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The learning contract is a document that specifies the student’s learning objectives for the field placement, associated learning tasks and activities, and the measurable outcomes for evaluating the student’s learning.

The learning contact is designed to:

• Identify the student’s individual learning objectives, associated tasks, and appropriate evaluation measures.
• Specify the responsibilities of the student and the Field Supervisor.
• Guide and direct the student’s learning and the Field Supervisor’s teaching while remaining a flexible and fluid document that can be modified with agreement of all parties.
• Guide how the student’s learning accomplishments will be monitored and evaluated.

The primary task of formulating the learning contract rests with the student; however, the student, Field Supervisor and Faculty Liaison collaborate in defining and endorsing the learning opportunities reflected in the document. The student is responsible for ensuring the learning contract is completed, negotiated, documented and signed by all parties within the first 30 days of placement. The student must provide copies of the learning contract and any revisions to the Field Supervisor and Faculty Liaison, and retain copies for themselves.

MSW Students: Use of qualitative feedback from SOWK 5001

All students will receive individualized qualitative feedback on interpersonal practice skills from their instructor in SOWK 5001. Students are strongly encouraged to integrate this feedback and the learning goals it suggests into the learning contract for MSW Practicum I.

Student responsibilities:

• Review the course objectives for the Practicum course in which they are registered.
• Review the Mid-Point and End-Point Evaluation Forms (student’s and Field Supervisor’s) for the field placement to determine what criteria will be used to evaluate student performance (all forms are available on the Practicum Hub).
• Reflect on present level of knowledge and skills and learning style.
• MSW Students: Review qualitative feedback on interpersonal practicum from SOWK 5001.
• Consider the field placement setting and the available learning opportunities.
• After considering all of the above, construct specific learning objectives for the field placement, which are related to the learning objectives for the Practicum course and the nature of the field placement setting.
• Identify the learning activities, tasks, materials, and resources that will be utilized to achieve the learning objectives (e.g., placement activities, books and literature, videos, workshops, training, meetings, interviews, agency tours, supervision, etc.).
• Identify measurable evaluation methods.
• Within the first two weeks (14 days from start of placement), write an initial learning contract and share and review it with their Field Supervisor and Faculty Liaison for feedback and suggestions for modification.
• Within the first month (30 days from start of placement), prepare and submit the final learning contract, signed by all parties, to the Faculty Liaison and Field Supervisor.
• Use the learning contract to guide placement activities or focus so that time spent in the field is most productive.
• Meet with their Field Supervisor regularly to review progress, discuss material learned, and to modify the learning contact as necessary.
• Provide copies of any revisions of the learning contact to all parties.

Field Supervisor responsibilities:

• Meet with the student once they have prepared their initial learning contract.
• Offer suggestions regarding how the learning objectives might be met in the setting, the tasks and activities available, and the possible limitations.
• Attempt to work out a mutually agreed upon learning contract with the student.
• Use the learning contract in the following ways: to guide the work of the student, to review the student’s progress in supervision sessions, and to evaluate the student’s achievement of learning outcomes at the mid-point and end-point of the placement.
• Attune to power differences between the student and Field Supervisor.

Faculty Liaison responsibilities:

• Review the student’s proposed learning contract to ensure the following: the objectives are related to the learning objectives for the Practicum course in which the student is registered; the learning activities are clearly identified and are approved by the field setting; measurable outcomes are identified.
• Make suggestions for contract refinement and revision as necessary.
• Regularly review the learning contract during on-site and telephone consultations with the Field Supervisor and student, and oversee adjustments.
• Utilize the learning contract in the final evaluation of the Practicum.

Deadlines: 

Within the first two weeks (14 days from start of placement), each student is responsible for constructing a learning contract for their field placement and having it reviewed by the Field Supervisor and Faculty Liaison for constructive feedback and suggestions for modification.

Within the first month (30 days from start of placement), the student must complete and submit their final version of the learning contact, which has been agreed upon and signed by all parties, to the Faculty Liaison. A copy of the final learning contract should also be retained by the student and provided by the student to the Field Supervisor.

Sample Learning Contract

The Theory to Practice Assignment is an opportunity for students to demonstrate their ability to integrate theory and practice relative to their actual experiences in the field.  The assignment demonstrates the student’s ability to reflect on their practice experiences in light of relevant frameworks and theories from the social work literature and practice field, and to deepen their understanding of social work practice through the process of focused inquiry and reflection.

This a critical reflective writing assignment and not an academic essay. Students are expected to use first person, to consider the self as object of inquiry, and to describe, analyze and evaluate their field placement experience through the integration of personal experience and social work literature and other relevant sources of knowledge. Students are expected to examine and analyze the underlying values, beliefs, knowledge and assumptions that guided their decision making and actions in the field, consider new or alternative points of view, and describe how this new learning will impact and inform future actions and practice. Students are expected to appropriately cite and reference academic materials. The objective of the assignment is to support and develop informed social work practice.

Students must choose one of the following two options for the Theory to Practice Assignment:

Option 1: The Reflective Paper

This paper reflects fully on one particular theme or issue that is of significance to the student’s field placement experience (e.g., mental health and homelessness, community engagement strategies for youth, siblings of children with disabilities, inequities in long-term care availability, etc.). The paper uses both examples from the student’s practice and examples from readings on structural social work theory and related practice models to extend or challenge the student’s prior understanding of the chosen issue. Students may also refer to other relevant theories and models, such as those used by social workers in the student’s field setting.

Strong papers will intertwine the student’s lived experiences and observations on placement with social work models, theories, frameworks and other knowledge in a way that illustrates their own expanded understanding of the chosen theme in practice.

Length: The reflective paper should be 10 to 15 pages in length, excluding bibliography. Max 5000 words.

Deadlines: One week (7 days) prior to the end of placement, each student is responsible for submitting a copy of their completed Theory to Practice Assignment to the Faculty Liaison. Students are also encouraged, though not required, to provide a copy to their Field Supervisor for discussion and further exploration in field supervision.

Option 2: The Reflective Journal

The reflective journal is designed to capture the development of a student’s learning throughout the duration of the practicum by demonstrating a process of critical analysis, thoughtful questioning and critical self-reflection.

The reflective journal presents a series of reflective student writings over time and thereby offers the student an opportunity to inquire into a variety of issues that may be of interest or relevance to the placement. The reflective journal contains a minimum of 3 entries, each with its own topic or theme and all accompanied by a brief bibliography.

For each journal entry, students will be expected to make connections between structural social work theory and related practice models and their practice in the field. Students may also refer to other relevant theories and models, such as those used by social workers in their field settings.  Students should cite examples of both readings and every-day incidents in their practice, as well as from their previous experience. Students are encouraged to take a critical approach.

Length: Students will be expected to submit 3 journal entries for response and evaluation at regular intervals during the placement to be set by the Faculty Liaison. Each journal entry should be 5 pages in length, excluding bibliography. Max 1700 words per entry.

Deadlines: Students who wish to choose the Reflective Journal option must consult directly with their assigned Faculty Liaison at the beginning of their Practicum course for the deadlines for each journal entry. Journal entries must be submitted on time, and meet the evaluation criteria below. Students are also encouraged, though not required, to provide copies of their journal entries to their Field Supervisor for discussion and further exploration in field supervision.

Criteria for Evaluation of the Theory to Practice Assignment

The Theory to Practice Assignment (i.e., Reflective Paper or Reflection Journal option) should provide evidence of the student’s systematic and critical reflection upon, and analysis of, their practice in relation to theoretical and other contexts/frameworks/references, demonstrated by the following:

• Assignment is submitted on time, is coherent, logical, and well-presented.
• Student identifies and draws on different sources of knowledge, theory and research to inform their practice (i.e., appropriately cites literature).
• Student illuminates the development of their professional identity and personal philosophy of practice.
• Student demonstrates the ability to think critically and reflectively (i.e. student identifies learning situations, assesses foundational knowledge, assumptions and beliefs, searches out and analyzes other points of view, facts or knowledge from relevant sources, and articulates new insights and practice implications).
• Student demonstrates ability to reflect on practice experiences in light of structural social work theory and other theoretical frameworks.

Grade: The evaluation of the Theory to Practice Assignment is on a Satisfactory/Unsatisfactory basis. A Satisfactory grade for this assignment is required for the successful completion of the Practicum course.

The Theory to Practice Reflective Assignments are an opportunity for students to demonstrate their ability to integrate theory and practice relative to their actual experiences in the field. The assignments demonstrate the student’s ability to reflect on their practice experiences in light of relevant frameworks and theories from the social work literature and practice field, and to deepen their understanding of social work practice through the process of focused inquiry and reflection.

The Theory to Practice Reflective Assignments make explicit reference to social work theory, research and policy, but do not constitute a research assignment. The objective of the assignment is to support and develop informed social work practice through reflection.

These assignments are designed to capture the development of a student’s learning throughout the duration of the practicum by demonstrating a process of critical analysis, thoughtful questioning and critical self-reflection.

The assignment offers the student an opportunity to inquire into a variety of issues that may be of interest or relevance to the placement.  Each assignment will focus on its own topic or theme, and be accompanied by a brief bibliography.

For each assignment, students will be expected to make connections between structural social work theory and related practice models and their practice in the field. Students may also refer to other relevant theories and models, such as those used by social workers in their field setting.  Students should cite examples of both readings and every-day incidents in their practice, as well as from their previous experience.  Students are encouraged to take a critical approach.

Length:  Students will be expected to submit two theory-to-practice reflective assignments for response and evaluation, at regular intervals during the placement. Each journal entry should be 5 pages in length, excluding bibliography. Max 1700 words per entry.

Deadlines: The assigned Faculty Liaison will arrange due dates for these assignments with all students in the seminar group.  Please refer to your course outline for more information.

Criteria for Evaluation of the Theory to Practice Assignment

The Theory to Practice Assignment should provide evidence of the student’s systematic and critical reflection upon, and analysis of their practice in relation to theoretical and other contexts/frameworks/references, demonstrated by the following:

• Assignment is submitted on time, is coherent, logical and well-presented
• Student illuminates the development of professional identity and personal philosophy of practice. The student is “present” in the reflective assignment – it is a first-person account.
• Student identifies and draws on different sources of knowledge, theory and research to inform her/his practice (i.e., appropriately cites literature).
• Student demonstrates the ability to think critically to analyze complex social scenarios and assess practice implications accordingly.
• Student demonstrates ability to reflect on practice experience in light of structural social work theory and other theoretical frameworks.

Grade: The evaluation of the Theory to Practice Assignments are on a Satisfactory/Unsatisfactory basis. A Satisfactory grade for this assignment is required for the successful completion of the Practicum course.

The cuPortfolio Assignment is for MSW students and uses �Ӱ�ԭ�� University’s online portfolio platform to provide an opportunity for each student to create a professional practicum portfolio that demonstrates evidence of learning and achievement on placement. The components of the cuPortfolio Assignment are fully outlined in the course sylabus.

The purpose of the cuPortfolio Assignment is as follows:

• To document the evolution and development of social work knowledge, values and skills over the course of the practicum experience.
• To link significant learning opportunities in the practice setting to transferable knowledge and skills that will form the foundation of future learning and practice development.
• To reflect fully on experiences of power and powerlessness relative to the practicum experience, and make links to relevant theoretical and ethical frameworks.
• To contribute to the MSW learning community by articulating the learning opportunities engaged in your practicum setting, for the benefit of future learners.

Deadline: The cuPortfolio Assignment must be submitted to the Faculty Liaison by either the student’s last day on placement or a date set by the Faculty Liaison. This date will vary by student.

Grade: The cuPortfolio Assignment is graded on a Satisfactory/Unsatisfactory basis. A Satisfactory grade for this assignment is required for successful completion of the practicum course. In order to succeed, all required components of the portfolio assignment must be complete, and the portfolio submitted appropriately by the date set by the Faculty Liaison.

Full details regarding this assignment appear in the syllabus for SOWK 5606 and SOWK 5607. Please note that portfolio components and instructions are different for each course. Please verify that you are referring to the appropriate description. Rubrics are provided within the assignment descriptions.

All Practicum students must complete a BSW Mid-Point Evaluation Form or MSW Mid-Point Evaluation Form. The mid-point evaluation requires students to formally review their progress on their learning objectives and revise their learning contract as appropriate. It is designed to help students to assess their learning and performance during the first half of their placement and to identify areas of focus for the latter half.  Each Field Supervisor will also be asked to complete a Mid-Point Evaluation Form designed to assess the student’s performance during the first half of their placement.

The student and the Field Supervisor are expected to allocate a specific time to share and discuss their completed Mid-Point Evaluation Forms. Students are responsible for ensuring this meeting is arranged at the mid-point of their Practicum.

Deadlines:  Students are expected to arrange an evaluation meeting with their Field Supervisor at the mid-point of their Practicum (approximately week 7 for full-time placements and week 12-14 for part-time placements). Students must complete their Mid-Point Evaluation Form prior to their mid-point evaluation meeting. Both Mid-Point Evaluation Forms (Student’s and Field Supervisor’s) are to be reviewed, discussed, and signed by both parties at the mid-point evaluation meeting.

Immediately following the mid-point evaluation meeting, students are responsible for providing signed copies of both Mid-Point Evaluation Forms (Student’s and Field Supervisor’s) to the Faculty Liaison and Field Supervisor. Students should also retain copies for their records. Both forms will become part of the student’s record for the Practicum course, and may be considered in assigning grades for the Practicum.

Following the mid-point evaluation meeting, students are also responsible for revising their learning contracts, indicating which objectives need to be reduced or supplemented, which have been achieved, and which have been newly defined to allow for continued skill and competency development. Copies of revised learning contracts must be provided to the Faculty Liaison and Field Supervisor.  Students should also retain copies for their records.

All Practicum students must also complete a BSW End-Point Evaluation Form or MSW End-Point Evaluation Form. This form requires students to provide evidence of achievement related to the learning objectives outlined in their learning contract, as well as to identify any additional or unanticipated learning in placement. It is designed to capture all achievements and key learning of the placement experience. Each Field Supervisor will also be asked to complete an End-Point Evaluation Form designed to assess the student’s performance in placement overall.

The student and the Field Supervisor are expected to allocate a specific time to share and discuss their completed End-Point Evaluation Forms. Students are responsible for ensuring this meeting is arranged no later than the last day of placement.

Students are strongly advised to make and keep personal copies of all placement documentation for their long-term records. Student placement files held by the School of Social Work are not retained by the School beyond a 3-5 year period following graduation.

Deadlines: Students are expected to arrange an evaluation meeting with their Field Supervisor at the end-point of their Practicum (i.e., no later than the last day of placement). Students must complete their End-Point Evaluation Form prior to their end-point evaluation meeting. Both End-Point Evaluation Forms (Student’s and Field Supervisor’s) are to be reviewed, discussed, and signed by both parties at the end-point evaluation meeting.

No later than the last day of placement, students are responsible for providing signed copies of their End-Point Evaluation Form to the Faculty Liaison and Field Supervisor. Students should also retain copies for their records. Both End-Point Evaluation Forms (Student’s and Field Supervisor’s) will become part of the student’s record for the Practicum course, and may be considered in assigning grades for the Practicum.

The final aspect of the evaluation is related to the student’s assessment of the Practicum itself.  This is a supplementary form, which is made available on the Practicum Hub. The completed Evaluation of Practicum Form is submitted to the Practicum Coordinator. Its purpose is to provide the field education office with the student’s assessment of their experience of all aspects of the Practicum, including: the field placement (e.g., field supervision, field setting), the Practicum Seminars, the Faculty Liaison consultations, and the placement process and protocols. The feedback helps the School to improve the field education program and assure that students have high quality field education experiences. If issues are identified regarding the field placement or other components of the Practicum, the Practicum Coordinator may want to discuss these with the appropriate field setting or field team member. Once the grades are submitted, the field settings and field team members are entitled to receive the information. It is important to note that the vast majority of Practicum evaluations are very positive each year.

Students must maintain a placement log that records their hours and activities in the field, have the Field Supervisor sign it, and submit the signed log to the Faculty Liaison at the end of the Practicum term. This log must confirm that the student has worked the required hours on placement, and will be checked at the midpoint of placement by the Faculty Liaison.  Students must be prepared to provide their log at any time during the field placement if requested by their Field Supervisor and/or Faculty Liaison, and/or by the Practicum Coordinator.

To assist with hour tracking, we have a template students can download and save to their Practicum File

• BSW Record of Hours Template
• MSW Record of Hours Template