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Sample Learning Contract

The document discusses a learning contract used in a social work program. Learning contracts outline the learning objectives students must achieve in their field placements and how they will be evaluated. They include learning goals, strategies, evaluation criteria, target dates, and signatures. Field instructors and students are expected to familiarize themselves with the program's learning objectives and customize the contract to their specific placement setting by identifying assignments, resources, and outcome measures for each objective. The contract facilitates student self-direction and responsibility in their learning and provides a basis for evaluating student performance throughout the academic year.

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1K views5 pages

Sample Learning Contract

The document discusses a learning contract used in a social work program. Learning contracts outline the learning objectives students must achieve in their field placements and how they will be evaluated. They include learning goals, strategies, evaluation criteria, target dates, and signatures. Field instructors and students are expected to familiarize themselves with the program's learning objectives and customize the contract to their specific placement setting by identifying assignments, resources, and outcome measures for each objective. The contract facilitates student self-direction and responsibility in their learning and provides a basis for evaluating student performance throughout the academic year.

Uploaded by

Svatara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SAMPLE

LEARNING CONTRACT
BACCALAUREATE SOCIAL WORK PROGRAM
COPPIN STATE UNIVERSITY

Consistent with the mandate of the Council on Social Work Education, the CSU Department of Social Work Program has
established educational outcomes or learning objectives for all baccalaureate social work students. These expected
educational outcomes have been incorporated into the following learning contract. Regardless of the field placement
setting, all students are expected to acquire the same set of knowledge, values, and skills. The learning objectives are
general and will need to be individualized to the specific student and agency. Therefore, field instructors and students are
asked to familiarize themselves with the stated learning objectives and then identify assignments, teaching/learning
strategies and resources needed to accomplish each expected education outcome within their particular field placement
setting.
The language of the fall semester learning contract reflects an expectation that students establish a basic foundation for
generalist social work practice. In completing the learning contract, field instructors and students should identify outcome
measures, i.e., demonstrate how each learning objective has been attained. Finally, a time line of target date should be
established for accomplishing each learning objective. Multiple learning assignments, resources, and outcome measures
may be arranged or stipulated for each educational objective. In other words, there may be several ways to measure
whether an expected outcome has been realized. Supplemental pages may be attached as needed to this learning
contract.
The expected educational objectives listed in this learning contract will serve as the basis for evaluating the students
performance during the academic year. Familiarity with the Student Field Evaluation form may bring the purposes of the
learning contract into greater clarity.

Learning Contract
A learning contract is a series of statements about what the student and field instructor will do in the field setting to
achieve specific learning objectives.
In social work field education, learning contracts have been used to improve performance and satisfaction of field
instruction for students and field instructors. A learning contract can reduce the subjectivity and ambiguity of field
instruction goals, objectives, experiences, and evaluations. It also allows students to be more self-directed and

responsible in determining their learning needs. The contract will also facilitate locating information and learning resources
and critiquing their own performance. The underlying premise is that a student learns better, and more willingly, when he
or she participates in designing the learning program.
Learning contracts usually include the following components:
1. Learning goals and objectives
2. Specific learning strategies
3. Evaluation criteria
4. Target dates for the goals to be accomplished
5. Client confidentially policy
6. Schedule of student and field instructor conferences
7. Make-up requirements for missed time
8. Effective dates and signature of student and field instructor
Students and field instructors are required to negotiate an individualized learning contract at the beginning of each
semester and to send a written copy to the Coordinator of Field Instruction. The learning contract does not replace the
student evaluation form but is to be used in conjunction with it. The Field Coordinator will forward the learning contract
to the faculty liaison.
During the fall semester, the field instructor may need to be more active in helping some students understand the purpose
and construction of a learning contract. By the spring semester, all students should be able to identify their own learning
objectives, devise their own learning contracts, and then submit them to their field instructors for input and approval.


StudentsSignature______________________________________________________________Date:_______________________
FieldInstructorsSignature________________________________________________________Date:_______________________
LiaisonsSignature_______________________________________________________________Date:_______________________

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