Distinguished Fieldwork Educator Award
Established in 2015, this award recognizes an occupational therapist (OT) or occupational therapy assistant (OTA) who demonstrates sustained excellence in fieldwork education through service as a Fieldwork Educator in Level I or Level II fieldwork experiences. This award acknowledges exemplary leadership, innovation, and commitment to high-quality fieldwork education and honors those who are shaping the next generation of occupational therapy practitioners.
Spirit of the Award
This award honors fieldwork educators whose leadership, innovation, and sustained commitment actively shape the next generation of practitioners. Recipients extend their influence beyond their own students, advancing the quality and practice of fieldwork education itself.
Description and Purpose
• To recognize an OT or OTA who has demonstrated excellence in clinical education as a Fieldwork Educator in Level I or Level II fieldwork experiences for OT or OTA students.
• To acknowledge exemplary leadership, innovation, and commitment to preparing the next generation of occupational therapy practitioners.
• To provide encouragement for occupational therapy practitioners to further develop professional knowledge and skills through fieldwork education.
Eligibility
The nominee must meet all of the following eligibility requirements:
• Licensed OT or OTA in good standing.
• Minimum of five (5) years of consistent service as a Fieldwork Educator for OT and/or OTA students.
• Current engagement in fieldwork education within the past three (3) years.
Criteria
The nominee must demonstrate excellence in at least six (6) of the following eight criteria:
• Demonstrates active collaboration with academic programs and Academic Fieldwork Coordinators (AFWC) to design and implement fieldwork experiences that are individualized, developmentally appropriate, and aligned with curricular outcomes.
• Implements innovative and effective supervision models (e.g., collaborative, peer, role-emerging, tele-supervision) that expand capacity while maintaining educational quality.
• Develops or supports fieldwork placements in emerging, community-based, or non-traditional practice settings that advance access and workforce sustainability.
• Engages in ongoing professional development related to supervision, pedagogy, feedback, evaluation of student performance, and evolving entry-level curricular standards.
• Models effective interprofessional collaboration and facilitates student participation in team-based, client-centered practice across disciplines.
• Contributes to occupational therapy education beyond the fieldwork setting through activities such as guest lecturing, mentorship, professional presentations, or scholarly dissemination related to fieldwork education.
• Actively promotes student engagement in professional organizations and demonstrates personal involvement in state or national occupational therapy associations.
• Integrates and models evidence-based practice, professional reasoning, and ethical decision-making within the fieldwork learning environment.
Definitions
Fieldwork Educator
A licensed occupational therapist (OT) or occupational therapy assistant (OTA) responsible for the supervision, instruction, and evaluation of students during Level I and/or Level II fieldwork experiences, in accordance with AOTA and ACOTE standards.
Leadership in Fieldwork Education
Demonstrated influence that advances quality, innovation, access, mentorship, or professional development within fieldwork education at the site, community, state, or national level.
Innovative Supervision Models
Supervision approaches that expand student capacity or enhance learning outcomes beyond traditional one-to-one models (e.g., collaborative supervision, peer learning, role-emerging placements, tele-supervision).
Emerging or Non-Traditional Practice Settings
Practice environments that extend beyond traditional settings and reflect evolving service delivery models, community-based practice, or population-based approaches.
Professional Engagement
Active participation in state and/or national occupational therapy associations, professional committees, advocacy initiatives, or educational activities that support the advancement of the profession.
What Does Not Qualify Alone
Providing fieldwork supervision as a routine part of employment, without evidence of innovation, leadership, or contribution beyond the immediate site, does not meet the criteria for this award. Meeting only the minimum licensing and supervision requirements of a Fieldwork Educator role is insufficient. Nominations must demonstrate sustained impact, across at least five years, in at least six of the eight criteria above.