Sample tasks for learning plan
2015 EPAS

COMPETENCY 1- Demonstrate Ethical and Professional Behavior

 Student will participate in the local chapter of NASW: attend local meetings,
volunteer in chapter work, etc.

 Student will prepare a weekly agenda for supervision including a summary of
activities, update on client progress, reflections, questions and process with FI.

 Student will write in a reflection journal observations and activities before leaving 

practicum each day and discuss it with FI weekly throughout practicum.

 Student will attend two professional development events and prepare a reflection
including observations and new learning and how it applies to practice for sharing in
supervision by the end of November.

 Student will be aware of gaps in knowledge and skills and initiate efforts to address
these gaps – FI will provide student with resources and opportunities to enhance

 Student will review the NASW Code of Ethics with FI and identify issues that may
pose ethical dilemmas.

 Student will review the NASW Code of Ethics and will be able to articulate social
work ethical values and principles that guide their professional practice.

 Student will demonstrate awareness and sensitivity to ethical issue- FI will consult
and give feedback and guidance to student about ethical issue.

 Student will attend at least attend one professional development events, in services,
trainings, or workshops related to ethics and prepare a written summary to share
observations and learning with my supervisor by the end of the semester.

 Student will interview three social workers in the agency regarding the most
common ethical dilemmas encountered. Findings will be shared with FI.

COMPETENCY 2- Engage Diversity and Difference in Practice

 Student will carry at least two cases involving client systems that have different
backgrounds/characteristics from student.

 Student will research the background and culture of two clients who differ from
her/himself and discuss findings with FI, including identifying differences that could
be a potential stumbling block for engagement and work.

 Student will participate in at least two community events that will help student in
understanding background of assigned clients.

 Student will conduct a cultural competence assessment of the agency using the
NASW Cultural Competence Standards and write a summary of the results to with FI
by the end of the first semester.

COMPETENCY 3- Advance Human Rights and Social, Economic, and Environmental

 Student will discuss steps in client advocacy with FI and identify one client, client
population, or environmental issue related to the agency services for advocacy
during practicum.

 Student will research local consumer/client advocacy groups and share information
with FI.

 Student will research advocacy methods and come up with at least two relevant
actions that they will take on behalf of client issue(s).

 Student will examine client accessibility to agency services (or other current social,
economic, or environmental justice issue related to the agency) and make
suggestions for changes and discuss with FI by the end of the semester.

COMPETENCY 4- Engage in Practice-informed Research and Research-informed

 Student will review research text and discuss with FI the difference between
quantitative and qualitative research.

 Student will research how field agency evaluates practice and programs and discuss
findings with FI. Student will also discuss this in related field course assignment.

 Student will participate in agency evaluation/outcome studies by reviewing
instruments and data collection methods.

 Student will review the scholarly literature and find 1 article per month or X number
per semester regarding the target population or a problem facing this population.
Summarize the findings and share with field instructor and agency staff.

 Student will conduct literature review to find evidence-based practices for
intervention with target population(s) served by agency.

 Student will identify and use at least 6 scholarly articles in developing a curriculum
for a support group by the end of the semester.

 Student will assist agency staff in evaluating outcomes for a project of program and
reflect on the process to discuss in weekly supervision by the end of the semester.

COMPETENCY 5- Engage in Policy Practice

 Student will research, and then discuss with the FI, the major laws and policies that
govern practice in the field agency.

 Student will select one policy and complete a formal policy analysis of it. Student
will share and discuss written policy analysis with FI.

 Student will identify some aspect of current policy or procedure that is not working
to support positive client outcomes and come up with at least 2 realistic action steps
for change.

 Using a model for social work advocacy (planned change at mezzo or macro level,
depending on level of policy), student will develop a plan to improve current policy.
Implement as far as possible.

 Student will participate in coalition meeting monthly and discuss observations and
questions in supervision through the end of the semester.

COMPETENCY 6- Engage with Individuals, Families, Groups, Organizations, and

 Student will research and prepare a presentation on best practices for engaging a
specific client group and present it in a meeting by the end of the semester.

 Student will document instances of professional communications with client systems
(of all sizes), colleagues, supervisor, other agency personnel, etc. Student will
evaluate the effectiveness of these differing communications with field instructor,
looking at strengths and areas for improvement.

 Student will review HBSE texts for relevant theories to apply to client systems served
by the agency. Student will be able to apply theories when engaging clients.

COMPETENCY 7- Assess Individuals, Families, Groups, Organizations, and Communities

 Student will conduct a co-interview and write up the assessment and meet with the
social worker or supervisor to process strengths and areas for improvement each
week through the end of the semester.

 Student will critically analyze, and then discuss with field instructor, the current
information gathered by the agency for purposes of assessment and case planning.

 Student will complete client system assessments (individual, family, group, and/or

 Student will conduct intake assessments using the person in environment and
strengths perspective and explain concepts as it applies to the client in supervision.

 Incorporate specific HBSE theoretical perspective into bio-psycho-social-cultural-
spiritual assessments conducted with clients.

 Student will incorporate into their assessment of clients a biological, social, cultural,
psychological, and spiritual perspective. Student will share and get feedback on
these assessments from FI.

 Student will use an eco-map to identify strengths and needs in a client system and
process in supervision.

 Student will create a treatment plan for a client and discuss it with FI.

COMPETENCY 8- Intervene with Individuals, Families, Groups, Organizations, and

 Student will observe an agency (or other) social worker leading a client group. In the
second semester, the student will be responsible for leading some sessions (with

 Student will prepare work memos, case recordings, case plans, etc. for FI review.
With field instructor’s assistance, list primary ways critical thinking is integrated into
the social work practice of the agency.

 Student will perform case management activities for at least 3 clients and use
process recordings then review documentation with FI.

COMPETENCY 9- Evaluate Practice with Individuals, Families, Groups, Organizations,
and Communities

 During the course of working with clients, student will identify approaches and/or
resources where “standard operating procedure” is not working and make
suggestions for changes.

 Student will complete a community assessment of the community the agency serves

determine the strengths and needs and present findings in supervision along
with at least one suggestion for addressing one community need.

 Student will make at least two case presentations and solicit feedback from my
colleagues and supervisor regarding my assessment and intervention plans.

 Student will complete a critical analysis of planned change process used in field
agency and discuss with FI.

 Student will attend community service provider coalition meetings, with an
emphasis on learning how the local service community responds to needs for

 Student will complete an agency or community analysis and discuss with FI and
seminar group.

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