STUDENT LEARNING PLAN

Student Name:

Samantha Rae Pedri Field Placement Agency: East China School District

Program / Year:

BSW / 2015

Field Instructor's Name: Linda Bruckner, LMSW

Date of Plan
01/2015 to 05/2015 Faculty Advisor's Name: Kim Shepard
(When to When):

A learning plan is required from all students in a degree program in order to ensure
that specific agreed-upon performance outcomes and tasks are met during the field
placement. A learning plan is created to focus the field education experience on the
required competencies. It guides the student, field instructor, (and task supervisor
when appropriate) in achieving these competencies. The faculty advisor and field
instructor must approve the learning plan. This document should be reviewed and
amended as necessary and students should retain copies.
Students write the learning plan by referencing the Field Instructor Assessment of
Student Competencies, which will assist in creating the performance outcomes.
Performance outcomes are the specific tasks, duties, and responsibilities that
demonstrate achievement of competencies. Competencies with the corresponding
Practice Behaviors are as follows:
I.

II.

Identify as a professional social worker & conduct oneself accordingly

a.

Professional Role/Demeanor /Use of Supervision

b.

Client Access to Service

c.

Personal Values

Apply social work principles to guide professional practice

a.

Ethical Decisions

b.

Roles, Boundaries and Values

c.

III.

IV.

V.

VI.

Ethical Reasoning

Apply critical thinking to inform and communicate professional judgments

a.

Organizing Knowledge

b.

Assessment and Intervention

c.

Knowledge Integration

d.

Oral and written communication

Engage diversity and difference in practice

a.

Cultural Awareness/diversity

b.

Values and Biases

c.

Recognize and communicate Life Experiences

d.

Engaged Learner

Advance human rights and social and economic justice

a.

Oppression and Discrimination

b.

Human rights and Social and Economic Justice

Engage in research-informed practice and practice-informed research

a.

Practice Experience and Scientific Inquiry

b.

Research Evidence

VII. Apply knowledge of human behavior and the social environment

a.

VIII.

Engage in policy practice to advance social and economic wellbeing and to deliver
effective social work services
a.

IX.

X.

Environment/Assessment

Policies and Societal Well-Being

Respond to contexts that shape practice

a.

Social Trends and related services

b.

Leadership Roles

Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
and communities
a.

Engagement with systems

b.

Interpersonal skills

c.

Focus and outcome with field instructor

d.

Interpreting client data

e.

Assessing clients

f.

Intervention goals and objectives

XI.

g.

Selecting Intervention strategies

h.

Client capacities

i.

Transition and endings

j.

Evaluation of work and services

Analyze the impact of the urban context on a range of client systems, including practice
implications
a.

Urban Context and Social Work

Students are evaluated on all competencies on the Field Instructor Assessment of

Student Competencies. Therefore, all competencies must be addressed in the student
Learning Plan. Please note that some competencies may have performance outcomes
that are more detailed and ongoing depending on the work performed at the agency.

Competency

Competency 1.
Identify as
professional
social worker
and conduct
oneself
accordingly.

Practice Behaviors

Performance
Outcomes

A. Advocate for client

access to the service of
social worker.

-Become familiar
with staff and
school culture.

B. Practice personal
reflection and selfcorrection to assure
continual professional
development.

-Integrate into the

school community.

C. Attend to professional
roles and boundaries.
D. Demonstrate

-Review the East

China Schools
Code of Conduct
Handbook.
-Use supervision
effectively.

Timeline

January
2015April
2015

Status /
Comment
s

processional demeanor in
behavior, appearance, and
communication.
E. Engage in career-long
learning.
F. Use supervision and
consultation.

-Establish client to
professional Social
Work Boundaries.
-Maintain
confidentiality of
clients.
-Be Professional in
behavior and
appearance.
-Communicate
effectively with
clients, school
personnel, and
teachers.
-Review at least
two (2) Special
Education IPEs.

Competency 2.

A. Recognize and manage

personal issues in a way
Apply social
that allows professional
work principles values to guide principles.
to guide
professional
B. Make ethical decisions
practice.
by applying the standards
of the NASW Code of
Ethics, and as applicable,
of the International
Federation of Social
Workers/International
Association of Schools of
Social Work Ethics in
Social Work, Statement of
principles.
C. Tolerate ambiguity in
resolving ethical conflicts.

-Attend at least two January

(2) IEP Meetings.
2015April
-Attend at least one 2015
(1) Special
Education Case
Staffing.
-Manage personal
values in client
interactions.
-Apply Code of
Ethics.
-Apply the
professional Ethic
of Confidentiality.
-Know the

D. Apply strategies of
principles of
ethical reasoning principles professional
to arrive at principled
practice.
decisions.
-Be able to use
problem solving
skills in resolving
ethical conflicts.

Competency 3.
Apply critical
thinking to
inform and
communicate
professional
judgement.

A. Distinguish, appraise,
and integrate multiple
sources of knowledge,
including research-based
knowledge and practice
wisdom.
B. Analyze models of
assessment, prevention,
intervention and
evaluation.
C. Demonstrate effective
oral and written
communication in working
with individuals, families,
groups, organizations,
communities, and
colleagues.

-Review student
rating scales such
as GARS, BES, and
Conners.

January
2015April
2015

-Research resources
available to clients.
-Collect, organize,
interpret and
present client data.
-Analyze student
data.
-Complete at least
twelve (12)
classroom
observations.
-Participate in one
functional analysis
and student
behavior plan
(IBP).
-Observe two (2)
IEPs and METs.

Competency 4.
Engage

A. Recognize the extent to

which a cultures structures
and values may oppress,

-Know the school

January
culture and its value 2015system.
April

Diversity and
difference in
practice.

marginalize, alienate, or
2015
create or enhance privilege -Know my personal
and power.
values in working
with diverse
B. Gain sufficient selfgroups.
awareness to eliminate the
influence of personal
-Identify and assess
biases and values in
the needs of diverse
working with diverse
populations in this
groups.
school setting.
C. Recognize and
communicate an
understanding of the
importance of difference in
shaping life experiences.

-Identify the
schools
demographic
information-race,
ethnicity, gender,
age, and special
D. View myself as a learner education/general
and engage those with
education
whom I work as
population.
teachers/informants.

Competency 5.

Understand the forms and

mechanisms of oppression
Advance human and discrimination. to
rights and social understand the legal rights
and economic
and due process for
justice.
students with disabilities.

Identify situations
in which agency
clients/staff
experience this.
Discuss with
supervisor.

January
2015April
2015

Competency 6.

Find one article on

evidence based
practice relevant to
client interventions.

January
2015April
2015

Engage in
researchinformed
practice and
practiceinformed
research.

Use research evidence to

inform practice.

Competency 7.

Utilize conceptual
frameworks to guide the
Apply
processes of assessment,
knowledge of
intervention, and
human behavior evaluation.
and the social
environment.

Become
knowledgeable of
the current rating
scales applicable to
the agency's
clientele including:
BES, GARS, and
Conner's.

January
2015April
2015

Competency 8.

Develop knowledge as it
applies to the rules
regarding Special
Education.

Discuss
implications of
policies relevant to
ECSD with field
supervisor.

January
2015April
2015

Provide relevant services

based on logical evaluation
of scientific developments
and societal trends.

Become educated
on the available
resources within the
local community.

January
2015April
2015

Engagement
A. Substantively and
effectively prepare for
action with individuals,
families, groups,
organizations, and
communities.
B. Use empathy and other

-Professionally
engage assess and
intervene with
students and
families.

January
2015April
2015

Engage in
policy practice
to advance
social and
economic wellbeing and to
deliver effective
social work
services.

Competency 9.
Respond to
contexts that
shape practice.

Competency
10.
Engage, assess,
intervene and
evaluate
individuals,
families,

-Collect, organize
and interpret client

groups,
organizations,
and
communities.

interpersonal skills.

data.

Assessment
A. Collect, organize and
interpret client data.
B. Assess client strengths
and limitations.
C. Develop mutually
agreed on intervention
goals and objectives.

-Implement
intervention
strategies for
student
achievement.

Intervention
A. Initiate actions to
achieve organizational
goals.
B. Implement prevention
interventions that enhance
client capacities.
C. Help clients resolve
problems.
D. Negotiate, mediate, and
advocate for clients.

-Facilitate
transitions and
endings.
-Evaluate student
interventions.
-Keep data logs for
evaluation
purposes.

Evaluation
A. Critically analyze,
monitor, and evaluate
interventions.

Competency
11.
Analyze the
impact of the
urban context
on a range of
clients systems,
including
practice
implications.

Add Competency

Critically analyze all three

levels of practice that
surround and effect the
clients, as well as effective
intervention skills.

-Analyze levels of
social work as they
relate to the
clientele of the
agency.
-Employ effective
intervention skills.

January
2015April
2015

Student Signature: (Pedri, Samantha): Samantha Pedri Jan 8, 2015 9:18 AM

Field Instructor: (Bruckner, Linda): Linda Bruckner Jan 9, 2015 2:53 PM
This form has been received and verified by:
Faculty Advisor: (Kim Shephard): Kimberly Shephard FL Jan 11, 2015 7:23 AM