BSW, BCCJ and MSWQ

FIELD EDUCATION 1
Student Learning Contract

The Student Learning Contract is completed within 100 hours of placement. This is the first of
four compulsory documents required for results preparation. Compulsory documents will be
retained by Western Sydney University for 50 years. When completed and signed, forward this
document to the Subject Coordinator as soon as possible. Student to keep a signed copy for
inclusion in final portfolio.

STUDENT ID: ………………………………………………………..

STUDENT First name: ………………………………… Last name: …………………………..………………..

DATE OF PLACEMENT COMMENCEMENT: .………..……..…...………………………………………………...

PROGRAM AND YEAR: …………….……………………………………………………………....…………………...

PLACEMENT AGENCY: ……………………………………………………………………………..………………...

FIELD EDUCATOR NAME: …….….…………………………………………………………………………………..

FIELD EDUCATOR TELEPHONE/EMAIL: …….…………………………………………………….……………....

1. Agency Procedures

Please detail practical matters such as: hours of attendance and meal breaks; attendance at
staff/committee meetings; recording messages; petty cash; writing reports/files. Also include
issues around ethical code of behaviour required by the agency and other agency policies e.g.
requirements on confidentiality, policy and procedures for dealing with clients with specific access
needs.
The hours of attendance is 40 hours of attendance every week and meal breaks are 1 hour in
between. The attendance at staff meetings is for half an hour. The messages of the things
discussed in meetings is recorded. The petty cash is managed as per the policies and procedures
established by the agency. The report and files are in writing form to document the progress of
every meeting and action.

The issue of privacy can arise while dealing with clients. Access to personal information is a
requirement for the agency to help the clients. To overcome such issues, the ethical code of
behaviour required by the agency is a privacy policy. The agency is committed to the privacy
principles stated in the privacy act 1988 (Cth).

1
2. Special Requirements e.g. attendance of evening meetings, weekend activities, variation of
hours, etc.

The special requirements such as attendance of evening meetings are organized to analyse the
working, functions, and progress of the activities done by the several stakeholders. Many of the
stakeholders and participants participate in the evening meetings. These evening meetings also
include the day-to-day progress of the work. Some weekend activities include activity planning,
event & meeting organising, and activities that can happen outside the regular hours are done on
the weekends. Another special requirement includes that the variation of hours is also provided at
the training. Flexible working hours such as part-time and full-time training exists. Also, the
variation of hours depends upon the position and role of the individual.

3. Supervision

(i) Formal supervision time:……1 Hour………………………………….

(ii) Field educator's responsibilities in relation to student learning and the supervisory
relationship.

A field educator plays an important role in student learning and social work proficiency.
The educator eases the student's understanding and application of social values, skills, and ethics.
Their role and responsibility are to give a variety of quality learning opportunities which continues
in the student field education contract generalist social work professional. The field’s educator’s
responsibility includes familiarizing the students with the mission, goals, and vision of the agency
where they are placed to support their learning.
In the context of the supervisory relationship, the field educator can play a crucial part in the
orientation program for the students to have effective interaction with the supervisor and build
relationships in a positive manner.

2
(iii) Student's responsibilities in relation to student learning and the supervisory relationship.

The student's responsibility in relation to their learning is to attend the required hours of training.
The student should attend the meetings and execute responsibilities to work on the task allotted
during the training. The student must follow the task-related instructions provided by the field
educator to gain quality learning. In relation to the supervisory relationship, the student’s
responsibility is to show respect and professionalism while engaging in conversation with the
supervisor and actively engaging in seeking support from the supervisor whenever needed. It
would lead to effective student and supervisory relationships.

4. Student's Learning Goals

Identify student's personal learning goals, relating each of these to the criteria for
assessment. Students need a minimum of three goals for first placements: an area of
knowledge to grow, a skill to develop confidence and competence in, a professional value
to understand, develop and link to principles for ethical practice

5. Intended Placement Tasks

(i) On the table below, take each of the student learning goals and identify intended learning
tasks which will assist in achieving each of these goals;

(ii) Provide an appropriate time frame by which these tasks will be completed;

(iii) Identify methods of recording and assessing the student's work e.g. diary, verbal reports,
student's notes on basic interviews; self-assessment, using supervision sessions to question
beliefs, values, assumptions, use of service user feedback, using recordings of interviews,
observations of behaviour etc.

3
GOAL TASKS TIME HOW ASSESSED?
SCALE
Increase my  Reading about social Within  Self-
knowledge of social work values on website 100 hours assessment
work values  Observing the practical on week basis
application of social
work values by the
staff, supervisor, and
field educator
 Interacting with the Within  Self-
I want to broaden staff and client 100 hours assessment
my communication  Researching various  Feedback
skills communication styles from the staff
used while interacting  Feedback
with staff and clients from the field
 Attending team instructor
meetings
 Daily basis reflection of Within  Feedback
experience with the 100 hours from the
Developing the client clients
practical learning &  Researching on the  Daily
knowledge of various services that is observation
client-care based on the client and diary
centered approach care approach entries
 Reading case notes  Field educator
supervision
and
observation
assessment
I will improve my  Attending training Within  Self-
team working skills sessions 200 hours assessment
and learn how to  Participating in group

4
interact with the meetings and group  Feedback
staff tasks assessment by
 Interacting daily with field educator
the staff at the end of
the day

I will broaden my  Research on the Within  Self-

knowledge related working activities of 100 hours assessment
to the working of NDIS  Writing a
NDIS  Attending NDIS report on
conferences activities &
 Reading blogs and working of
additional information NDIS
regarding the services  assessment
given by NDIS regarding
NDIS taken
and examined
by the field
educator

……………..
Field educator Signature Student Signature
Date

5
6