NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. 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 2

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 3

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 Jan. 16, 20154

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 (1 st Year) - Learning Contracts are the same  Advanced Standing and Clinical (2 nd Year) Learning Contracts include the clinical core competencies Jan. 16, 20155

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 Jan. 16, 20156

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 Jan. 16, 20157

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 Jan. 16, 20158

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 Jan. 16, 20159

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 Jan. 16,

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 11 Challenges  Tasks are too broad and complex; may need to be broken down into tangible task  Policy & Research

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 Jan. 16,

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 Jan. 16,

Developing an Effective Learning Contract An Overview for Agency Field Instructors Jan. 16, Exercis e

Developing an Effective Learning Contract An Overview for Agency Field Instructors Jan. 16, Questions?