LEARNING CONTRACT TUTORIAL

1. LEARNING CONTRACT TUTORIAL Everything you wanted To know about learning contracts, but were afraid to ask.SPRING 2008

2. Agenda • What is a Learning Contract? • How is it Developed? • How is it used? • Next Steps • Questions

3. The Learning Contract

4. What is a Learning Contract? • required document for students each semester in field. • developed by student in collaboration with Field Instructor, with consultation from Field Liaison. • incorporates the following: • Educational Outcomes* • Objectives • Tasks • Timelines *by CSWE and Temple University

5. Learning Contracts • Provide for integration of classroom & practice knowledge/experience • Become basis for discussion in Field Instruction meetings • Serve as an understanding among parties involved-the school, agency & student • Build upon work of the previous semester(s) • Establish expectations & learning activities • Provide a framework for evaluation and grading of fieldwork

6. Learning Contracts • Serve as contract with student, Temple & Agency • Provide for accountability for practicum • Provide a guideline to demonstrate progress • Help to insure that all parties are committed to field work as a learning experience for the student

7. Learning Contract Definitions • Foundation Objectives: 10 broad contextual components of field work, give a general sense of direction for learning • Learning Outcomes: individual expectations to be achieved in the semester/year of fieldwork • Learning Activities: specific steps or tasks the student will perform to reach defined outcomes. Tasks should be described in measurable terms • Time Frame/Due Date: establishes target dates for completion of tasks or identifies activity as ongoing.

8. Learning Contract Foundation Practicum Objective #1: Demonstrate the ability to assess the functioning of clients at all systems levels using culturally competent approachesOutcomes: *Assess Biological, Psychological, Social, Spiritual & Environmental factors influencing development & behavior *Assess Risk factors at all system levels *Effectively use agency’s assessment tools, etc Learning Activities & Time Frame Activity/Task __________________________________________ Due Date ______________

9. How is my First Semester Learning Contract developed? • Self Assessment • Formal Field Application • Meetings with Liaison • Discussion with Agency and Field Instructor • Review & Identification of Foundation Year Field Objectives/Desired Outcomes • Identification of Learning Activities which will support accomplishment of outcomes

10. What about Second Semester? • New Learning Contract is required for each semester. • New learning activities and tasks typically build upon the contract of previous semester, plus revisiting Field Curriculum Objectives & Outcomes for new learning activities • Process continues to include input from agency, Field Instructor and Liaison. • Format remains the same.

11. FieldCurriculum

12. Foundation Year Objectives • Assessment of Consumer Functioning at All System Levels • Develop & Use Helping Relationship(s) • Select & Apply Interventions • Increase Understanding of Social/ Organizational Policy • Understand Historic & Current Nature of Social Service Delivery in (your) Setting & in Agency Environmental Context

13. Foundation Field Objectives (cont.) • Monitor & Evaluate Change • Demonstrate Professional Conduct & Behavior • Develop Self Awareness in Professional Relationships, including impact on Personal Values on Practice • Use Supervision/Consultation for Professional Growth • Know & Apply Professional Social Work Values & Ethics

14. Foundation Year Goals • Firm Understanding of “Generalist Practice” • Opportunities to Observe & Utilize Array of Social Work Roles • Opportunities to Engage with Range of Constituencies/Clients • Experience of the Range of Social Work Venues - Micro, Mezzo and Macro Practice

15. The Generalist Social Worker • Has a broad range of knowledge and skills • Draws upon several theories & models • Is able to conduct beginning level practice @ micro, mezzo, & macro levels • Is capable of performing numerous social work roles • Can move readily from one field of practice to another

16. Generalist Social Worker Engages with: • Individuals • Couples • Families • Groups • Organizations • Communities Examples of types of work: • face to face, 1:1 with a single person • work with couple, whole family or household • Work with group (treatment/support) • Work with committees or task groups • Work with agency or network of agencies • Work with legislators or policy makers

17. Social Work Roles • Broker • Teacher • Case Manager • Staff Developer • Social Change Agent • Group facilitator • Policy analyst • Advocate • Counselor/Clinician • Workload Manager • Administrator • Professional • Program planner • Fund raiser • Researcher

18. Venues for Practice • Micro-includes direct practice with individuals couples, families, & small groups • Mezzo-includes work with committees, boards, task forces, other groups, etc. to educate, mediate, & change. • Macro-includes work at community and governmental policy & planning areas to change society.

19. generalist social workers examine & consider: A wide range of factors such as: • Differences among values/beliefs • How relationships function • Differing perceptions of reality • The need for knowledge/information • How individual/family behaviors impact functioning • Dynamics that bring individuals together or keep them apart, and the feelings involved • Dynamics of Power • Social justice and Diversity • Resources and Access • Power by those in authority • Functioning of social programs and policies

20. How is the Learning Contract used? • As a detailed Workplan for Field • As a Template for Field Instruction discussions/meetings • As a framework for evaluation & grading

21. IMPORTANT NOTE: • The Learning Contract is a template for fieldwork experience. • It guides the work of the student. • However, it may be modified during the semester to reflect newly identified learning needs, activities and/or emergent opportunities in the field setting. • Changes MUST be reviewed by the field agency, field instructor and field liaison.

22. Where do I Begin? • Review Foundation Field Objectives • Complete Assessment of individual learning needs- • self assessment; request input from others • Meet with field instructor, agency representatives for brainstorming possible activities & tasks • Begin Defining Activities & Tasks for Learning Contracts. • NOTE: These must be reviewed/ approved/signed by your Temple field liaison for fieldwork to begin

23. Example: (foundation field objective #1)Demonstrate ability to assess the functioning of clients at all systems levels using culturally competent approaches • To understand assessment process at XYZ Agency by reviewing assessment tools used, reading previously completed assessments, shadowing a staff person completing an assessment, completing an initial assessment of 2 (individuals, families, groups) • To learn to identify and critically analyze community’s needs and determine strengths and barriers to access for constituents

24. Verbs that often appear in goal statements • To acquire • To analyze • To appreciate • To become • To become familiar with • To comprehend • To develop • To discover • To explore • To learn • To perceive • To synthesize • To understand • To value

25. Learning Activities/Tasks • Specific task, activity, or assignment that when performed by student will help advance toward learning goal • EXAMPLES: +To Acquire experience in assessment interviews by completing intake with 3 clients +To Become Familiar With D&A Inpatient Services and referral process by contacting local resources +To Develop a new informational brochure for the program +To Learn more about how another culture deals with death and dying by interviewing the director of the Hispanic Center +To Develop a Reading List on Eating Disorders

26. Other words that appear in task statements • Examples • List • Locate • Obtain • Participate in • Revise • Schedule • Select • Summarize • Observe Explain • Give • Supervise • Verify • Write • Answer • Arrange • Circulate • Classify • Collect • Compare • Compile • Conduct • Count • Decide • Define • Demonstrate • Direct • Discuss

27. Due Date • A way to keep work on track • A way to organize tasks/assignments • A way to be accountable for the tasks/assignments accomplished • Should always involve review/critique by field instructor-so work can be evaluated • May be a specific calendar date or a time frame, i.e. by the 3rd week

28. You may have some surprises… • You may discover that not all clients are motivated • That some are difficult to like or respect • Some may not make use of needed and available services • Change can be slow • Social problems are more complex than you realized • You must be skillful in the art of politics • That not all professionals are competent and ethical • Your field instructor takes another job in the middle of your practicum • Much of what you learn was not written into your learning plan

29. Planning for Advanced Year Field Includes: • Formal Declaration of a Concentration & Specialization (by Spring 2009) • Submission of the Advanced Field Placement Application • Meeting(s) with Field Liaison/Advisor • Determination of Field Placement Site for 2nd Year • Development of Learning Activities Utilizing the Advanced Year Field Curriculum Objectives

30. Next Steps

31. REMINDER • If you have not already done so, but plan to enter field in the Fall, it is imperative that you complete and submit your field application, ASAP. • Review Field Curriculum materials in Manual • Schedule a meeting with your Advisor a.) to develop and finalize field site and b.) to begin brainstorming ideas for learning

32. QUESTIONS

33. Field Learning Contract Tutorial* *Everything you wanted to know about field learning contracts, but were afraid to ask ………………………………………………………. • When: Thursday April 12th from 4-6 P.M. • Where: TUH Room 251 • Who Should Attend: Anyone who wants to pick up tips on completing the Learning Contract for Field Work