SAMPLE LEARNING AGREEMENT FOR PPSC CANDIDATES

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I. Participate in orientation activities related to Burke Elementary School, and Lincoln High School. Complete at least 100 hours in each of the two settings for a minimum total of 450 hours for the PPSC in School Social Work. Complete an additional 150 hours for the PPSC in Child Welfare and Attendance.

• Meet with key people, including the principal, teachers and other support or child-serving staff selected by the Field Work Instructor (FWI) (1,7,9).
• Attend at least 1 meeting of the School Board to learn about broad community issues (7).
• Read manual sections selected by Field Work Instructor (7).
• Observe at least 1 class of pupils at each site (7).
• Attend at least 1 Individualized Educational Plan meeting (2,3,6,7).
• For CWA, attend at least 1 SARB meeting (2,3,6,7).

II. Assess at least 10 students of a racial or ethnic background different from my own (1,2). This and all other assessments should consider the following:

• Relevant knowledge of normal and abnormal human growth and of the developmental life cycle for individuals and families;
• Knowledge appropriate to the specific ethnic, racial, cultural backgrounds of pupils;
• Social, cultural, and experimental influences (including stereotyping, gender and gender identity, poverty, family, language, abuse or neglect, school-age parenthood, alienation and delinquency, community, and socio-economic status) that may affect each pupil's progress in a school setting;
• Effects of intellectual, physical, social and emotional characteristics, including separation and loss, on learning performance and school attendance of diverse populations;
• Influence of the school and community environment upon outcomes;
• Influence of non-cognitive factors in assessment outcomes;
• Conditions that place pupils at risk;
• Behavior and its relationship to stress.

III. Provide casework services to 4-10 pupils and their families during the placement year. Include at least 1 pupil at risk of academic failure.

• Develop and use a professional social work relationship with each client (1,8).
• Conduct and write intake assessments on each family using the agency form, and complete a psychosocial assessment by the end of the 4th session (1,6)
• Develop written service plans by the end of the 6th session. These should include efforts to help pupils learn effective ways to plan and give direction to their own learning interventions for preventing further problem development, making referrals to community services, and considering relevant laws and regulations (3,4,6,7).
• Participate in at least one IEP for a pupil. Consider how the social and cultural influences in the school environment may effect the delivery of pupil personnel services. Enlist the aid of the parent or family to support educational efforts (1-4, 6-8).
• Participate in at least one SARB meeting (required for CWA only) (1-4, 6-8).
• Provide at least twice-monthly counseling, support and referral services to each pupil and his/her family, acknowledging the socio-cultural influences on counseling techniques (1,3,4).
• Monitor each pupil's service plan (3,4).
• Conduct at least one interview with the parents or caretakers in the pupil's home (1-6,8).
• Complete termination activities and discussions with each pupil/parent prior to case closure (5).
• Complete written closing summary within 1 month of last contact with each client (6).
• With FWI, evaluate effectiveness of services relative to each student/parent's goals (4,9).

IV. Co-facilitate a 6-week conflict mediation/peer counseling educational group for at least 6 pupils.

• With co-facilitator, develop and plan group purpose, goals, target member criteria and activities (3).
• Interview potential members and screen each for appropriateness for the group (1-3,6).
• Develop a psychosocial assessment of each member (2).
• Develop goals for each group member (3).
• Co-facilitate each group session(3-7).
• Debrief and plan the group process weekly with co-facilitator (3,8).
• Write a closing summary for each student's case record (5,6).
• With co-facilitator and FWI, evaluate the effectiveness of group as to stated goals (4,8,9).

V. Conduct a community assessment for the Burke School (2).

VI. Provide in-service training and/or consultation to at least one teacher (1,6,8).

VII. Participate in weekly instructional conference with FWI (6-9)

• Prepare agenda for each meeting (6).
• Discuss case progress on at least 2 clients each week (2-6,8,9).
• Complete at least 1 process recording of an interview with a client (8).
• Discuss diversity and culturally competent practice with FWI, including my ability to work with pupils who have different values and beliefs (9).
• Discuss professional development and ethical dilemmas with FWI, using the NASW Code of Ethics as one resource (8).

VIII. Participate in administrative and training meetings (8).

• Attend weekly unit meetings.
• Attend biweekly case consultation meetings.
• Attend NASW state conference in April.
• Attend biweekly intern support group.
• Attend at least one all-school staff meeting.
• Present at least one client at the intern support group or case consultation meeting.

IX. For up to four hours a week, conduct a research project regarding the effectiveness of group work in reducing school violence. Spend no more than 4 hours per week on these activities.

• By December 18, obtain approval from School of Social Welfare research instructor and school district, as guided by FWI (1,7,8).
• Gather data from agency records and/or client interviews by January 31st (7,8).
• Analyze data as directed by research class instructor (4,6).
• Present research findings (needs assessment, program development ideas, and evaluation of a program) to the School Board or school staff (6-8).