Student learning agreements, when developed between the student and supervisor, are particularly valuable tools in planning for a successful internship experience for both the student and the agency. These agreements help to provide structure and clarity and can be of great assistance in guiding the evaluation process for supervisors. It is the expectation of the School of Social Work that these agreements will be developed through a collaborative process, in which the student’s learning needs (or wants) are being considered along with the agency’s ability to make those opportunities available. The tool can also help the student to plan for supervision and to understand and participate in the development of their progressively expanding role in terms of the depth and nature of the work.
This being said, student learning agreements don’t exist in a vacuum. The student learning agreement is integrated with the core competencies directed by the Council on Social Work Education (CSWE).
The core competencies developed and disseminated by CSWE in 2008 are a sub-set of the over-arching
Educational Policy and Accreditation Standards (EPAS). Our curriculum, including our field program, is organized around the EPAS as mandated by CSWE. This must be done in order to obtain and maintain CSWE accreditation.
On the following page you will find listed many common practice tasks which are reflective of the core competencies but are presented as the kinds of things most interns can do in most placements. Clearly, not all tasks fit all placements and vice-versa. This is understandable, as social work is extremely diverse. The nuances and richness of the profession can’t be captured in any one single format.
Ideally, we ask that you sit with your student(s) during the first week or so of the internship and select tasks/activities that will be completed during that particular semester. Again, joint development of the agreement will produce the richest results. Please keep in mind, the Student Learning Agreement must be provided by the student to the instructor on the assigned due date in the course syllabus. It is usually around the third week, but your student will know this date. Of course, the supervisor and intern can add and delete tasks/activities that will or will not be completed and that are specific to this particular internship. Consider this a living kind of document, which is open to revision, if needed. This agreement will be utilized by the Field Seminar Instructor when conducting the site visit.
Please remember, sometimes some of the most basic things can be easily overlooked by a supervisor and yet, be so important to the student. The student is new to everything, like long distance calling codes and how or where to get office supplies! That said, there are some particular things being agreed on that could easily be considered too obvious, but that bear unique mention:
1.
Please plan for an adequate work space with computer and phone access.
2.
Consider how the student is to deal with something that requires direction when they don’t have access to their supervisor.
3.
It is important to plan for a reasonable work volume and intensity. Understandably, this is sometimes easier said than done, but to the extent possible, the student should be busy with quality learning assignments without being overloaded with agency overflow.
4.
Supervision is essential to all student and professional growth. The expectation is that the student will receive one hour of direct supervision per week. Group supervision is a wonderful medium, but it should not be conceived of as wholly replacing the opportunity for individual supervision.
Always feel free to contact the school with any questions, comments or concerns. We are here. The instructor is the first person to call, but you may always feel free to contact our field administrators.

Student:________________________________________________ Date:_______________________________
Student ID (important):________________________________ Term:___________________________________
Agency:____________________________________________________________________________________
Supervisor:__________________________________________________________________________________
Field Seminar Instructor:______________________________ Course and Section:_________________________
st
nd
2.1.1
Identity as a professional social worker and conduct oneself accordingly
Engage in agency orientation and training including things like a tour, introductions to staff, and similar activities
2.1.1-1 Learn, understand and advocate for services for people in traditional client status
2.1.1-2 Understand how your behavior and presentation to the community and those served reflects upon the agency, school and yourself professionally
2.1.1-3 Understand and identify your primary role, title and tasks you will be charged with
2.1.1-4 Understand and comply with agency norms for dress and other areas of personal conduct
2.1.1-5 Attend agency/community/campus training events and develop an awareness of the natural and ongoing learning needs of the professional social worker
2.1.1-6 Establish and adhere to a plan for supervision including setting a regular supervision schedule and utilizing
2.1.2
supervision appropriately
Apply social work ethical principles to guide professional practice
Discuss professional ethical standards and agency specific ethical contexts, including more common ethical dilemmas in your practice setting
2.1.2-1
Through supervision, identify and manage personal values and distinguish them from professional values that guide practice
2.1.2-2 Read, understand and apply NASW and IFSW codes of ethics
2.1.2-3
Learn to identify legal/ethical issues including identifying and managing ambiguity in resolving conflicts
2.1.2-4
Use professional ethics to inform principled decision making

2.1.3
Apply critical thinking to inform and communicate professional judgments
Analyze and understand client system information
2.1.3-1
Apply multiple sources of knowledge, including research findings, experience and wisdom to the practice setting
2.1.3-2 Analyze models of assessment, prevention, intervention and evaluation in your practice setting
2.1.3-3 Demonstrate professional communication skills (verbal, non-verbal and written) in agency context
2.1.3-3 Complete agency documentation and professional writing
2.1.4
accurately
Engage diversity and difference in practice
Identify all populations served by the agency and understand the history and implications of their vulnerability (and/or lack of vulnerability)
Design social work practice interventions that reflect cultural competency
2.1.4-1
Demonstrate understanding of culture and values and the implications of oppression, alienation and privilege
2.1.4-2 Identify personal biases and values and develop selfawareness to manage/eliminate them in working with diverse groups
2.1.4-3
Understand and communicate importance of difference in shaping life experiences
2.1.4-4 Develop and apply an understanding of partnerships in forming relationships
2.1.5
Advance human rights and social and economical justice
2.1.5-1
Develop critical understanding of the various forms and mechanics of oppression and discrimination
2.1.5-2
Understand and articulate the ways in which your agency and practice advocate for human rights and social and economic justice
2.1.5-3
Formulate an understanding of a practice paradigm
2.1.6
that advances human rights and social and economic justice
Engage in research-informed practice and practice-informed research
Identify research activities utilized by the organization including data collection/statistics, current research projects and program evaluation
2.1.6-1
Conduct a review of research appropriate to your practice setting
2.1.6-2 Utilize research findings to impact practice
2.1.7
Apply knowledge to human behavior and the social environment
Conduct bio/psycho/social/environmental assessment
Utilize an ecomap in assessing the level of involvement and quality of social systems in a client context
Utilize a genogram in assessing family relationships in a client context
2.1.7-1 Identify conceptual frameworks that explain

2.1.8
development and impact a client system
2.1.7-2
Provide an assessment of a client system in the context of person in environment
Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services
Develop an understanding of agency’s internal policies and procedures including discussing new possible policies
2.1.8-1 Analyze and understand social welfare policies specific to the context of the placement
2.1.8-1 Formulate ideas toward advocacy in the interests of improving policies specific to your practice context or agency
2.1.8-2 Collaborate with fellow workers and peers in thinking
2.1.9
through effective policy advocacy actions
Respond to contexts that shape practice
2.1.9-1 Review, evaluate and appraise current agency services, as well as needs and trends in the communities in which services are being provided
2.1.9-1 Read local papers and familiarize yourself with local, regional and national issues relevant to service needs and provision
2.1.9-1 Consider the implications of technology in developing programs and services
2.1.9-2 Consider impacting changing service needs
2.1.10
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
2.1.10(a)-
1
Prepare for client contact, including potentially, individual, family, group, community, etc.
2.1.10(a)-
2
2.1.10(a)-
3
2.1.10(b)-
1 and
2.1.10(d)-
Demonstrate effective use of empathy and interviewing skills
Apply an understanding of forming meaningful partnerships with mutually agreed upon focus
Collect, understand and interpret information and data regarding people in client status including assessing interventions
1
2.1.10-
(b)-2
2.1.10(b)-
3
2.1.10(b)-
Develop plans taking into account client strengths and limitations
Identify and discuss with clients mutually agreed upon long and short term goals
Select and utilize appropriate intervention strategies
4
2.1.10(c)-
1
2.1.10(c)-
2
Participate in program evaluation and other agency level tasks, integrating organizational goals
Understand and implement prevention strategies that enhance client capacities
2.1.10(c)-
3
Working in partnership, help facilitate problem solving with clients
2.1.10(c)Negotiate, mediate and advocate in partnership with

4
2.1.10(c)-
5
(v1,1.4.11-PL) people in client status as appropriate
Engage and plan for agency and client systems termination and transitions