Transcript Developing an Effective Learning Contract An Overview for

Developing an Effective Learning
Contract
An Overview for Agency Field Instructors
Shelley Hall, MSW
Assistant Field Coordinator, UCF School of Social
Work
Purpose of Learning Contract
 Documents three-way agreement between student, agency and the
School of Social Work
 Guides the student’s field experience
 Defines how the student will learn to apply social work theory through
practice, and specific tasks/activities
 Stimulates discussion of student strengths, goals and learning styles
 Assists students and field instructors in defining specific attainable
activities to support the competencies
 Basis for the evaluation of competencies at the end of each semester
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Objectives of Learning Contract
 One Learning Contract is used the entire year
 Student’s assignment (agency field instructor & task supervisor offer guidance/consultation)
 Completed within the first several weeks of the fall (MSW) or spring (BSW) semester
 Demonstrates at least ONE specific, measurable, task/activity per practice behavior (related
to agency)
 Activities build on strengths and focus on individual skill development of student (student’s
needs may vary)
 Students' ability will help set, monitor and achieve realistic goals
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Learning Contract Framework
 Core Competencies - specific areas on which learning is focused,
developed by CSWE
 Practice Behaviors - prescribed by CSWE (41 for BSW/Generalist students)
and (31 for Clinical Students)
 Tasks/Activities - activities, tasks, projects, situations designed to enable
student to meet objectives of the practice behaviors
 Target date of completion - time line of target completion dates
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Preparing the Learning Contract
 Agency Field Instructors – should be aware of what level
student intern you might have at your agency
 BSW and MSW Generalist (1st Year) - Learning Contracts are
the same
 Advanced Standing and Clinical (2nd Year) Learning Contracts
include the clinical core competencies
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Generalist Practice Skills
BSW and MSW Generalist Core Competencies are the same:
 Entry level focus - introduction to professional social work roles and ethics
 Micro, Mezzo, Macro levels of practice
 Ethical practice according to NASW Code
 Orientation to strengths-based and empowerment practice
 Principles of human behavior in the social environment
 Psychosocial assessments
 Multicultural practice
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Advanced Clinical Practice Skills
 Build on the foundation or generalist practice skills
 Further development of critical thinking and judgment
 Development of autonomous practice skills
 Leadership skills
 Research/grant writing
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Writing the Learning Contract
How to get started:
 Students may have different levels of understanding and ability of the practice
behaviors
 People learn at various levels
 Generates discussion with student about strengths and skill set
 Increasingly able to manage more complexity with clients, social conditions,
organizations and professional interventions
 Concrete tasks evolve to more abstract understanding
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Writing the Learning Contract
Student educational assessment might be helpful:
 Student life experience and responsibilities
 Professional development skills
 Communication style
 Personal attributes and cultural background
 Student learning styles and patterns
 Interest in different opportunities within the agency
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Writing the Learning Contract
Valuable Tools
 Observation of student tasks and interactions
 Role plays and simulations during supervision
 Documentation review
 Team and/or supervisor constructive feedback
 Assignments and review of written reports, etc.
 Presentation of cases at team meeting/case staffing
 Review of journal articles and discussion in supervision
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Valuable Terms and Learning Strategies
Develop
Understand
Utilize
Distinguish between
Interpret
Formulate
Demonstrate
Co-lead/Lead
Take initiative
Interview
Write
Observe
Role play
Participate
Attend
Summarize
Challenges
 Tasks are too broad and complex; may need to be broken down into tangible task
 Policy & Research
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Utilizing the Learning Contract
In Supervision:
 Learning Contract should be referred to frequently during supervision
 Review how student is using activities to apply and practice classroom
learning
 Check whether activities assigned to the student are challenging and
helpful
 Monitor learning activities; are they helping the student develop and
achieve required competencies
 Assess your method of measuring progress and revise for more direct
involvement if needed, (tasks can be revised)
 Some students may need more time for the opportunities and more
constructive input
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Utilizing the Learning Contract
Feedback and Student Evaluation:
 Discuss student accomplishments and any barriers to task completion
 Review how tasks have improved the student’s skills and competency
 Provide specific feedback regarding student performance and area of
growth
 Determine whether the tasks in the Learning Contract have been
completed or further instruction is needed for success of the task
 Revise tasks if needed
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Developing an Effective Learning Contract
An Overview for Agency Field Instructors
Exercise
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Developing an Effective Learning Contract
An Overview for Agency Field Instructors
Questions?
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