The Educational Agreement assures compliance with the Council on Social Work Education (CSWE) accreditation standards by providing a standard set of social work competencies and related practice behaviors (defined as a blend of activities, knowledge and skill) that have been established for social work curriculums. Students become proficient in the stated competencies by virtue of their coursework and fieldwork experiences.
The Educational Agreement is considered an assignment and must be completed online each term (refer to the Field Education Deadlines Example calendar for the required deadlines).
The online form provides a vehicle for integrative learning to occur. Classroom assignments can be articulated (where appropriate) as fieldwork site assignments so that the student learns to apply classroom knowledge to the practice setting. This tool will assist students in identifying and developing culturally competent assignments focusing on Privilege, Oppression, Diversity and Social Justice (PODS). Assignments must be behaviorally specific, measurable and demonstrate how the student has developed proficiency with the identified competency and practice behaviors.
It provides the basis for evaluation of the student’s work in their field placement, becomes a permanent part of the student’s record, and can be used for licensing and various other purposes post-graduation (with student permission).
The Educational Agreement should be utilized in weekly supervision as a tool to monitor progress towards professional and personal development. Supervision should focus on providing feedback related to skill development as demonstrated by the established assignments on the form. This will allow the Field Instructor to determine when the student is ready to progress (seeing clients/groups individually, increasing caseload responsibilities, increasing program related responsibilities and participation in fieldwork site responsibilities, etc.).
A supervision agenda template can be found on the Educational Agreement and in the next section of this manual.
At the end of the term, the Educational Agreement becomes the evaluation instrument. Students and field instructors will have access to the Educational Agreement online to use as a “working copy” to be referred to during weekly supervision.
Students may elect a minor concentration, which is usually accomplished in their assigned fieldwork site. A minor may only be completed in Advanced Field Education (SW 691).
Students need to complete a total of 171 field hours (3 credits) for a minor in addition to specific required coursework.
Students who elect a minor must develop three fieldwork site assignments that meet/reflect the competencies and practice behaviors in their chosen minor method. Most assignments will focus on “exposure” as opposed to achieving advanced skill development. Refer to the instructions on the Educational Agreement form.
For information on what scores qualify as passing for your minor, please see the SW 691 Advanced Field Education course syllabus.
Development and Initial Submission of the Educational Agreement
The form must be completed online each term and becomes a contract for field placement. At the beginning of each term, students in conjunction with their field instructor, develop a specific fieldwork site assignment that addresses each competency and reflects developing competence with the corresponding practice behaviors. Assignments must be behaviorally specific and measurable.
The online Educational Agreement form must be completed by both the student and Field Instructor by the posted due date for review by the assigned field faculty.
Fieldwork Site Visit
Each term, the assigned field faculty contacts the field instructor and the student to arrange a required fieldwork site visit to evaluate the student’s progress to date. Students and field instructors should be prepared to discuss and reflect on:
1. How their fieldwork site operates, how they have acclimated to the setting, and sharing some of their successes and challenges.
2. How they chose the fieldwork site assignments with related progress on becoming competent with the identified practice behaviors.
3. Their Key Learning Experience/Project Summary utilizing the established template and training module (which can be found on the SW 515 and SW 691 Canvas sites).
4. How PODS issues have impacted their placement experience.
5. The progress they have made with regard to their personal and professional growth and overall skill development.
Additional topics for the site visit may include:
· Review several Supervision Agendas used during the term
· How the WHAT? SO WHAT? NOW WHAT? Reflection tool is being utilized
· How critical thinking is being utilized in field practice
· Concerns or issues that have emerged during the term
· Ethical questions or challenges that may have been encountered
· How course work and field work are being integrated
· Discussion on the use of social media
· PODS reflections
· Review of self-care plan
· Review of the end of term evaluation process
Tab 3 End of Term/Term Validation Information: Students and Field Instructors must complete the Term Validation information on the Educational Agreement form. If there is a secondary LMSW field instructor, they must also complete the practice behavior ratings.
Key Learning Experience/Project: Students are encouraged to utilize the Key Learning Experience Project Worksheet throughout the term to assist them in identifying the required summary at the end of the term. This document is also posted on the field faculty’s Canvas course site. The end of the term summary must follow the required headings/format, and be submitted with the Educational Agreement final evaluation. The focus of the Key Learning Experience/Project will change depending on the field student’s term. Please see the schedule on pages 36-37.
Field Instructor Required End-of-Placement Narrative Summary: In the last term of placement, Field Instructors are required to submit a written narrative. This final narrative should focus on summarizing the student’s performance over the course of the placement related to how you perceive them as thinking and performing like a social worker. Students have worked to attain proficiency in competencies found on the Educational Agreement. The six professional competency domains listed on the following page have been established to assist you in writing your narrative which reflects on the student’s overall performance as a developing professional. The bullets illustrate/describe the attributes for each domain. This feedback should, in your own words, reflect your opinion about the student’s capacity to use and/or transfer their knowledge, skills, abilities, attitudes, and values into action.