Juliana West, PhD (Cand.) Maureen Kalloo, MSW Faculty of Social Work Faculty of Social Work University of Manitoba University of Manitoba

May 2011

Befriending your Learning Contract

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• Linking the learning contract to the midterm

and final evaluations

• Conceptualizing concise learning objectives

• Brainstorming site specific learning activities

• Creating measurable outcomes and timelines

Am I ready?

The learning contract

is due

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.

I promise not to hide in the

photocopy room

I promise not to turn you into

my photocopy slave

Learning contract

The learning contract is an agreement of expectations. Here we go….

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

Activities, opportunitie

s,projects

Tools, resources,

go-to-people

Observables, approvals,hard proof

Outcomes, deadlines, completion

s

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- articulatethe issues client’s present- Know recourses

3. Theory & practice

- describe why theory is important

Direct link with the 14

competencies

Personal and Professional Attributes1. Professional values2. Effectiveness within agency and

community3. Comprehension and integration of

theoretical knowledge4. Student's use of supervision5. Self awareness6. Written skills: report writing,

recording and correspondence7. Diversity

Direct Skills8. Communication and interviewing

skills9. Engagement skills10. Data collection and assessment11. Planning, contracting, goal setting12. Intervention, implementation skills13. Closure

LEARNING

OBJECTIVES(Professional &

Personal)

LEARNING ACTIVITIES

RESOURCES(Resource Aids)

METHODS TO MEASURE

OBJECTIVES

OBJECTIVES ACCOMPLISHED

1.

2.

3.

4.

5.

Activities, opportunitie

s,projects

o Case load of 3 clientso Intakeo Assessmento Attend board /committee meetingso Read policy manualso Shadow home visitso Update resource listo Visit referral agencies

LEARNING

OBJECTIVES(Professional &

Personal)

LEARNING ACTIVITIES

RESOURCES(Resource Aids)

METHODS TO MEASURE

OBJECTIVES

OBJECTIVES ACCOMPLISHED

1.

2.

3.

4.

5.

Tools, resources, go-to-people

• Supervisor• Other staff• Other agencies• Manuals• Research

Observables, approvals,hard proof

• Case notes, • Process notes• Journaling• Charts• Documentation• Supervision

Outcomes, deadlines, completions

• Within first month• By midterm• During 2nd semester• Ongoing

LEARNING OBJECTIVES

(Professional & Personal)

LEARNING ACTIVITIES

(Tasks, Projects,Timelines)

RESOURCES(Resource Aids)

METHODS TO MEASURE

OBJECTIVES(Date/Comments

Timelines)

OBJECTIVES AACCOMPLISHED

(Outcomes/Timelines)

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/orjournals-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

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

Timelines)

OBJECTIVES AACCOMPLISHED

(Outcomes/Timelines)

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.ETC.

ETC.

To take initiative for professional development

-Researching information about legislation and procedures governing the agency’s work (Sept.-Oct.)-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)

ETC. ETC.ETC.

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.)

ETC.ETC. ETC.

Sample 2 – Learning Contract (Free-Flowing Format)

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal orInconsistentPerformance

Has Understanding Of

And Is Beginning ToUndertake Action

Usually Consistent and Reliable Performance,

Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES MIDTERM

FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

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)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal orInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent AndReliable Performance,Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES MIDTERM FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

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)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

315

0

412

0

2. 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.

3150/4120 competencies

evaluation criteria,

examples…

6. 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.