STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Every program of instruction, course, or training Learning Objective 2: Effectively document practice Learning Objective 3: Consistently demonstrates and activity begins with a goal. This goal can be broken experiences providing data reflective of and apply professional clarity of personal and societal down into specific goals, or learning objectives, building upon evidence-based intervention. values in ethical decision-making with individuals, which are concise statements about what students families and groups. will be able to do when they complete instruction Competency – the ability do something successfully | Select 1 of 9 competencies | Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: Identify one’s own culture influencing personal A specific piece of work needed to achieve Review ethical guidelines outlined by various 1. 1 biases and values that may create prejudices in 1. the learning objective disciplines represented at agency working with diverse groups; Research the impact of social structure & Incorporate illustrations of ethical Task assignments usually begin from the 2. 2 cultural values on the functioning of client 2. in weekly supervision as an ongoing outside towards internal: systems agenda item Identify & describe in supervision the impact on Identifying what we know considered practice as one attains knowledge of differences Identify examples of professional clarity in 3. 3 3. evidence-based practice and similarities, and the dimensions of diversity. observed interactions with client system Attend & participate in Design and include weekly notes of examples of Identifying what we know adopted by the training/seminar/podcast highlighting the 4. 4 practice experiences supported by 4. agency, field instructor, & practitioners consequences of unethical decision-making on interventions client systems Conduct oral and written feedback from various Observing, practical application, reflection, Review with field instructor documentation of systems, especially client system on student’s 5. discussion in supervision, 5 practice experiences with evidence-based 5. demonstration of professional clarity of person cycle interventions. and societal
STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Every program of instruction, course, or training activity begins with a goal. This goal can be broken down into specific goals, or learning objectives, which are concise statements about what students will be able to do when they complete instruction Learning Objective 2: Effectively document practice experiences providing data reflective of and building upon evidence-based intervention. Learning Objective 3: Consistently demonstrates and apply professional clarity of personal and societal values in ethical decision-making with individuals, families and groups. Competency – the ability do something successfully | Select 1 of 9 competencies | Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: 1. A specific piece of work needed to achieve the learning objective 1 Identify one’s own culture influencing personal biases and values that may create prejudices in working with diverse groups; 1. Review ethical guidelines outlined by various disciplines represented at agency 2. Task assignments usually begin from the outside towards internal: 2 Research the impact of social structure & cultural values on the functioning of client systems 2. Incorporate illustrations of ethical in weekly supervision as an ongoing agenda item 3. Identifying what we know considered evidence-based practice 3 Identify & describe in supervision the impact on practice as one attains knowledge of differences and similarities, and the dimensions of diversity. 3. Identify examples of professional clarity in observed interactions with client system 4. Identifying what we know adopted by the agency, field instructor, & practitioners 4 Design and include weekly notes of examples of practice experiences supported by interventions 4. Attend & participate in training/seminar/podcast highlighting the consequences of unethical decision-making on client systems 5. Observing, practical application, reflection, discussion in supervision, cycle 5 Review with field instructor documentation of practice experiences with evidence-based interventions. 5. Conduct oral and written feedback from various systems, especially client system on student’s demonstration of professional clarity of person and societal
EPAS15TeresaPalmerElectronicGraduateMicroLearningContract%20.docx