and process as outlined in the
Occupational Therapy Practice Framework: Domain and Process Fourth Edition. The SAFECOM can be
utilized to support the development of the skills necessary for effective fieldwork supervision. Use of
this assessment tool is intended to be the foundation from which FWEs can create a professional growth
plan with specific improvement strategies and measurable outcomes to advance development in the
role of FWE. The SAFECOM is intended to be used for professional development only. It is not intended
to be used as a performance appraisal; however, the FWE may choose to include goals articulated in
their fieldwork educator professional development plan in their annual professional goals.

WHO SHOULD USE THE TOOL

The SAFECOM is designed to be used by FWEs at all levels of expertise who supervise students. While
the tool is primarily oriented toward occupational therapy practitioners (OTPs) who directly supervise
occupational therapy assistant (OTA) students and/or occupational therapy (OT) students during level II
fieldwork, it can easily be applied to the supervision of students during level I fieldwork and supervision
of non-occupational therapy students. It can also be utilized by other professionals in preparation for
and during clinical education supervision.

CONTENT
The SAFECOM includes the following features:
1. FWE competencies in the areas of professional practice, education, supervision, evaluation, and
administration.
2. Likert scale to aid in self-assessment.
3. Comment section to articulate personalized strengths and areas that need improvement.
4. A professional development plan template which can be used to articulate goals, and record and
track a plan of action for professional growth.

DIRECTIONS
FWEs should determine the relevance of each competency to the role of the OTP in their setting. Circle
the number on the Likert scale (see below) that correlates with the perceived level of competence for
each item. Some competency statements may not be applicable in every practice setting and/or state.
Refer to state and local guidelines and AOTA resources such as “Guidelines for Supervision, Roles, and
Responsibilities During the Delivery of Occupational Therapy Services. The comments section can be
used to highlight strengths, areas that need improvements, etc. Once the competencies are assessed it
is helpful to prioritize the competency areas that need improvement. Write objective goals with clear
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

timelines for each of the selected areas and identify realistic strategies that can be utilized to meet each
of the goals.

Likert Scale:

5 = High level of competence: Extensive knowledge, ability, and skill in the identified area.
4 = Moderately high level of competence: Good knowledge, ability, and skill in the identified area.
3 = Average level of competence: Some knowledge, ability, and skill in the identified area.
2 = Low level of competence: Minimal knowledge, ability, and skill in the identified area.
1 = No level of competence: No knowledge, ability, and skill in the identified area.

Occupational therapy practitioners are adept in assessing, planning, and implementing

practical and meaningful continuous quality improvement plans. It is this attribute, plus a
desire to support the growth of future practitioners, that motivates OTPs to seek methods for
gaining and maintaining their competence as FWE. We hope this tool is helpful in guiding
fieldwork educators on a journey of self-appraisal and professional development. It meets
the immediate need of defining basic competencies of fieldwork educators. It is in this spirit
that the SAFECOM was drafted and offered as a means for better serving the needs of
individuals and the future of occupational therapy education and practice.

Originally developed in 1997 by the COE Fieldwork Issues Committee.

Revised in 2009 by the Commission on Education:

René Padilla, PhD, OTR/L, FAOTA, Chairperson

Andrea Billics, PhD, OTR/L
Judith Blum, MS, OTR/L
Paula Bohr, PhD, OTR/L, FAOTA
Jennifer Coyne, COTA/L
Jyothi Gupta, PhD, OTR/L
Linda Musselman, PhD, OTR, FAOTA
Linda Orr, MPA, OTR/L
Abbey Sipp, OTS
Patricia Stutz-Tanenbaum, MS, OTR
Neil Harvison, PhD, OTR/L (AOTA Liaison)

Revised in 2023 by the Commission on Education Subcommittee:

Kelly A. Lavin, OTD, OTR/L

Pamela Karp, EdD, OTR/L, CHT
Tara Collins, DHS, OTR/L
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Key Definition Statement: The FWE demonstrates competencies in professional

PROFESSIONAL PRACTICE COMPETENCIES
knowledge, skills, and judgement in occupational therapy practice that supports
the client’s engagement in meaningful occupation.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
1. Uses a systematic approach to the occupational therapy process 5 4 3 2 1
(evaluation, intervention, and outcomes) that is science-driven and
focused on client factors, occupations, and contexts.
2. Skillfully collects, analyzes, and synthesizes information from the 5 4 3 2 1
client’s occupational profile and performance to develop client
centered goals and intervention plans, to implement occupational
therapy services, and to track and measure outcomes.
3. Considers occupational demands, contexts, environmental demands, 5 4 3 2 1
and client factors when determining feasibility and appropriateness
of interventions.
4. Understands clients’ concerns, occupational performance issues, and 5 4 3 2 1
safety factors when developing client-centered goals and for
participation in intervention.
5. Articulates the rationale and theoretical model, frame of reference 5 4 3 2 1
and/or therapeutic approach for occupational therapy services.
6. Integrates best available evidence, clinical, and professional 5 4 3 2 1
reasoning, and the client’s situation, preferences, and values, into
occupational therapy practice.
7. Demonstrates intradisciplinary collaboration between the OT/OTA to 5 4 3 2 1
provide evaluation, interpretation of data, intervention planning,
intervention, discharge planning, and documentation.
8. Collaborates with clients, colleagues, family/support system, staff 5 4 3 2 1
and other professions with respect, sensitivity, and professional
judgement.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Key Definition Statement: The FWE demonstrates competencies in professional

PROFESSIONAL PRACTICE COMPETENCIES
knowledge, skills, and judgement in occupational therapy practice that supports
the client’s engagement in meaningful occupation.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
9. Works to establish a collaborative therapeutic relationship that 5 4 3 2 1
values the client’s perspective including culture, diversity, values,
beliefs, health, and well-being as defined by the client.
10. Addresses psychosocial factors across practice settings as a reflection 5 4 3 2 1
of a client-centered approach.
11. Effectively manages and prioritizes client-centered services (e.g., 5 4 3 2 1
evaluation, intervention, documentation, team meetings, etc.) that
support occupation-based outcomes.
12. Incorporates legal, ethical, and professional issues that influence 5 4 3 2 1
practice (e.g., reimbursement, confidentiality, role delineation, etc.).
13. Articulates and implements OTA/OT role delineations that are 5 4 3 2 1
reflective of both the practice setting and state regulations.
14. Adheres to professional standards of practice and code of ethics as 5 4 3 2 1
identified by the American Occupational Therapy Association (AOTA)
and state regulatory boards.
15. Assumes responsibility for and pursues professional development to 5 4 3 2 1
expand knowledge and skills within the roles of clinician and
fieldwork educator (e.g., AOTA, Commission on Education, Education
Special Interest Section, continuing education, in-services,
mentorship, etc.).
16. Is knowledgeable regarding entry-level practice skills for the OTP. 5 4 3 2 1
17. Develops and implements a fieldwork educator professional 5 4 3 2 1
development plan.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

EDUCATION COMPETENCIES Key Definition Statement: The FWE facilitates the student’s development of
professional clinical reasoning and its application to entry-level practice.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
1. Provides ongoing assessment of a student's individual learning needs 5 4 3 2 1
based on review of the academic curriculum design, OTA/OT roles,
prior professional experiences, and the student’s current
performance level.
2. Develops site specific learning goals through collaboration with the 5 4 3 2 1
academic program.
3. Sequences learning experiences to grade progression toward entry- 5 4 3 2 1
level practice.
4. Facilitates student-directed learning within the parameters of the 5 4 3 2 1
fieldwork environment.
5. Maximizes opportunities for learning by using planned and 5 4 3 2 1
unplanned experiences within the fieldwork environment.
6. Uses a variety of instructional strategies to facilitate students’ 5 4 3 2 1
clinical skills development, critical thinking, and professional
reasoning (e.g., role modeling, co-intervention, videotaping, etc.).
7. Adapts educational and teaching approaches to work effectively 5 4 3 2 1
with all students, including students with disabilities and those
requiring accommodations.
8. Demonstrates an understanding of individual student learning styles 5 4 3 2 1
to adapt teaching approaches for diverse student populations.
9. Guides student integration of therapeutic concepts and skills (e.g., 5 4 3 2 1
facilitates discussions to elicit clinical/professional reasoning,
convert practice situations into learning experiences, and/or to
process personal feelings/values that interface with practice).
10. Identifies resources and provides reference materials to promote 5 4 3 2 1
student professional development and use of evidence-based
practice (e.g., publications, texts, videos, internet, etc.).
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

EDUCATION COMPETENCIES Key Definition Statement: The FWE facilitates the student’s development of
professional clinical reasoning and its application to entry-level practice.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
11. Uses evidence-based research to guide student performance and 5 4 3 2 1
learning as an effective teaching strategy.
12. Facilitates student self-reflection and self-assessment throughout 5 4 3 2 1
fieldwork and the evaluation process to promote the development
of empathy, acceptance, perspective, communication, and clinical
reasoning.

Key Definition Statement: The FWE student achievement of entry-level practice

SUPERVISION COMPETENCIES through a student-centered approach
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
1. Understands and utilizes various supervision models to facilitate 5 4 3 2 1
student performance and professional behaviors.
2. Presents clear expectations of performance, at the start and
throughout the fieldwork experience, that is appropriate to entry
level OT practice defined by respective OT/OTA role delineation,
level of fieldwork placement, practice setting, etc.
3. Anticipates and prepares students for challenging situations found
within the complexity of the current healthcare system, and
multifaceted environments in which OTPs practice.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Key Definition Statement: The FWE student achievement of entry-level practice

SUPERVISION COMPETENCIES through a student-centered approach
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
4. Provides the student with prompt, direct, specific, and constructive
feedback throughout the fieldwork experience.
5. Provides and adapts the level of supervision to facilitate students’
development and progression toward entry level competence as
appropriate to the client and setting.
6. Explores and implements a variety of strategies to communicate
with and provide feedback to promote student clinical and
professional development.
7. Understands and self-reflects upon personal communication style
and supervision approach and demonstrates the ability to adapt
style and approach based on student’s learning needs.
8. Recognizes potential issues of concerns in the supervisory
relationship and initiates appropriate interactions to resolve
conflict.
9. Creates an environment in which students feel safe to provide
constructive feedback and voice concerns.
10. Recognizes when students are encountering learning challenges and
collaborates with the student and academic fieldwork coordinator to
modify learning goals and/or environments as needed to facilitate
student success.
11. Models appropriate professional behaviors when interacting with
students, clients, and peers.
12. Consults with academic programs, and other FWEs to develop
creative learning experiences for the student.
13. Understands and abides by current federal, state, and local policies
regarding supervision of students.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Key Definition Statement: The FWE evaluates student performance to achieve

EVALUATION COMPETENCIES
entry-level practice in the fieldwork setting.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
1. Reviews expectations and evaluation methods with the 5 4 3 2 1
student at the start of FW, midterm and at final. This includes
review of fieldwork goals and objectives, and methods for
assessing entry level practice readiness, (e.g., AOTA Fieldwork
Performance Evaluation (FWPE) or alternative evaluation tool).
2. Assesses student according to performance standards based 5 4 3 2 1
on objective information (e.g., direct observation, discussion
with student, review of student's documentation, observation
by others).
3. Assesses student's performance based on appropriate OTA/OT 5 4 3 2 1
entry-level roles of the fieldwork practice setting.

4. Utilizes the evaluation process to advise and guide the student 5 4 3 2 1

regarding opportunities for growth and progression towards
meeting site-specific objectives and attaining entry level
competency.
5. Understands the purpose, scope and scoring criteria of the 5 4 3 2 1
current AOTA FWPE or other identified evaluation tool to
objectively measure student performance and provide
feedback.
6. Completes and reviews all evaluations regarding student 5 4 3 2 1
performance (e.g., AOTA FWPE, Fieldwork Experience
Assessment Tool, etc.) with the student at midterm and final
evaluation in a timely manner.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Key Definition Statement: The FWE evaluates student performance to achieve

EVALUATION COMPETENCIES
entry-level practice in the fieldwork setting.
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
7. Guides the student in the use of feedback provided by the 5 4 3 2 1
supervisor on the fieldwork performance evaluation tool, as a
method of promoting self-reflection, and continued
professional growth and development.
8. Documents student's fieldwork performance recognizing 5 4 3 2 1
ethical and legal rights (e.g., due process, confidentiality,
American with Disabilities Act, integrity, etc.).

ADMINISTRATION COMPETENCIES Key Definition Statement: The FWE develops and/or implements an organized
fieldwork program in keeping with legal and professional standards and
environmental factors (physical, social, and cultural).
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
1. Communicates and collaborates with the academic programs 5 4 3 2 1
to ensure consideration and integration of the academic
curriculum design during fieldwork.
2. Implements a model fieldwork program that includes site 5 4 3 2 1
specific student learning objectives and supports the
curriculum of the academic program.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

ADMINISTRATION COMPETENCIES Key Definition Statement: The FWE develops and/or implements an organized
fieldwork program in keeping with legal and professional standards and
environmental factors (physical, social, and cultural).
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
3. Collaborates with fieldwork site administration and staff to 5 4 3 2 1
develop and implement the student fieldwork program.
4. Designs and implements the fieldwork program in 5 4 3 2 1
collaboration with the academic programs served and in
accordance with current ACOTE standards for Level I and Level
II fieldwork.
5. Ensures that the fieldwork program respects student diversity, 5 4 3 2 1
promotes equitable access, and provides the necessary
support to foster the full participation of all students.
6. Documents and provides students with an organized, 5 4 3 2 1
systematic fieldwork program (e.g., fieldwork manual, student
expectations & goals, assignments, weekly sequence of
expectations, etc.).
7. Ensures the provision of regularly scheduled meetings with the 5 4 3 2 1
student to guide the fieldwork experience, (e.g., provide
feedback, discuss performance, and expectations).
8. Is knowledgeable in legal and health care policies that directly 5 4 3 2 1
influence fieldwork within the practice setting.
9. Defines the roles, essential functions and/or technical 5 4 3 2 1
standards of a fieldwork student, in compliance with legal and
accreditation standards (e.g., ADA, Family Education Rights and
Privacy Act, Joint Commission, fieldwork agreement,
reimbursement mechanism, state regulations, etc.).
10. Ensures that student work areas are safe, accessible, and 5 4 3 2 1
appropriate to the fieldwork site.
 SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

ADMINISTRATION COMPETENCIES Key Definition Statement: The FWE develops and/or implements an organized
fieldwork program in keeping with legal and professional standards and
environmental factors (physical, social, and cultural).
The FWE: Competence Level Comments

Moderate

Average

None
High

Low
11. Provides students with a complete orientation to the fieldwork 5 4 3 2 1
site (e.g., policies, procedures, student expectations, and
responsibilities, etc.) at the start of the fieldwork experience.
12. Requires student compliance with the fieldwork site policies 5 4 3 2 1
and procedures (HIPAA, OSHA regulations), mission, goals,
philosophy, and safety standards.
13. Submits all required fieldwork documents to the academic 5 4 3 2 1
program in a timely manner to ensure current data is available
(e.g., fieldwork evaluation, fieldwork agreements, fieldwork
data form, etc.).
14. Conducts ongoing fieldwork program evaluations and monitors 5 4 3 2 1
changes in the program with student and staff input (e.g.,
Student Evaluation of Fieldwork Experience, Self-Assessment
Tool for Fieldwork Competencies, etc.).
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

FIELDWORK EDUCATOR PROFESSIONAL DEVELOPMENT PLAN

Name: ________________________________________ Date: _______________________________

Identified Strengths: Planned Activities to Address Identified Goals

PARTICIPATION IN VARIOUS SUPERVISION MODELS

ENROLLING IN FORMAL ACADEMIC COURSEWORK

DEVELOP/DELIVER PROFESSIONAL PRESENTATION

MENTORING OR SEEKING MENTORSHIP

ATTENDING CONTINUING EDUCATION
ENGAGING IN INDEPENDENT STUDY

COLLABORATION WITH AFWC

ACTIVITIES/PUBLICATIONS
ENGAGING IN SCHOLARLY
Areas for Potential Growth:

OTHER
PROFESSIONAL PRACTICE Target Completion
COMPETENCY GOALS: Date Date

Target Completion
EDUCATION COMPETENCY Date Date
GOALS:
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Target Completion
SUPERVISION COMPETENCY Date Date
GOALS:

Target Completion
EVALUATION COMPETENCY Date Date
GOALS:

Target Completion
ADMINISTRATION Date Date
COMPETENCY GOALS:
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Revised in 2023 by:

Kelly A. Lavin, OTD, OTR/L

Pamela Karp, EdD, OTR/L, CHT
Tara Collins, DHS, OTR/L
Rebecca L Simon, EdD, OTR/L, FAOTA

For the Commission on Education:

André Johnson OTS, COTA/L, Chairperson
Angela Atkins, OTR
Sarah Bream, OTD, OTR/L
Megan Edwards Collins, PhD, OTR, FAOTA, CAPS, CFPS
Alexis DuBose, OTS
Beth Ekelman PhD, JD, OTR/L
Bryan Gee PhD, OTD, OTR/L, BCP, CLA
Erika Kemp, OTD, OTR/L, BCP
Constance Messier, OTD, OTR/L
Efekona Nuwere EdD, OTR/L
Mary Kim Qualls, OTD, MS, OTR/L
Kenyatha Richardson, BS, OTA/L
Michelle Saksa OTD, OTR, CHT, GTS
Rebecca L Simon, EdD, OTR/L, FAOTA
Neil Harvison, PhD, OTR, FNAP, FAOTA, AOTA Staff Liaison
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

References
Accreditation Council for Occupational Therapy Education. (2022, August). 2018 Standards and

Interpretive Guide. ACOTE Accreditation Standards – ACOTE (acoteonline.org)

American Occupational Therapy Association. (2009). Specialized knowledge and skills of

occupational therapy educators of the future. American Journal of Occupational

Therapy,63(6), 804-818. https://doi.org/10.5014/ajot.63.6.804

American Occupational Therapy Association. (2016). OT/OTA student supervision and

Medicare requirements. https://www.aota.org/education/fieldwork/medicare-

requirements-for-student-supervision

American Occupational Therapy Association. (2018). Fieldwork Level II and occupational

therapy students. American Journal of Occupational Therapy, 72(Suppl. 2), 1-3.

https://doi.org/10.5014/ajot.2018.72S205

American Occupational Therapy Association. (2018) Fieldwork education module 1: Preparing

to become a fieldwork educator. American Occupational Therapy Association Continuing

Education.

American Occupational Therapy Association. (2018) Fieldwork education module 2: Working

with OT and OTA students during level I and level II fieldwork. American Occupational

Therapy Association Continuing Education.

American Occupational Therapy Association. (2018) Fieldwork education module 3: Fieldwork

career paths. American Occupational Therapy Association Continuing Education.

American Occupational Therapy Association. (2022). Occupational therapy fieldwork

education: Value and purpose. American Journal of Occupational Therapy, 76(Suppl. 3),

1-3. https://doi.org/10.5014/ajot.2022.76S3006
SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

American Occupational Therapy Association (2020). Occupational therapy practice framework:

Domain and process (4th edition). American Journal of Occupational Therapy, 74(Suppl. 2),

821-882, https://doi.org/10.5014/ajot.2020.74S2001

American Occupational Therapy Association. (2020) Guidelines for supervision, roles, and

responsibilities during the delivery of occupational therapy services, American Journal of

Occupational Therapy, 76(Suppl. 3), 1-7. https://doi.org/10.5014/ajot.2020.74S3004

American Occupational Therapy Association. (2020). Occupational therapy code of ethics.

Bethesda, American Journal of Occupational Therapy, 74(Suppl. 3), 1-13.

https://doi.org/10.5014/ajot.2020.74S3006

Brown, Yu, Hewitt, Cousland, & Etherington. (2022). Professionalism, resilience, and

reflective thinking: How do these influence occupational therapy student outcomes?

Occupational Therapy in healthcare. 36(4), 327-352.

https://doi.org/10.1080/07380577.2021.1978606

Costa, D. (Ed.) (2015). Essential guide to occupational therapy fieldwork education: Resources for

today’s educators and practitioners 2nd edition. American Occupational Therapy Association.

Costa, D. (2007) Clinical supervision in occupational therapy: A guide for fieldwork and practice

American Occupational Therapy Association.

Dunn, L. S., Arias, S., Beyer, A., Hermes, E., & Radcliff, S. (2020). Student Perspectives of the

Effective Behaviors of Occupational Therapy Level II Fieldwork Educators. Journal of

Occupational Therapy Education, 4 (4). https://doi.org/10.26681/jote.2020.040408

Napier, B. (2011). Occupational therapy fieldwork survival guide: A student planner. American

Occupational Therapy Association. DOI: 10.7139/2017.978-1-56900-418-0

SELF-ASSESSMENT TOOL FOR FIELDWORK EDUCATOR COMPETENCY

Potvin, M., Coviello, J. M., Rothacker, E., Taylor, C., Pettigrew, T., Thomas, M., & Lockhart-

Keene, L. (2021). Clinical and Professional Reasoning Development in Level II Fieldwork:

Occupational Therapy Assistant Students’ Perception. Journal of Occupational Therapy

Education, 5 (3). https://doi.org/10.26681/jote.2021.050311