1. 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

2. 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).

3. 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.

4. 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).

5. 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

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

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

8. Learning Contract Anxiety…

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

10. 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….

11. 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

12. 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

13. 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

14. 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

15. (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

16. (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.)

17. 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)
Knows how to plan and organize field placement responsibilities. (3)
Takes initiative and responsibility for all aspects of own professional role. (4)
3150
4120

18. Effectiveness within agency and community
3150/4120 competencies evaluation criteria, examples…
Effectiveness within agency and community
Purpose, mandate, and function of the agency;
Articulate the concerns of the client population ;
Relationship between policy and practice;
Strengths and limitations of the service;
Power structure and lines of authority;
Effective working relationships with agency personnel;
Describe linkage between agency and community;
Sound knowledge of community resources;
Refer people appropriately and effectively;
2.10 Effective working relationships with community.

19. 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.

20. 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.

21. 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.