7.1 Competency-Based Learning Agreements and Task Assignments

The Learning Agreement

The competency-based Learning Agreement is a written understanding between the student, the field placement agency-based Field Instructor and the Field Consultant about the nature and content of the student's field experience. This written understanding provides a focus for mutual planning in the development of the placement, and serves as a reference point for ongoing evaluation of the student’s progress toward achieving expected competencies. The agreement is also a basis for the resolution of any disagreement that might later arise among the various stakeholders and partners in student field education.

  • The Field Instructor has lead responsibility for overseeing the development of the Learning Agreement. This means providing guidance throughout the process including initiating discussion about the agreement, selecting appropriate assignments with the student's input, and making sure that the document is completed in a timely manner.

  • The student is responsible for producing the Learning Agreement document, including preparation of drafts for discussion and submitting a final draft of the document to the Social Welfare MSW field education program on time.

  • The Field Consultant is responsible for meeting with the student and Field Instructor to review the Learning Agreement and approve it when it is finalized.

Discussions about field task assignments to include in the Learning Agreement should begin as soon as the student starts placement. The normal timeline for completing the required Learning Agreement is one month (please refer to the current Field Education Calendar for exact due dates each semester).

All Learning Agreement forms are available electronically through our online database, Sonia.

Field Task Assignments

Typically, several general types of assignments are developed each year. These assignments are selected by the Field Instructor, in discussion with the student, and should take into account the student's interests and readiness, the skills the student needs to acquire, and the range of available learning opportunities and activities in the agency.

Field placement tasks and duties should be identified that will advance student progress toward achieving each of the nine practice competencies established for the Social Welfare MSW field education program. All of the competencies should be addressed each year, although specific learning activities will differ for first and second year students.

  • Learning opportunities and activities for first-year students should reflect learning and performance at a beginning and foundational level of generalist social work practice.
  • Learning opportunities and activities for second-year students should approach performance levels appropriate for an entry-level practitioner in a specific area or method of specialized social work practice.

The agency may also require the student to perform additional tasks which are viewed as necessary for competent, ethical service and social work practice in the agency context. These additional tasks should be discussed with the student and Field Consultant, and explicitly noted in the Learning Agreement to clarify expectations and prevent potential misunderstandings.

The intention is for students to be assigned work in field placement that explicitly prepares them for master’s-level social work. Thoughtfully assigning duties located in the student’s proximal growth zone is essential. Students should not be regularly assigned clerical tasks beyond those normally required for successful work with their active clients or for completing assigned projects. We also request field placement settings refrain from assigning duties to students that are well beyond their expected skill or competency level, duties at which they already excel, or duties that are more commensurate with paraprofessional responsibilities.

Each student and Field Instructor are also asked to identify at least two to three assignments per academic year upon which feedback will be given based upon direct observation, audiovisual observation, or transcription/process recording review of the student’s work. For direct practice students, this may involve the Field Instructor observing the student conducting an intake, a counseling or case management session, or group; for a macro practice student, this may involve the Field Instructor observing the student leading a meeting, giving a public presentation, or interviewing or conferring with a stakeholder. Similarly, we ask each student and field instructor to identify at least two to three tangible deliverables or work products per academic year upon which competency-based feedback will be provided. This can include psychosocial assessments, court reports, case presentations, group curricula, written protocols, grant proposals, needs assessments, program evaluations, presentation slides and materials, and other work products related to their task assignments.

Learning Agreement Modifications in Extenuating Circumstances

If extenuating circumstances arise in or around field learning that are likely to impact a student’s or agency’s ability to fulfill commitments made in the Learning Agreement, the Social Welfare MSW field program may request or recommend that agreements be modified. In these instances, MSW students and their agency-based Field Instructor will interact to develop and propose modifications to the Learning Agreement that may allow the student to continue progress toward achieving all of the required competencies while balancing the protection of learning with any identified or emergent health or safety risks. 

When modifications to Learning Agreements are mandated due to extenuating circumstances, students and agencies should be candid, honest, and transparent with supervising field faculty about any concerns related to risk, health and safety, or the student’s ability to successfully continue with the field placement under current operating conditions. Students and agencies are further guided by field program policies on Suspension of In-Person Field Education and Safety and Security of Remote and Tele-Health Services.

All modifications to a student’s field placement work requirements must be clearly documented in the Learning Agreement. Supervising Field Consultant faculty will approve all Learning Agreements and modifications, and facilitate addressing and responding to any concerns in a timely manner.