DEVELOPING THE INTEGRATED MSW
LEARNING AGREEMENT
AND
COMPREHENSIVE SKILLS EVALUATION
DOCUMENT
CSULA SSW
Fall, 2010
Integrated Learning Goals and Assessment
Learning Objectives
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Provide overview of integrated Learning
Agreement/Comprehensive Skills Evaluation
document
Clarify student & Field Instructor (FI) roles in process
Explain mechanics/use of the document
Offer concrete examples of effective learning
activities to address desired CSWE competencies
Build skill in constructing appropriate learning
activities
Overview (see Field Manual Sec 3, Part I and Part 30; Appendix B and C)
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Learning Agreement identifies individual student
learning objectives and field experiences.
Student completes document w/FI’s guidance &
approval during the first weeks of internship.
The activities for each CSWE Competency should be
measureable and achievable based on learning
opportunities in placement.
FIs use them to evaluate students’ progress at end of
each quarter when preparing the Comprehensive Skills
Evaluation submitted to Field Faculty Liaison.
Overview Continued
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This document is used by most Schools of Social Work in
the region for both foundation (1st) year and
concentration (2nd) year MSW students.
1st half: info on the agency, placement details, student
self-awareness, student expectations, Field Instructor
Teaching Plan and the Orientation Checklist.
Last half: Learning Activities and Skills Evaluation grid,
FI Comments & Grade Recommendation, Student and FI
Signatures
Document Outline
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Identifying Information
Agency and Community – FI can suggest info sources
General Time Management – 1 hr/wk individual. supervision
Field Education Assignments
Self-Awareness Assessment – honest self-appraisal
Student Expectations for Supervision in Field/Instruction
Field Instructor Teaching Plan – FI writes this
Orientation Checklist – FI ensures student is oriented
Signature Page – both FI & student
Ten Competencies/Associated Learning Activities – see
samples here and more online
A Team Approach
in Support of the Student
Student is primary
person responsible
for the document
creation and
submission BUT
Field Instructor
and Field Liaison
(Seminar
Instructor) provide
support and
feedback!
Field
Instructor
Student
Seminar
Instructor
Finalized Learning Agreement
The document is the
roadmap for the year
and will set
expectations and
goals for students so
is crucial!
Roles & Steps in Learning Agreement
Development
Field Liaison (Seminar Instructor) provides training to
students in orientation and in seminar on how to develop
document with focus on Learning Activities…
Student develops1st draft(s) of the document with input
from FI who offers ideas and input…
(especially in Sec II, IV, X)
FI completes the Field Instructor Teaching Plan (p.6), gives
to student for inclusion…
FI reviews/discusses document w/student, gives
suggestions for improvement. Both sign document…
Student submits signed doc to Field Liaison who may have
additional edits. If edits needed, student updates, reviews
with FI, both re-sign and student resubmits.
NOTE: Saving a soft and hard copy of this document is wise for both student and FI!
Highlights of the Document
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Much of the document is self-explanatory so we are
only highlighting a few parts here.
Please note that we have provided several
sample learning activities for each of the 10
CSWE Competencies online for both 1st and 2nd
year MSW students. These are not meant to be
copied by students but are meant to serve as
examples of specific, measureable activities.
Sec. II: Agency and Community
II. THE AGENCY AND THE COMMUNITY
(Agency)
A.Describe the agency’s mission:
B. Describe the organizational structure:
C. List the services provided to community:
D. Describe the general demographics (ethnicity, race,
socio-economic status, age) of the agency’s clients:
(Community)
E. Describe the geographic location of your agency:
F. Describe the general demographics (ethnicity, race,
socio-economic status, age) of the community (if
different from D above):
G.Describe the community’s need for resources (in
addition to what the agency provides):
H. Describe the community’s perception of the agency:
I. List other agencies to which referrals are made:
J. Who (Field Instructor?) or what (agency brochure?)
were your sources of information:
Ensure you
understand context
of agency. Ask for
any helpful
documents you
may review.
How can you gain
insight into the
community
context? Walk the
neighborhood?
Online reports?
Agency grant
proposals?
Program
evaluations?
Sec III: General Time Management
III. GENERAL TIME MANAGEMENT
A. List the days and hours in field placement:
B. List the day and time that process recordings are due:
C. List the day, time, and length of individual field
instruction:
D. List day and time of group supervision conference, if
applicable:
E. List the name(s) of preceptor(s) and/or contact
person in field instructor’s absence:
F. If the plan is for you to rotate or change programs in
the agency, specify the time frame for the rotation:
Consistency and
routine help you get
off to a good start.
We recommend a
set schedule for the
1 hr/wk individual
Field Instruction so
discuss the
feasibility of this
with your FI. Group
Supervision is a
supplement some
FI’s use but is not
required.
Sec.V: Self-Awareness Assessment
Welcome to the SelfReflection Land. This
is crucial for social
workers. It is often
hard to recognize
what we don’t know
at this point but give
it your best shot, be
honest with yourself
and ask for clarity as
needed!
V. SELF-AWARENESS ASSESSMENT
A. In terms of “self-awareness”, what do you know
about yourself and your interactions with
others/your emotions/etc that will make you a
more effective social worker?
B. In what ways/areas do you need to enhance your
self awareness to become a more effective social
worker?
Sec VII: Field Instructor Teaching Plan
FI can insert
here or attach a
separate sheet.
Please inquire
about the
different
dimensions of
social
diversity
within your
population. It
goes beyond
race, gender
and socioeconomic
class.
VII. FIELD INSTRUCTOR TEACHING PLAN (To be written by
the Field Instructor)
Detail your expectations of your student in supervision
How do you structure your weekly field instruction? Briefly
describe your teaching plan. Please include how you plan to
maximize diversity in your case assignments for each student.
Describe your plan for use of a preceptor with your student (If
applicable)
a. Role of preceptor?
Detail your plan for monitoring and evaluating this experience
Sec VIII: Orientation Checklist
The secret of
getting ahead is
getting started.
The secret of
getting started is
breaking your
complex
overwhelming
tasks into small
manageable
tasks, and then
starting on the
first one.
~Mark Twain
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Agency Overview
Agency Policies & Protocols
 Please
ask for clarity on all policies
including harassment, discrimination,
mandatory reporting, ADA, OSHA, HIPPA,
etc.
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Field Instructor/Student Responsibilities
Integration of Field and Coursework
 Discuss
your FI
your syllabi and assignments we/
Sec. IX: Signature Page for Learning
Agreement and Evaluation
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Academic Term Designation (Fall/Winter/Spring)
Rating Scale/Explanation
Grade Recommendation
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FI recommends grade to Field Faculty who assigns
grade based on field and seminar performance.
Hours completed each quarter
Signatures (once FI/Student have discussed)
Sec X: CSWE Competency/Objectives
and Sample Learning Activities
COMPETENCY #6 – EVIDENCE BASED PRACTICE:
INTERN ENGAGES IN RESEARCH-INFORMED PRACTICE AND
PRACTICE-INFORMED RESEARCH
LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO
ACHIEVE COMPETENCY #6
Intern will investigate 2 evidence based practice interventions
and discuss during supervision how the interventions might be
used with agency clients.
Intern will review research and suggest one agency policy that
could be improved, based on evidence.
Objectives
F W S
1. Understands and employs evidence-based interventions
and policies for their particular populations.
2. Analyzes and integrates research findings and
professional judgment to improve practice, policy and
social service delivery.
3. Critically evaluates their own practice for
effectiveness and improvement.
CSWE
Competency
Student
generates
individualized
activities to
achieve
Competency &
Objectives – ask
FI for guidance.
CSULA Learning
Objective
(Standard for all
students)
Does the learning activity…
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Give the student opportunity to practice particular
concept/skill for objective?
Allow student to build upon previously attained
skills/knowledge/experience?
Challenge student’s interest & provide satisfaction?
Provide both observational and participatory involvement?
Move student to increased independent performance?
Seem feasible? Are there adequate resources to assure
completion? (space, time, access, clientele, etc)
Allow for measurement of the skill (is it quantifiable?)
Learning Agreement
Skill Building Activity
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1.
2.
Consider how you will take care of yourself during
the challenges of balancing academic coursework,
field placement, work, and home-life. If the overall
goal is “to maintain your mental and physical health
while becoming the best social worker you can be,”
what are two tangible learning activities you can do
to meet that goal? Here are two examples:
I will exercise at least 3 times a week for 30 minutes
I will update my organizer daily with all my tasks and assignments from school,
field, work and home.
Notice the specific, measurable nature of each task. Frequency, specificity.
Submitting the Learning Agreement
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Submit whole 15+ page document (see Field Calendar
Deadline for each Cohort)
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At beginning of Winter and Spring terms, you may
revise using LA Revision Form with FI’s
agreement/signature.
Student and FI save soft copy for use at end of this
term!
Honest Feedback
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Students should receive honest feedback weekly in
supervision so they can incorporate it and grow.
As caring professionals, sometimes we are
uncomfortable giving difficult feedback yet it is the
kindest, most ethical thing Field Instructors can do so
please ask them for it and discuss with your Seminar
Instructor if you are not getting it.
The evaluation process is already stressful, receiving
feedback on unsatisfactory progress unexpectedly at
end of the quarter is even more so for everyone,
especially students!
Sec. X: End of Quarter
Comprehensive Skills Evaluation
COMPETENCY #6 – EVIDENCE BASED PRACTICE:
INTERN ENGAGES IN RESEARCH-INFORMED PRACTICE AND
PRACTICE-INFORMED RESEARCH
LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO
ACHIEVE COMPETENCY #6
Intern will investigate 2 evidence based practice interventions
and discuss during supervision how the interventions might be
used with agency clients.
Intern will review research and suggest one agency policy that
could be improved, based on evidence.
Objectives
F W S
1. Understands and employs evidence-based interventions 1
and policies for their particular populations.
2
4
2. Analyzes and integrates research findings and
professional judgment to improve practice, policy and
social service delivery.
3. Critically evaluates their own practice for
effectiveness and improvement.
1
2
2
1
2
3
Based on these
and other
observations,
Field Instructor
evaluates
student below…
Using rating
scale on p. 8,
rate student
progress from
term to term
(Fall, Winter,
Spring)
Kudos! (Students appreciate Comments)!
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We ask your FI to maintain comments from quarter
to quarter so your progression can be seen in the
final year end Skills Evaluation…
Comments (required for ratings of 0 and 4):
FALL COMMENTS…..
Comments (required for ratings of 0 and 4):
WINTER COMMENTS
Comments (required for ratings of 0 and 4):
SPRING COMMENTS
Submitting the
Comprehensive Skills Evaluation
1st Year
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Cover page & Signature Page
to end (p. 8-15)
Fall: 11/30 or 12/4
Winter: 3/8 or3/12
Spring: 5/31 or 6/4
2nd Year
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Cover page & Signature Page
to end (p. 8-15)
Fall: 11/30 or 12/4
Winter: 3/8 or3/12
Spring: 5/10 or 5/14
Save soft copy of document for use at end of next
Quarter for one composite document w/ all three
quarters comments/ratings!
Please save trees and do not print unnecessary pages! Thank you!
Thank You for Your Hard Work!
We wish you a successful year ahead.
Please contact your Field Liaison directly with
any questions about this process.