Juliana West, PhD ( Cand .) Maureen Kalloo , MSW

1. Befriending your Learning Contract Juliana West, PhD (Cand.) Maureen Kalloo, MSW Faculty of Social Work Faculty of Social Work University of Manitoba University of Manitoba May 2011

2. What is the Learning Contract? • A tool in a learning process; • Developed on a template of five categories: • learning objectives; • learning activities; • resources; • methods to measure objectives; • objectives accomplished (expected or actual outcomes).

3. What is the purpose of a Learning Contract? • To make the learning objectives, activities and expected outcomes explicit; • To empower students in terms of knowing what to expect from their field experience; • As a roadmap to skills and competencies the Student hopes to accomplish and how s/he will do so.

4. What is the foundation of the Learning Contract? • The evaluation forms; • What the field can offer; • Your professional and career objectives; • What you bring to the field (i.e. your starting point - professional attributes, skills and competencies).

5. Am I ready? • Learning objectives for today • Linking the learning contract to the midterm and final evaluations • Conceptualizing concise learning objectives • Brainstorming site specific learning activities • Creating measurable outcomes and timelines

6. The learning contract is due What to expect when the learning contract is due…

7. What was I thinking? …. anxiety around the learning contract is a common experience felt by many students and instructors….

8. Learning Contract Anxiety…

9. We hope this PowerPoint will explain the process and help you to befriend your learning contract.

10. I promise not to turn you into my photocopy slave I promise not to hide in the photocopy room Learning contract The learning contract is an agreement of expectations. Here we go….

11. Direct link with the 14 competencies Outcomes, deadlines, completions Tools, resources, go-to-people Activities, opportunities, projects Observables, approvals, hard proof

12. Direct link with the 14 competencies • Personal and Professional Attributes • Professional values • Effectiveness within agency and community • Comprehension and integration of theoretical knowledge • Student's use of supervision • Self awareness • Written skills: report writing, recording and correspondence • Diversity • Direct Skills • Communication and interviewing skills • Engagement skills • Data collection and assessment • Planning, contracting, goal setting • Intervention, implementation skills • Closure

13. Activities, opportunities, projects • Case load of 3 clients • Intake • Assessment • Attend board /committee meetings • Read policy manuals • Shadow home visits • Update resource list • Visit referral agencies

14. Tools, resources, go-to-people • Supervisor • Other staff • Other agencies • Manuals • Research • Outcomes, deadlines, completions • Within first month • By midterm • During 2nd semester • Ongoing • Observables, approvals, • hard proof • Case notes, • Process notes • Journaling • Charts • Documentation • Supervision

15. Sample 1 - Learning Contract (Evaluation Form Format)

16. Sample 2 – Learning Contract (Free-Flowing Format)

17. 3150 4120

18. 3150/4120 competencies evaluation criteria, examples… Effectiveness within agency and community 2.1Purpose, mandate, and function of the agency; 2.2 Articulate the concerns of the client population ; 2.3 Relationship between policy and practice; 2.4 Strengths and limitations of the service; 2.5 Power structure and lines of authority; 2.6 Effective working relationships with agency personnel; 2.7 Describe linkage between agency and community; 2.8 Sound knowledge of community resources; 2.9 Refer people appropriately and effectively; 2.10 Effective working relationships with community.

19. Written skills - recording, report writing, correspondence 6.1 Written work is clear, concise, coherent, and on time; 6.2 Spelling, grammatical and organizational skills ; 6.3 Uses current technology (i.e., computer, copier); 6.4 Uses agency guidelines accurately to complete; 6.5 Respectful and unbiased position when writing; 6.6 Records are clear and contain essential content material; 6.7 Can write for diverse audiences.

20. Tips… • The electronic version allows for expanding boxes and revisions! • One activity may meet several learning objectives; • The learning contract is the student’s responsibility, but the instructor has critical information; • Creating the contract is a process: • finding out the opportunities and activities; • flushing out the activities’ inherent learning objectives; • figuring out the resources needed to learn; • showing how the learning occurred; • formulating timelines.

21. The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires. ~William Arthur Ward If you have questions about your learning contract, please feel free to contact your Faculty Liaison.