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

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).

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.

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).

Learning objectives for today 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

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

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

Learning Contract Anxiety…

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

Learning contract 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….

Tools, resources, go-to-people LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED 1. 2. 3. 4. 5. Direct link with the 14 competencies Outcomes, deadlines, completions Tools, resources, go-to-people Activities, opportunities, projects Observables, approvals, hard proof

Direct link with the 14 competencies LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED 1.Professional self Articulate the agency’s mandate comply with confidentiality 2.Agency self - articulate the issues client’s present - Know recourses 3. Theory & practice - describe why theory is important 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

Attend board /committee meetings Read policy manuals Activities, opportunities, projects LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED 1. 2. 3. 4. 5. Case load of 3 clients Intake Assessment Attend board /committee meetings Read policy manuals Shadow home visits Update resource list Visit referral agencies

Tools, resources, go-to-people Supervisor Other staff Other agencies Manuals Research LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED 1. 2. 3. 4. 5. Outcomes, deadlines, completions Within first month By midterm During 2nd semester Ongoing Observables, approvals, hard proof Case notes, Process notes Journaling Charts Documentation Supervision

(Professional & Personal) METHODS TO MEASURE OBJECTIVES Sample 1 - Learning Contract (Evaluation Form Format) LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES (Tasks, Projects, Timelines) RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES (Date/Comments OBJECTIVES A ACCOMPLISHED (Outcomes/ 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 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 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 -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) 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

(Professional & Personal) METHODS TO MEASURE OBJECTIVES Sample 2 – Learning Contract (Free-Flowing Format) LEARNING OBJECTIVES (Professional & Personal) LEARNING ACTIVITIES (Tasks, Projects, Timelines) RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES (Date/Comments OBJECTIVES A ACCOMPLISHED (Outcomes/ To practise within professional ethics 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.) ETC. To take initiative for professional development -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) To learn how to work effectively with refugees in a supportive, respectful and appropriate manner -Shadowing - intakes (Sept.-Oct); counselling sessions(Nov.-Dec.) -Reviewing case files (Oct.-Dec.)

3150 4120 1 2 3 4 5 N/A 1. PROFESSIONAL VALUES Unsatisfactory Performance Marginal or Inconsistent 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 1. PROFESSIONAL VALUES MID TERM FINAL 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR STUDENT 1.2 Strictly complies with confidentiality guidelines. (1) 1.3 Is able to provide information about services to the client. (1) 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) 1.5 Is committed to ongoing professional development. (2) 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) 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) 1 2 3 4 5 N/A Unsatisfactory Performance Marginal or Inconsistent 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 1. PROFESSIONAL VALUES MID TERM FINAL 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR STUDENT 1.2 Strictly complies with confidentiality guidelines. (1) 1.3 Is able to provide information about services to the client. (1) 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) 1.5 Is committed to ongoing professional development. (2) 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) 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) 3150 4120

Effectiveness within agency and community 3150/4120 competencies evaluation criteria, examples… Effectiveness within agency and community 2.1 Purpose, 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.

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.

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.

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.