DEVELOPING THE INTEGRATED MSWLEARNING AGREEMENT AND COMPREHENSIVE SKILLS EVALUATIONDOCUMENT

Integrated Learning Goals and Assessment

CSULA SSWFall, 2010

Learning Objectives

Provide overview of integrated Learning Agreement/Comprehensive Skills Evaluation document

Clarify student & Field Instructor (FI) roles in process

Explain mechanics/use of the document Offer concrete examples of effective learning

activities to address desired CSWE competencies

Build skill in constructing appropriate learning activities

Overview (see Field Manual Sec 3, Part I and Part 30; Appendix B and C)

Learning Agreement identifies individual student learning objectives and field experiences.

Student completes document w/FI’s guidance & approval during the first weeks of internship.

The activities for each CSWE Competency should be measureable and achievable based on learning opportunities in placement.

FIs use them to evaluate students’ progress at end of each quarter when preparing the Comprehensive Skills Evaluation submitted to Field Faculty Liaison.

Overview Continued

This document is used by most Schools of Social Work in the region for both foundation (1st) year and concentration (2nd) year MSW students.

1st half: info on the agency, placement details, student self-awareness, student expectations, Field Instructor Teaching Plan and the Orientation Checklist.

Last half: Learning Activities and Skills Evaluation grid, FI Comments & Grade Recommendation, Student and FI Signatures

Document Outline

I. Identifying InformationII. Agency and Community – FI can suggest info

sourcesIII. General Time Management – 1 hr/wk individual.

supervisionIV. Field Education Assignments V. Self-Awareness Assessment – honest self-appraisalVI. Student Expectations for Supervision in

Field/InstructionVII. Field Instructor Teaching Plan – FI writes thisVIII. Orientation Checklist – FI ensures student is

orientedIX. Signature Page – both FI & studentX. Ten Competencies/Associated Learning Activities –

see samples here and more online

A Team Approach in Support of the Student

Student is primary person responsible for the document creation and submission BUT Field Instructor and Field Liaison (Seminar Instructor) provide support and feedback!

The document is the roadmap for the year and will set expectations and goals for students so is crucial!

Roles & Steps in Learning Agreement Development

NOTE: Saving a soft and hard copy of this document is wise for both student and FI!

Highlights of the Document

Much of the document is self-explanatory so we are only highlighting a few parts here.

Please note that we have provided several sample learning activities for each of the 10 CSWE Competencies online for both 1st and 2nd year MSW students. These are not meant to be copied by students but are meant to serve as examples of specific, measureable activities.

Sec. II: Agency and Community

II. THE AGENCY AND THE COMMUNITY(Agency)A.Describe the agency’s mission: B.Describe the organizational structure:C.List the services provided to community:D.Describe the general demographics (ethnicity, race,

socio-economic status, age) of the agency’s clients:

(Community) E. Describe the geographic location of your agency: F. Describe the general demographics (ethnicity, race, socio-economic status, age) of the community (if different from D above): G.Describe the community’s need for resources (in addition to what the agency provides):H.Describe the community’s perception of the

agency:I. List other agencies to which referrals are made:J. Who (Field Instructor?) or what (agency brochure?) were your sources of information:

Ensure you understand context of agency. Ask for any helpful documents you may review.How can you gain insight into the community context? Walk the neighborhood? Online reports? Agency grant proposals? Program evaluations?

Sec III: General Time Management

 III. GENERAL TIME MANAGEMENT

A. List the days and hours in field placement:

B. List the day and time that process recordings are due:C. List the day, time, and length of individual field instruction:D. List day and time of group supervision conference, if applicable:E. List the name(s) of preceptor(s) and/or contact person in field instructor’s absence:F. If the plan is for you to rotate or change programs in the agency, specify the time frame for the rotation:

Consistency and routine help you get off to a good start. We recommend a set schedule for the 1 hr/wk individual Field Instruction so discuss the feasibility of this with your FI. Group Supervision is a supplement some FI’s use but is not required.

Sec.V: Self-Awareness Assessment

V. SELF-AWARENESS ASSESSMENT

A. In terms of “self-awareness”, what do you know about yourself and your interactions with others/your emotions/etc that will make you a more effective social worker?

B. In what ways/areas do you need to enhance your self awareness to become a more effective social worker?

Welcome to the Self-Reflection Land. This is crucial for social workers. It is often hard to recognize what we don’t know at this point but give it your best shot, be honest with yourself and ask for clarity as needed!

Sec VII: Field Instructor Teaching Plan

VII. FIELD INSTRUCTOR TEACHING PLAN (To be written by the Field Instructor)Detail your expectations of your student in supervision

How do you structure your weekly field instruction? Briefly describe your teaching plan. Please include how you plan to maximize diversity in your case assignments for each student.

Describe your plan for use of a preceptor with your student (If applicable)a. Role of preceptor?

Detail your plan for monitoring and evaluating this experience

FI can insert here or attach a separate sheet. Please inquire about the different dimensions of social diversity within your population. It goes beyond race, gender and socio-economic class.

Sec VIII: Orientation Checklist

The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.

~Mark Twain

Agency Overview Agency Policies & Protocols

Please ask for clarity on all policies including harassment, discrimination, mandatory reporting, ADA, OSHA, HIPPA, etc.

Field Instructor/Student Responsibilities

Integration of Field and Coursework Discuss your syllabi and assignments

we/ your FI

Sec. IX: Signature Page for Learning Agreement and Evaluation

Academic Term Designation (Fall/Winter/Spring)

Rating Scale/Explanation Grade Recommendation

FI recommends grade to Field Faculty who assigns grade based on field and seminar performance.

Hours completed each quarter Signatures (once FI/Student have

discussed)

Sec X: CSWE Competency/Objectives and Sample Learning Activities

COMPETENCY #6 – EVIDENCE BASED PRACTICE:

INTERN ENGAGES IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH

LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #6

Intern will investigate 2 evidence based practice interventions and discuss during supervision how the interventions might be used with agency clients.Intern will review research and suggest one agency policy that could be improved, based on evidence.

Objectives F W S1. Understands and employs evidence-based interventions and policies for their particular populations.2. Analyzes and integrates research findings and professional judgment to improve practice, policy and social service delivery.3. Critically evaluates their own practice for effectiveness and improvement.

Student generates individualized activities to achieve Competency & Objectives – ask FI for guidance.

Does the learning activity… Give the student opportunity to practice particular

concept/skill for objective? Allow student to build upon previously attained

skills/knowledge/experience? Challenge student’s interest & provide satisfaction? Provide both observational and participatory

involvement? Move student to increased independent

performance? Seem feasible? Are there adequate resources to

assure completion? (space, time, access, clientele, etc)

Allow for measurement of the skill (is it quantifiable?)

Learning Agreement Skill Building Activity Consider how you will take care of yourself

during the challenges of balancing academic coursework, field placement, work, and home-life. If the overall goal is “to maintain your mental and physical health while becoming the best social worker you can be,” what are two tangible learning activities you can do to meet that goal? Here are two examples:

1. I will exercise at least 3 times a week for 30 minutes

2. I will update my organizer daily with all my tasks and assignments from school, field, work and home.

Notice the specific, measurable nature of each task. Frequency, specificity.

Submitting the Learning Agreement

Submit whole 15+ page document (see Field Calendar Deadline for each Cohort)

At beginning of Winter and Spring terms, you may revise using LA Revision Form with FI’s agreement/signature.

Student and FI save soft copy for use at end of this term!

Honest Feedback

Students should receive honest feedback weekly in supervision so they can incorporate it and grow.

As caring professionals, sometimes we are uncomfortable giving difficult feedback yet it is the kindest, most ethical thing Field Instructors can do so please ask them for it and discuss with your Seminar Instructor if you are not getting it.

The evaluation process is already stressful, receiving feedback on unsatisfactory progress unexpectedly at end of the quarter is even more so for everyone, especially students!

Sec. X: End of QuarterComprehensive Skills Evaluation

COMPETENCY #6 – EVIDENCE BASED PRACTICE:

INTERN ENGAGES IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH

LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #6

Intern will investigate 2 evidence based practice interventions and discuss during supervision how the interventions might be used with agency clients.Intern will review research and suggest one agency policy that could be improved, based on evidence.

Objectives F W S1. Understands and employs evidence-based interventions and policies for their particular populations.

1 2 4

2. Analyzes and integrates research findings and professional judgment to improve practice, policy and social service delivery.

1 2 2

3. Critically evaluates their own practice for effectiveness and improvement.

1 2 3

Based on these and other observations, Field Instructor evaluates student below…

Kudos! (Students appreciate Comments)!

We ask your FI to maintain comments from quarter to quarter so your progression can be seen in the final year end Skills Evaluation…Comments (required for ratings of 0 and 4):

FALL COMMENTS…..

Comments (required for ratings of 0 and 4):

WINTER COMMENTS

Comments (required for ratings of 0 and 4):

SPRING COMMENTS

Submitting the Comprehensive Skills Evaluation

Cover page & Signature Page to end (p. 8-15)

Fall: 11/30 or 12/4 Winter: 3/8 or3/12 Spring: 5/31 or 6/4

Cover page & Signature Page to end (p. 8-15)

Fall: 11/30 or 12/4 Winter: 3/8 or3/12 Spring: 5/10 or 5/14

1st Year 2nd Year

Please save trees and do not print unnecessary pages! Thank you!

Save soft copy of document for use at end of next Quarter for one composite

document w/ all three quarters comments/ratings!

We wish you a successful year ahead. Please contact your Field Liaison directly with any questions about this process.

Thank You for Your Hard Work!