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

1
Your Learning Contract

Juliana West, MSW, PhD (Cand.)
Maureen Kalloo, MSW
Faculty of Social Work Faculty of
Social Work University of Manitoba
University of Manitoba Revised May 2012/ Al
Curtis and Joan Churley
2
The learning contract is due

• If you are in placement 2 days a week your
  learning contract is due 4 weeks after start date
• If you are in placement 4 days a week your
  learning contract is due 3 weeks after start
  date
• Your learning contract can be amended anytime

3
What is the Learning Contract?

• A roadmap to guide the student and instructor
  in the learning process
• It is a combination of what you want to learn,
  what the field instructor is willing to teach and
  what the agency is mandated to allow.
• Developed on a template of five categories
• learning objectives
• learning activities
• resources
• methods to measure objectives
• timelines

4
LEARNING OBJECTIVES (Professional Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED
1.
2.
3.
4.
5.

WHAT is to be learned
WHEN timelines
WHO/WHERE will you go/ask for help?
HOW Will you learn this? What activities are
required?
HOW do you prove that you have successfully
achieved the objective
5
HOW Observables, hard proof
HOW
WHO/WHERE will you go/ask for help?
WHAT
WHEN timelines
LEARNING OBJECTIVES (Professional Personal) LEARNING ACTIVITIES RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES OBJECTIVES ACCOMPLISHED
Familiarize myself with the mandate, structure, and legislation that govern the agency.

• Discuss with Field Instructor
• CFS Act,
• Adoption Act
• Discuss interventions as related to mandate
• Attend monthly social work conferences
• Attend court

• Read CFS Act
• Read Adoption Act
• Attend Provincial Family Court
• Talk to Field Instructor,lawyer,Crown Attorney

• To be able to identify how a case decision
  relates back to the mandate
• Case notes,
• Process notes
• Journaling
• Supervision

• Sept/read acts
• Oct attend court
• Nov case presentation re above to field
  instructor
• LINK to evaluation
• 2.1
• 2.1

6
1 2 3 4 5 5 N/A
Unsatisfactory Performance Marginal Or Inconsistent Performance 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 Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable
UNSATISFACTORY (FAIL) UNSATISFACTORY (FAIL) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES
2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY 2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY 2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY 2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY MID TERM FINAL
2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1)     INSTRUCTOR
2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1) 2.1 Understands the purpose, mandate, and function of the agency. (1)     STUDENT
2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)     INSTRUCTOR
2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1) 2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)     STUDENT
2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)     INSTRUCTOR
2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2) 2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)     STUDENT
2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2)     INSTRUCTOR
2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2) 2.4 Understands the strengths and limitations of the service delivery system. (2)     STUDENT
2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)     INSTRUCTOR
2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2) 2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)     STUDENT
2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2)     INSTRUCTOR
2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2) 2.6 Develops effective working relationships with agency personnel. (2)     STUDENT
2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2)     INSTRUCTOR
2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2) 2.7 Can describe linkage between agency and community. (2)     STUDENT
2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2)     INSTRUCTOR
2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2) 2.8 Demonstrates a sound knowledge of community resources. (2)     STUDENT
2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) INSTRUCTOR
2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) 2.9 Refers people appropriately and effectively to community resources.(3) STUDENT
2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) INSTRUCTOR
2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) 2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4) STUDENT

7
The Learning Activities

• Leave room for the student and the field
  instructor to be innovative.
• You can read about intervention with children
  and families but you can do far more.....
• Meet with the police, lawyers, psychologists, or
  anyone who is involved in the process of
  working with children and families.
• Shadow as many workers as possible and try
  documenting what you see by applying theory to
  practice ( this is a great way to learn and a
  great deal of discussion will occur at
  supervision between student and instructor.

8
Resources

• Networking in the community and the office will
  provide students with valuable information
• Bring in your books from field focus and other
  courses and try to apply the theory to practice.
  What are you learning?

9
Deadlines, timelines, completions....

• It is important that your learning contract be
  realistic and your learning goals be achievable
  and measurable.
• Ensure that the deadlines and timelines you
  incorporate into your learning contract are
  realistic.
• Remember you can always add to the learning
  contract.
• Students and Field instructors should discuss
  timelines and document when learning objectives
  have been achieved. (This is very helpful when
  midterm and final evaluations are due)

10
5. Learning Contract Field Instruction SWRK
4120 Administrative Arrangements (a) Scheduled
placement days __identify days and time Tuesday
and Thursday from 830-430_________ (b) Meeting
times with field instructor ___Tuesday Morning
Thursday Morning____900 to receive cases and
debrief_______
LEARNING OBJECTIVES (Professional Personal) This is where you set your goals. What it is you would like to learn in your placement. What skills would you like to develop? Ensure that you connect your learning goals to your 3150 placement experience. Anything that was identified as an area for development in your 3150 could be identified in your new learning goal for 4120 LEARNING ACTIVITIES (Tasks Experience) Time Lines What is it that you will need to do, read, attend (conferences, training) to achieve the goal that you have just set. How long will it take to achieve the goal? Learning about Policy and procedures of the agency will take you the full term, reading the policies and procedures may take 2 hours. Identify time lines what would you like to learn by mid term? RESOURCES (Resource Aids) What is it that you will need? Who will you have to meet with? Do you have to visit agencies to learn about their resources? METHODS TO MEASURE OBJECTIVES (Date/Comments) Time Lines How will you know that you are achieving the goals that you have set? The goals should be tied into your evaluation. If you look on the evaluation form, the competencies identify skills that will be evaluated. How many reports do you need to write before you feel competent writing reports? How will you be given feedback? How will you measure improvement? OBJECTIVES ACCOMPLISHED What will this look like? How will you know that you have accomplished the goal you just set?
Comply with the standards in the code of ethics Read the Code of ethics Understand the difference between competency and capacity as it relates to right of choice. Code of ethics Consultation and discussion with other social workers Be aware of the code of ethics and feel comfortable discussing them with my field instructor
6. Complete a biopsychosocial assessment on clients Observe field instructor administering an assessment from interview to final report Complete an assessment on five clients. Weekly field instruction, consultation and review assessments. April 2012
11
Sample 1 - Learning Contract (Evaluation Form
Format)
LEARNING OBJECTIVES (Personal) WHAT is to be learned LEARNING ACTIVITIES (Tasks, Projects, Timelines) How will you learn this RESOURCES (Resource Aids) METHODS TO MEASURE OBJECTIVES (Date/Comments Timelines) OBJECTIVES A ACCOMPLISHED (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 agencys policy manual (Sept) -Researching information about legislation and procedures governing the agencys 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 agencys 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 agencys 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 Agencys 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 agencys policies procedures, governing legislation, -Respectful and appropriate responses to refugees seeking services -Appropriate and relevant referral s and coordination with other community workers
12
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 Timelines) OBJECTIVES A ACCOMPLISHED (Outcomes/ Timelines)
To practice within professional ethics Reading the CASW guidelines (Sept.) Participating in field orientation/asking questions, clarifying understanding (Sept.) Reviewing the agencys policy manual (Septt.) -Researching information about legislation and procedures governing the agencys work (Sept.-Oct.) ETC. ETC. ETC.
To take initiative for professional development -Researching information about legislation and procedures governing the agencys work (Sept.-Oct.) -Reviewing the agencys 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.

13
1 2 3 4 5 5 N/A
Unsatisfactory Performance Marginal or Inconsistent Performance 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 Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable
UNSATISFACTORY (FAIL) UNSATISFACTORY (FAIL) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES
1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES MID TERM FINAL
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) STUDENT
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) STUDENT
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) INSTRUCTOR
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 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) 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) 1.4 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) 1.4 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
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) 1.4 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) 1.4 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) 1.4 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) STUDENT
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) INSTRUCTOR
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) STUDENT
1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) INSTRUCTOR
1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) STUDENT
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) INSTRUCTOR
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) STUDENT
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) INSTRUCTOR
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) STUDENT
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) STUDENT
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) INSTRUCTOR
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) STUDENT
1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) INSTRUCTOR
1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) STUDENT
1 2 3 4 5 5 N/A
Unsatisfactory Performance Marginal or Inconsistent Performance 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 Exceptional Performance That Shows Consistent Initiative And Analytic Abilities Not Applicable
UNSATISFACTORY (FAIL) UNSATISFACTORY (FAIL) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS) SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES PERSONAL AND PROFESSIONAL ATTRIBUTES
1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES 1. PROFESSIONAL VALUES MID TERM FINAL
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) 1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1) STUDENT
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) 1.2 Strictly complies with confidentiality guidelines. (1) STUDENT
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) INSTRUCTOR
1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 1.3 Is able to provide information about services to the client. (1) 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) 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) 1.4 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) 1.4 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
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) 1.4 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) 1.4 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) 1.4 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) STUDENT
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) INSTRUCTOR
1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) 1.5 Is committed to ongoing professional development. (2) STUDENT
1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) INSTRUCTOR
1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) 1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2) STUDENT
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) INSTRUCTOR
1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) 1.7 Focuses on client empowerment, self determination and respects individuality. (3) STUDENT
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) INSTRUCTOR
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) 1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3) STUDENT
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) 1.9 Demonstrates ability to use and become comfortable with authority when appropriate (a) agency purpose program (b) professional role. (3) STUDENT
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) INSTRUCTOR
1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) 1.10 Knows how to plan and organize field placement responsibilities. (3) STUDENT
1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) INSTRUCTOR
1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) 1.11 Takes initiative and responsibility for all aspects of own professional role. (4) STUDENT

3150
4120
14
3150/4120 competencies evaluation criteria,
examples

• Effectiveness within agency and community
• 2.1 (1) Purpose, mandate, and function of the
  agency
• 2.2 (1) Articulate the concerns of the client
  population
• 2.3 (2) Relationship between policy and
  practice
• 2.4 (2) Strengths and limitations of the
  service
• 2.5 (2) Power structure and lines of authority
  
• 2.6 (2) Effective working relationships with
  agency personnel
• 2.7 (2) Describe linkage between agency and
  community
• 2.8 (2) Sound knowledge of community resources

15
Tips

• The electronic version allows for expanding boxes
  and revisions!
• One activity may meet several learning
  objectives
• The learning contract should be developed by
  student and Field Instructor together.

16
Supervision is very important

• Face to face weekly minimum of one to one and a
  half hours.
• Field Instructor/student is familiar with the
  evaluation form and should link this to the
  learning contract.
• Remember your time logs
• Remember your Professional Reflective Journals
  and the importance of sharing the journals during
  Supervision.

17
Feel free to email Joan

• Joan will be reviewing your learning contracts
  and sending you comments
• Joan is available to meet with you via ADOBE or
  Telephone conference to discuss your contract.
• We now have an electronic version, this can be
  found on our website

18
Thank You

• All forms are available on our website
• http//umanitoba.ca/social_work/programs/ddfieldin
  fo.html