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
•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.
WHAT
is to be learned
3.
WHO/WHERE
will you go/ask
for help?
WHEN
timelines
4.
5.
HOW
Will you learn
this?
What activities are
required?
HOW do you
prove that you
have
successfully
achieved the
objective
WHO/WHERE
HOW
will you
Observables,
go/ask for
hard proof
help?
LEARNING
OBJECTIVES
(Professional &
Personal)
Familiarize
myself with the
mandate,
structure, and
legislation that
govern the
agency.
LEARNING
ACTIVITIES
o
o
o
o
o
o
Discuss with
Field
Instructor
CFS Act,
Adoption Act
Discuss
interventions
as related to
mandate
Attend
monthly social
work
conferences
Attend court
METHODS TO
MEASURE
OBJECTIVES
RESOURCES
(Resource Aids)
•
•Read CFS Act
•Read Adoption
Act
•Attend
Provincial
Family Court
•Talk to Field
Instructor,lawye
r,Crown
Attorney
•
•
•
•
To be able to
identify how
a case
decision
relates back
to the
mandate:
Case notes,
Process
notes
Journaling
Supervision
WHEN
timelines
OBJECTIVES
ACCOMPLISHED
Sept/read acts
Oct attend
court
Nov case
presentation re
above to field
instructor
 LINK to
evaluation
2.1
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_______
OBJECTIVES ACCOMPLISHED
LEARNING ACTIVITIES
METHODS TO
LEARNING
RESOURCES
What will this look like? How will you
(Tasks & Experience)
MEASURE OBJECTIVES know that you have accomplished the goal
OBJECTIVES
(Resource Aids)
Time Lines
(Date/Comments)
you just set?
(Professional &
What is it that you will
Time Lines
What is it that you will
Personal)
need?
How will you know that
need to do, read, attend Who will you have to
This is where you set
(conferences,
training)
your goals. What it is
you are achieving the
meet with?
you would like to learn in to achieve the goal that
Do you have to visit
goals that you have set?
you have just set. How
your placement. What
agencies to learn about The goals should be tied
long will it take to
skills would you like to
their resources?
achieve the goal?
develop?
into your evaluation. If
Ensure that you connect Learning about Policy
you look on the
and procedures of the
your learning goals to
evaluation form, the
agency will take you the
your 3150 placement
full term, reading the
competencies identify
experience. Anything
that was identified as an policies and procedures
skills that will be
area for development in may take 2 hours.
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
by
mid
term?
learning goal for 4120
write before you feel
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 boundaries in my
work
RESOURCES
(Resource Aids)
- 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
-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
-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 meeting)
METHODS TO
MEASURE
OBJECTIVES
(Date/Comments
Timelines)
OBJECTIVES A
ACCOMPLISHED
(Outcomes/
Timelines)
LEARNING
ACTIVITIES
(Tasks, Projects,
Timelines)
How will you learn
this
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 (Oct.Dec.)
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
1. PROFESSIONAL VALUES
MID
TERM
SATISFACTORY (PASS)
1. PROFESSIONAL VALUES
FINAL
MID
TERM
FINAL
INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work
principles and values. (1)
INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work
principles and values. (1)
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1)
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)
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
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)
norms, value systems, ethics, and moral beliefs in interaction with client groups, coworkers, and collateral systems. (2)
STUDENT
INSTRUCTOR
1.5 Is committed to ongoing professional development. (2)
STUDENT
INSTRUCTOR
1.5 Is committed to ongoing professional development. (2)
STUDENT
INSTRUCTOR
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)
STUDENT
INSTRUCTOR
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)
INSTRUCTOR
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)
STUDENT
STUDENT
INSTRUCTOR
1.10 Knows how to plan and organize field placement
responsibilities. (3)
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with
authority when appropriate; (a) agency purpose & program; (b)
professional role. (3)
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
1.11 Takes initiative and responsibility for all aspects of own
professional role. (4)
STUDENT
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