Steps to completing the BSW Student Learning Contract
1. Meet with your Field Instructor (and Task Coordinator as necessary) to review
all of the various learning experiences and activities that you will have during your
internship. Consider your own individual learning needs. What do you hope to
learn/experience/achieve during your internship? Additionally, review the 10
core competencies and associated practice behaviors along with the examples
listed in this document for further ideas of potential learning tasks and activities.
Make a list of the proposed learning tasks/activities you will participate in during
the semester. Be sure to start the description of each learning task or activity
with an action verb, such as facilitate, observe, attend, etc.
2. From your list, begin to determine where each learning task/activity best fits
the core competency and specific practice behavior. Type the activity into the
learning contract to use as a rough draft.
3. After determining the learning task/activity for each practice behavior, consider
the evaluation method: How will my Field Instructor evaluate my performance of
the task? Generally, the method could be a review of any written document (i.e.
case notes), direct observation, feedback from other staff, or discussion in
supervision. Also, consider the time frame for when you plan to complete the
learning task/activity. The time frame could be ongoing or a specific date.
4. Allow your Field Liaison to review your rough draft and make suggestions as
necessary. Once all parties (Student, Field Instructor, Task Coordinator, and Field
Liaison) have reviewed the learning contract and any necessary changes/additions
have been made, all parties should sign the learning contract. *Please note that
the learning contract is fluid, meaning learning tasks/activities can be changed or
modified throughout the semester as long as the student communicates the
changes with her/his Field Instructor and the Field Instructor agrees with the
changes.
Tips for completing the BSW Student Learning Contract
1. Use action verbs to describe the learning task/activity such as:
Conduct
Participate
Attend
Collect
Compile
Utilize
Present
Assess
Observe
Analyze
Facilitate
Interview
Organize
Identify
Document
Perform
Engage
Interact
Research
Develop
Understand
Assist
Demonstrate
Prepare
Review
Evaluate
Practice
2. Consider how your Field Instructor will evaluate your progress. Possible
evaluation methods include:
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Discuss task/activity with Field Instructor during weekly supervision
Review of written document (daily logs, case notes, progress notes, treatment
plans, summaries, emails)
Direct observation
Feedback received from others
Conference certificate
3. Use the SMART method when developing learning tasks/activities.
S = Simple and Specific
M = Measurable
A = Achievable
R = Realistic
T = Time Bound
4. Students may use the same learning task/activity for no more than three
practice behaviors.
5. Students need to create a revised learning contract for the winter semester.
Save some learning tasks/activities for the next semester.
Examples of Learning Activities/Tasks by Core Competency
Core Competency #1: Identify with the Social Work Profession
Learning Activities/Tasks should involve: client advocacy, understanding and demonstrating
professional development and behavior, professional roles and boundaries, and the use of
supervision.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #1:
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Research community resources and develop a resource manual for use by agency staff
Staff the intake desk and complete intake calls and make referrals
Visit local agencies that the organization frequently makes referrals
Familiarize self with clients’ rights
Be aware of self-disclosure and use only when appropriate
Discuss self-awareness and insights with Field Instructor
Discuss instances where boundaries were tested
Complete professional writing assignments such as, letters, memos, reports, grant
applications, assessments, etc.
Arrive on time, dress appropriately, use proper language and behavior
Attend social work staff meetings
Attend any relevant training
Attend supervision meetings with an agenda
Ask for feedback and utilize the feedback constructively
Example: “On a regular basis, I will practice personal reflection in relation to my strengths and
weaknesses as a social worker during daily activities and discuss with my supervisor.”
Core Competency #2: Apply Ethical Principles in Practice
Learning Activities/Tasks should include: discussing personal values and practice in using
the NASW Code of Ethics to make ethical decisions
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #2:
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Discuss personal values with supervisor as they apply to assigned work
Discuss cultural differences and assumptions as they affect assigned work with clients
during supervision
Use supervision to reflect on communication styles, values, and biases
Use supervision to identify and explore ethical issues
Share an ethical dilemma and discuss possible solutions and protocol
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Research competing and complimentary codes of ethics in agency setting (education &
social work or health & social work)
Discuss transference issues with supervisor
Review cultural biases and discuss ideas and concerns during supervision
Example: “On a regular basis, I will use knowledge from the Code of Ethics, personal values and
feelings to review ethical dilemmas with my supervisor as they arise.”
Core Competency #3: Apply Critical Thinking in Practice
Learning Activities/Tasks should include: using multiple sources of knowledge, analyzing
models of assessment, prevention, intervention, and evaluation, and the opportunity to
practice written and oral communication.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #3:
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Understand how the agency works with different disciplines
Read peer reviewed article related to agency population
Conduct or practice conducting an assessment
Assess and critique client handbook, intake and assessment tools, or agency procedures
Co-facilitate a group
Represent agency at a resource fair and communicate the agency’s programs to
participants
Adhere to agency requirements for written documentation
Example: “I will discuss regularly with my Field Instructor how I used information from a client’s
file, interview, and collateral contacts to arrive at decisions made on behalf of the client.”
Core Competency #4: Incorporate Diversity into Practice
Learning Activities/Tasks should include: opportunities to discover how a culture’s
structures may positively or negatively affect the creation or enhancement of privilege and
power; to gain self-awareness, to understand the importance of difference, and to accept
that the process of learning is life-long.
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Sample Learning Activities/Tasks to Develop and Demonstrate Competency #4:
• Use supervision to identify and explore issues in cultural competency
• Attend agency cultural competency training
• Research
cultures
(traditions,
values,
family
structures) of
clients, groups,
Learning
Activities/Tasks
should
include:
using religions
multiple and
sources
of knowledge,
analyzing
communities
to better understand
them
models oforassessment,
prevention,
intervention,
and evaluation, and the opportunity to
practice
andatoral
communication.
• written
Work with
least
two assigned diverse families, clients, groups, or communities served
by the agency. Ask questions to understand clients who differ from you.
• Explore personal biases with Field Instructor and examine how this affects your
equitable delivery of services
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Review the NASW Standards for Cultural Competence in Social Work practice
Interview colleagues/community members from diverse cultural backgrounds
Use supervision to discuss the effects of oppression on specific client groups
Use supervision to discuss the impact of social and economic issues that clients face
Example: “I will identify 3 ways that a client’s culture and/or upbringing helps/hinders them in
social systems. I will discuss this with my supervisor by the end of the semester.”
Core Competency #5: Advocate for Human Rights and Social Justice
Learning Activities/Tasks should include: experience with oppression and discrimination,
and opportunities for advocacy and practice with advancing human rights and economic
justice.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #5:
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Identify barriers that clients face when accessing services and develop strategies for
how to lessen the barriers
Learning
Activities/Tasks
should
using multiple
knowledge,
analyzing
• Identify
strengths and
gapsinclude:
within existing
servicesources
deliveryofsystem
and develop
plans
models of assessment, prevention, intervention, and evaluation, and the opportunity to
that meets the needs of clients
practice written and oral communication.
• Describe issues of social justice as they relate to the client or client system
• Assist in writing a grant
• Work with agency committee to develop client advocacy project
• Facilitate a group for those who are under-represented in the agency
• Participate in Legislative Education Awareness Day (LEAD) in Lansing
• Research the opportunities available for client population that is under-represented
Example: “On at least 2 occasions, I will advocate for children/family through inquiring during
supervision or staff meeting why a decision is being made that potentially damages the family
dynamics.”
Core Competency #6: Engage in Informed Research
Learning Activities/Tasks should include: opportunities to understand the role of research in
the agency and its application to practice, and how practice informs research.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #6:
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Locate articles on a client or agency issue, share in supervision
Complete data documents needed for grant funded program report
Research intervention methods specific to the agency
Create, distribute, compile, and analyze a client satisfaction survey
Meet with agency personnel who are responsible for research and program evaluation
methods. Determine how data is collected and used for evaluation purposes.
Utilize research to guide interventions
Learning Activities/Tasks should include: using multiple sources of knowledge, analyzing
models of assessment, prevention, intervention, and evaluation, and the opportunity to
practice written and oral communication.
Example: “By December 2, I will discuss agency audits with my supervisor to understand the
importance/relevance of them.”
Core Competency #7: Apply Knowledge of Human Behavior in the Social Environment
Learning Activities/Tasks should include: discussion and opportunities to apply and critique
human behavior concepts in assessment, intervention, and evaluation.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #7:
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Use eco maps, genograms, and similar tools to facilitate assessment and intervention
goals for assigned clients
• Familiarize self with different types of assessments used by agency
• Read additional materials provided by the agency to supplement classroom knowledge
• Visit places that will increase understanding of clients' social systems
• Identify and discuss environmental factors that affect clients’ functioning
• Conduct home visits to increase understanding of client’s social systems
• Attend and participate in an IEP meeting for assigned students
• Use Ages and Stages questionnaire to assess children’s’ progress in growth and
Learning Activities/Tasks should include: using multiple sources of knowledge, analyzing
models ofdevelopment
assessment, prevention, intervention, and evaluation, and the opportunity to
•
Work
in agency on community service project
practice writtenwith
and youth
oral communication.
Example: “During supervision, I will discuss with my supervisor the behaviors of clients and the
ways the agency, system, community, and society promotes or deters them from achieving
health and well-being.”
Core Competency #8: Engage in Policy Practice to Advance Social & Economic Well-Being
Learning Activities/Tasks should include: discussion of policy and its effect on service
delivery, analysis of the policy change process in the agency, and the opportunity to explore
policy change.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #8:
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Read the agency policy handbook and understand the effects of various policies on
clients and the delivery of services
Participate in opportunities for letter writing on issues of agency clients
Become knowledgeable about pertinent legislation and its effects on agency clients or
client system
Understand the mandated reporting laws
Participate in an agency effort involving the development or change of a policy
Explore the alternatives when policies are not followed because of funding cuts
Assess the differential impact of policies on various populations
Create a resource binder for staff on relevant research articles
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Propose a policy initiative for the agency
Follow the implementation of a policy initiative
Report on a policy issue to agency staff
Example: “On November 6, I will attend an agency initiative meeting regarding ending
homelessness and discuss the meeting with my supervisor.”
Core Competency #9: Respond to Contexts that Shape Practice
Learning Activities/Tasks should include: exploration of the community served by the
agency and observation or involvement in developing services to respond to changing
needs in the community.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #9:
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Participate in problem-solving sessions when increased needs demand policy or
programmatic changes
Observe present program functioning, suggest changes or new programs to meet new
needs
Walk in the community where the agency is located and observe the surroundings and
the issues faced by residents; discuss with supervisor
Recognize how client interventions may change as client circumstances shift
Interview staff in other disciplines to understand their roles as they differ and
compliment social work roles
Discuss budget cuts and the resultant effect on program delivery
Assess community resources for their relevance for use in the programs
Participate in an advocacy group
Example: “On September 10, I will interview the Executive Director regarding agency history and
how the agency has changed over the years and why the changes were made.”
Core Competency #10: Engage, Assess, Intervene, and Evaluate with Individuals, Families,
Groups, Organizations and Communities
Learning Activities/Tasks should include: working with an individual, group or community to
apply skills in engagement, assessment, intervention, and evaluation.
Sample Learning Activities/Tasks to Develop and Demonstrate Competency #10:
• Engage client and client system in the planning process
Learning Activities/Tasks should include: using multiple sources of knowledge, analyzing
• ofDemonstrate
of building
with and
clients
intakesto
models
assessment,appropriate
prevention, ways
intervention,
andrapport
evaluation,
theduring
opportunity
• written
Conductand
professional
interviews with assigned clients, groups, and/or communities to
practice
oral communication.
build collaborative relationships
• Use eco-maps, genograms, and other assessment tools with assigned clients
• Complete at least three intakes and work with clients to prioritize needs
• Role play an assessment and reflect on areas of confidence and discomfort
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Review agency examples of intervention plans
Discuss with supervisor multiple intervention approaches
Develop a comprehensive intervention plan related to an assigned case
Assist, prepare material, and facilitate at least one support group
Develop and implement a practice evaluation that measures goal achievement
Carry out a self-evaluation of your practice using client/supervisor feedback and discuss
results with supervisor
Discuss with supervisor how you determine outcomes and work with clients to evaluate
progress
Example: “On a regular basis, I will work with staff to develop a discharge plan and link the client
to resources.”