Your Learning Contract Juliana West, MSW, PhD (Cand.) Faculty

Your Learning Contract Juliana West, MSW, PhD (Cand.) Faculty of Social Work University of Manitoba Revised May 2012/ Al Curtis and Joan Churley Maureen Kalloo, MSW Faculty of Social Work University of Manitoba

“The learning contract is due” If you are in placement 2 days a week your learning contract is due 4 weeks after start date If you are in placement 4 days a week your learning contract is due 3 weeks after start date Your learning contract can be amended anytime

What is the Learning Contract? A “roadmap” to guide the student and instructor in the learning process; It is a combination of what you want to learn, what the field instructor is willing to teach and what the agency is mandated to allow. Developed on a template of five categories: learning objectives; learning activities; resources; methods to measure objectives; timelines

LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED 1. 2. 3. WHAT is to be learned 4. 5. HOW Will you learn this? What What activities activities are are required? required? WHO/ WHERE will you go/ask for help? WHEN timelines HOW do do you you prove prove that that you you have have successfully successfully achieved achieved the the objective objective

WHAT HOW LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES Familiarize myself with the mandate, structure, and legislation that govern the agency. o o o o o o HOW WHO/ WHO/ WHEN WHERE WHERE will will Observable s, timelines you you go/ask go/ask hard proof for for help? help? METHODS TO RESOURCES (Resource Aids) Discuss with Field Instructor Read CFS Act CFS Act, Read Adoption Adoption Act Act Attend Discuss Provincial intervention Family Court s as related Talk to Field to mandate Instructor,law Attend yer,Crown monthly Attorney social work conferences Attend court MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED To be able Sept/read to identify how a case acts decision Oct attend relates court back to the Nov case mandate: presentation re Case above to field notes, instructor Process LINK to notes Journaling evaluation Supervisio 2.1 n 2.1

1 2 3 4 5 N/A Unsatisfactory Performance Marginal Or Inconsistent Performance Has Understanding Of And Is Beginning To Undertake Action Usually Consistent AND Reliable Performance, Beginning To Initiate Action Independently Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable UNSATISFACTORY (FAIL) SATISFACTORY (PASS) PERSONAL AND PROFESSIONAL ATTRIBUTES 2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY MID TERM FINAL INSTRUCTOR 2.1 Understands the purpose, mandate, and function of the agency. (1) STUDENT INSTRUCTOR 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) STUDENT INSTRUCTOR 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) STUDENT INSTRUCTOR 2.4 Understands the strengths and limitations of the service delivery system. (2) STUDENT INSTRUCTOR 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) STUDENT INSTRUCTOR 2.6 Develops effective working relationships with agency personnel. (2) STUDENT INSTRUCTOR 2.7 Can describe linkage between agency and community. (2) STUDENT INSTRUCTOR 2.8 Demonstrates a sound knowledge of community resources. (2) STUDENT INSTRUCTOR 2.9 Refers people appropriately and effectively to community resources.(3) STUDENT INSTRUCTOR 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) STUDENT

The Learning Activities Leave room for the student and the field instructor to be innovative. You can read about intervention with children and families but you can do far more. Meet with the police, lawyers, psychologists, or anyone who is involved in the process of working with children and families. Shadow as many workers as possible and try documenting what you see by applying theory to practice ( this is a great way to learn and a great deal of discussion will occur at supervision between student and instructor.

Resources Networking in the community and the office will provide students with valuable information Bring in your books from field focus and other courses and try to apply the theory to practice. What are you learning?

Deadlines, timelines, completions. It is important that your learning contract be realistic and your learning goals be achievable and measurable. Ensure that the deadlines and timelines you incorporate into your learning contract are realistic. Remember you can always add to the learning contract. Students and Field instructors should discuss timelines and document when learning objectives have been achieved. (This is very helpful when midterm and final evaluations are due)

5. Learning Contract Field Instruction SWRK 4120 Administrative Arrangements (a) Scheduled placement days: identify days and time Tuesday and Thursday from 8:30-4:30 (b) Meeting times with field instructor Tuesday Morning; Thursday Morning 9:00 to receive cases and debrief ACCOMPLISHED LEARNING ACTIVITIES METHODS TO MEASURE OBJECTIVES LEARNING RESOURCES What will this look like? How will you (Tasks & Experience) OBJECTIVES OBJECTIVES (Resource Aids) know that you have accomplished the goal you just set? (Date/Comments) (Professional & Personal) Time Lines What is it that you will Time Lines What is it that you will This is where you set need? How will you know that need to do, read, attend your goals. What it is Who will you have to you are achieving the you would like to learn in (conferences, training) to meet with? achieve the goal that you Do you have to visit goals that you have set? your placement. What have just set. How long skills would you like to agencies to learn about The goals should be tied will it take to achieve the their resources? develop? into your evaluation. If Ensure that you connect goal? Learning about you look on the Policy and procedures of your learning goals to evaluation form, the the agency will take you your 3150 placement the full term, reading the competencies identify experience. Anything policies and procedures that was identified as an skills that will be may take 2 hours. area for development in evaluated. How many Identify time lines; what your 3150 could be reports do you need to would you like to learn identified in your new write before you feel by mid term? learning goal for 4120 competent writing reports? How will you be given feedback? How will you measure improvement? Comply with the standards in the code of ethics Read the Code of ethics Understand the difference between competency and capacity as it relates to right of choice. Code of ethics Consultation and discussion with other social workers Be aware of the code of ethics and feel comfortable discussing them with my field instructor 6. Complete a biopsychosocial assessment on clients Observe field instructor administering an assessment from interview to final report Complete an assessment on five clients. Weekly field instruction, consultation and review assessments. April 2012

Sample 1 - Learning Contract (Evaluation Form Format) LEARNING OBJECTIVES (Personal) WHAT is to be learned 1. Professional Values -To demonstrate respectful and ethical behaviour in all aspects of work at all levels of the organization and in the community -To take responsibility for professional development 2.Effectiveness with Agency and Community -To familiarize myself with the agency’s policies, programs, client population, programs and services population, programs, -To learn about immigrant trends (includes refugees) and presenting issues -To increase my knowledge of community resources for refugees -To demonstrate ability to use appropriate LEARNING ACTIVITIES (Tasks, Projects, Timelines) How will you learn this - Reading the CASW guidelines (Sept.) -Participating in field orientation/asking questions, clarifying understanding (Sept.) -Reviewing the agency’s policy manual (Sept) -Researching information about legislation and procedures governing the agency’s work (Sept.-Oct.) -Seeking out training opportunities -Same as above; additionally: -Reviewing the agency’s last annual report -Discussing & reflecting on appropriate boundaries with my field instructor -Shadowing staff, asking questions -Keeping a log; using it for reflections with field instructor -Observing (case consultation, committee meetings, a Board RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES (Date/Comments Timelines) OBJECTIVES A ACCOMPLISHED (Outcomes/ Timelines) -Field instructor and field supervisor -Other agency staff -Agency policies and procedures manuals -Internet search re governing legislation and procedures -CASW Code of Ethics -Client and community feedback -Discussions with Field Instructor – integration of values and concepts in discussions, interpersonal communication, written reports -Log recordings and/or journals -Reflections with Field Instructor -attendance and participation in training opportunities -Knowledge of CASW guidelines (Sept.) - Demonstration of ethical and respectful behaviour (ongoing) -Attendance & participation in Workshop on Refugee issues (Dec.) – contributed to the discussion and provided additional information -Agency policy and practice manuals -Agency’s materials – annual report, program reports, files -Field Instructor, supervisor, other staff -Internet search re trends and issues facing refugees -Manitoba Labour & Immigration -Visits/discussions with relevant other agencies & services -Observation -Log recordings & reflections with Field Instructor -Client and community feedback -Materials reviewed -Knowledge shown in discussions, in meetings, with clients, with other agencies -Knowledge of community resources -Understanding of, and ability to work within the agency’s policies procedures, & governing legislation, -Respectful and appropriate responses to refugees seeking services -Appropriate and relevant referral s and coordination with other community workers

Sample 2 – Learning Contract (Free-Flowing Format) LEARNING OBJECTIVES (Professional & Personal) To practice within professional ethics To take initiative for professional development To learn how to work effectively with refugees in a supportive, respectful and appropriate manner LEARNING ACTIVITIES (Tasks, Projects, Timelines) - Reading the CASW guidelines (Sept.) -Participating in field orientation/asking questions, clarifying understanding (Sept.) -Reviewing the agency’s policy manual (Septt.) -Researching information about legislation and procedures governing the agency’s work (Sept.-Oct.) -Researching information about legislation and procedures governing the agency’s work (Sept.-Oct.) -Reviewing the agency’s last annual report -Seeking out training opportunities -Shadowing staff at intakes –Attending a group activity with refugees -Observing (case consultation, committee meeting, a Board meeting) -Shadowing - intakes (Sept.-Oct); counselling sessions(Nov.-Dec.) -Reviewing case files RESOURCES (Resource Aids) ETC. ETC. ETC. METHODS TO MEASURE OBJECTIVES (Date/Comments Timelines) ETC. ETC. ETC. OBJECTIVES A ACCOMPLISHED (Outcomes/ Timelines) ETC. ETC. ETC.

1 2 3 4 5 N/A 1 2 3 4 5 N/A Unsatisfactory Performance Marginal or Inconsistent Performance Has Understanding Of And Is Beginning To Undertake Action Usually Consistent and Reliable Performance, Beginning To Initiate Action Independently Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable Unsatisfactory Performance Marginal or Inconsistent Performance Has Understanding Of And Is Beginning To Undertake Action Usually Consistent And Reliable Performance, Beginning To Initiate Action Independently Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable UNSATISFACTORY (FAIL) UNSATISFACTORY (FAIL) SATISFACTORY (PASS) PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES MID TERM 1. PROFESSIONAL VALUES SATISFACTORY (PASS) MID TERM 1. PROFESSIONAL VALUES FINAL FINAL INSTRUCTOR 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 5 1 1.2 Strictly complies with confidentiality guidelines. (1) 1.3 Is able to provide information about services to the client. (1) 3 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2) 1.5 Is committed to ongoing professional development. (2) 0 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) INSTRUCTOR 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) STUDENT INSTRUCTOR STUDENT INSTRUCTOR 1.2 Strictly complies with confidentiality guidelines. (1) STUDENT STUDENT INSTRUCTOR INSTRUCTOR 1.3 Is able to provide information about services to the client. (1) STUDENT STUDENT INSTRUCTOR INSTRUCTOR 1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural STUDENT norms, value systems, ethics, and moral beliefs in interaction with client groups, coworkers, and collateral systems. (2) INSTRUCTOR STUDENT INSTRUCTOR 1.5 Is committed to ongoing professional development. (2) STUDENT INSTRUCTOR STUDENT INSTRUCTOR STUDENT INSTRUCTOR 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) INSTRUCTOR STUDENT INSTRUCTOR STUDENT 2 1 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) INSTRUCTOR STUDENT STUDENT INSTRUCTOR 1.7 Focuses on client empowerment, self determination and respects individuality. (3) INSTRUCTOR STUDENT STUDENT 1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3) 4 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) STUDENT INSTRUCTOR STUDENT INSTRUCTOR STUDENT INSTRUCTOR STUDENT INSTRUCTOR STUDENT

cies n e t e p m 20 co les p m a x e 3150/41 , riteria c n o i t a u eval 2. Effectiveness within agency and community 2.1 (1) Purpose, mandate, and function of the agency; 2.2 (1) Articulate the concerns of the client population ; 2.3 (2) Relationship between policy and practice; 2.4 (2) Strengths and limitations of the service; 2.5 (2) Power structure and lines of authority; 2.6 (2) Effective working relationships with agency personnel; 2.7 (2) Describe linkage between agency and community; 2.8 (2) Sound knowledge of community resources;

Tips The electronic version allows for expanding boxes and revisions! One activity may meet several learning objectives; The learning contract should be developed by student and Field Instructor together.

Supervision is very important: Face to face: weekly: minimum of one to one and a half hours. Field Instructor/student is familiar with the evaluation form and should link this to the learning contract. Remember your time logs Remember your Professional Reflective Journals and the importance of sharing the journals during Supervision.

Feel free to email Joan Joan will be reviewing your learning contracts and sending you comments Joan is available to meet with you via ADOBE or Telephone conference to discuss your contract. We now have an electronic version, this can be found on our website

Thank You All forms are available on our website http://umanitoba.ca/social work/programs/ddfieldinfo. html