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Level II Fieldwork

Level II Fieldwork Standards

The “Standards for an Accredited Educational Program for the Occupational Therapist”, as defined by the Accreditation Council for Occupational Therapy Education (ACOTE) require that the Fieldwork site and the Occupational Therapy education program meet the following standards:

  • Standard C.1.1: Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design, in collaboration with faculty, so that fieldwork experiences in traditional, nontraditional, and emerging settings strengthen the ties between didactic and fieldwork education.
  • Standard C.1.3: Document that academic and fieldwork educations agree on established fieldwork objectives prior to the start of the fieldwork experience, and communicate with the student and fieldwork educator about progress and performance throughout the fieldwork experience. Ensure that fieldwork objectives for all experiences include a psychosocial objective.
  • Standard C.1.4: Ensure that the ratio of fieldwork educators to students enables proper supervision, and provides protection of consumers, opportunities for appropriate role modeling of occupational therapy practice, and the ability to provide frequent assessment of student progress in achieving stated fieldwork objectives.
  • Standard C.1.6: The program must have evidence of valid memoranda of understanding in effect and signed by both parties from the onset of the Level I fieldwork and the Level II fieldwork if it involves an entity outside of the academic program.
  • Standard C.1.7: At least one fieldwork experience (either Level I or Level II) must address practice in behavioral health, or psychological and social factors influencing engagement in occupation.
  • Standard C1.10: Require a minimum of 24 weeks’ full-time Level II fieldwork. This may be completed by the fieldwork placement in accordance with the fieldwork placement’s usual and customary personnel policies, as long as it is at least 50% of an FTE at that site. The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice if it is reflective of more than one practice area, or in a maximum of four different settings.
  • Standard C.1.11: Document and verify that the student is supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of 1 year full-time (or its equivalent) of practice experience as a licensed or otherwise regulated occupational therapist prior to the onset of the Level II fieldwork. Ensure that the student supervisor is adequately prepared to serve as a fieldwork educator prior to the Level II fieldwork. The supervising therapist may be engaged by the fieldwork site or by the educational program.
  • Standard C.1.13: Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client's condition, and the ability of the student to support progression toward entry-level competence.
  • Standard C.1.15: Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student or equivalent).



Level II Fieldwork Objectives

The objectives for the Level II Fieldwork for the University of South Alabama Occupational Therapy students are listed below. The student will:

  1. Develop entry-level competencies for the Level II fieldwork by the end of the experience (entry level competence is defined as achieving the minimal passing score or above on the AOTA Level II Fieldwork Performance Evaluation);
  2. Assume full client caseload, as defined by fieldwork site, by end of experience;
  3. Demonstrate appropriate professional behaviors (dress, confidentiality, promptness, choice of language, ethics, professional judgment, handling, etc.);
  4. Demonstrate ability to establish and maintain an effective relationship with client, patient, staff and significant others;
  5. Demonstrate the ability to evaluate the client’s occupational performance using standardized and non-standardized assessment tools;
  6. Demonstrate the ability to collect pertinent and accurate data from skilled observation, interviews, assessment instruments, consult with other professionals and interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical framework
  7. Develop occupationally based intervention plans and strategies, including goals and methods to achieve them, that are culturally relevant, reflective of current occupational therapy practice, and are based on the stated needs of the client as well as data gathered during the evaluation process.
  8. Demonstrate the ability to appreciate the role of occupation and utilize professional literature to implement a new/existing education/intervention plan designed to promote health, prevent disease, and meet the needs of the individual;
  9. Integrate appropriate medical and safety precautions into the occupational therapy process
  10. Integrate activities into intervention plans that reflect occupational therapy theory, concepts and principles;
  11. Provide evidence-based effective therapeutic intervention related to client’s occupational profile, client factors and body functions, performance and behavior patterns, contexts and demands that affect client’s performance;
  12. Integrate knowledge of social-cultural, socioeconomic, diversity factors and lifestyle choices in the occupational therapy process; demonstrate the understanding of psychosocial factors that influence the engagement in occupation;
  13. Demonstrate effective and professional written, oral, and non-verbal communication skills to ensure accountability of service provision and to meet standards for reimbursement of services, and effectively communicate the need and rationale for occupational therapy services with the client, family other health providers, and the public in a professionally acceptable manner;
  14. Employ logical thinking, critical analysis, creativity and problem-solving approaches to program planning and implementation;
  15. Monitor and reassess, in collaboration with the client, the effect of occupational therapy intervention and the need for continued and/or modified intervention;
  16. Plan for discharge, in collaboration with the client, by reviewing the needs of client/family/significant others, resources, and discharge environment;
  17. Develop skills in supervising and collaborating with occupational therapy assistants/aides on therapeutic interventions;
  18. Follow policies and procedures of the fieldwork site;
  19. Adhere to the AOTA Code of Ethics, Core Values and Attitudes of Occupational Therapy, AOTA Standards of Practice, and federal and state regulations as a guide for professional interactions and in client treatment and employment settings.
  20. Identify the effects of mental illness and psychosocial/behavioral needs on occupational performance.


The objectives for the Level II Fieldwork for the University of South Alabama Occupational Therapy Fieldwork Educator are listed below. The Fieldwork Educator will:

  1. Provide proper supervision including
    • Ensure ratio of fieldwork educators to students
    • Provide protection of consumers
    • Provide appropriate role modeling of occupational therapy, practice, and the ability to progress in achieving stated fieldwork objectives.
  2. Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate.
  3. Ensure students are supervised by currently licensed occupational therapist who has a minimum of 1 year of experience.
  4. Ensure that the student’s supervisor is adequately prepared to be a fieldwork educator.
  5. Complete the required formal evaluation of student performance on Level II Fieldwork at the end of the 12 rotation. The AOTE Fieldwork Performance Evaluation is the required form.