• Professional Practicum Learning Agreement I-III

  • The Professional Practicum is part of the Camphill Academy’s full-time academic programs and is integral to students’ development towards professional competency in the field of Inclusive Social Development. The Professional Practicum is one of two practica offered in years 1, 2, and 3, which all full-time students are required to take to complete their respective programs. Taken together, these two practica help integrate concepts acquired in classroom-based coursework with real-life experience in inclusive community.

    The Professional Practicum can take place in any setting or across multiple settings and comprises a minimum of 375 hours. The concepts, skills, and dispositions emphasized and consciously developed during this practicum complement those in the Community Practicum.

  • Learning Goals

  • Each Professional Practicum prepares students to work collaboratively and inclusively in community contexts, including intentional communities like Camphill as well as in other community-based organizations. The specific learning goals are broken into two parts:

  • 1. Fundamental attitudes of Inclusive Social Development – The fundamental attitudes align with the Academy’s overall Program Goals and are the same for both the Community and the Professional Practica. Students can use these fundamental attitudes as a tool to assess their self-development, and they guide the Mid-year and Final review conversations. These fundamental attitudes are:

  • FUNDAMENTAL ATTITUDES

    • Empathy: The willingness to meet others' experiences and perspectives without judgement.
    • Flexibility: The openness to change, and a readiness to draw on a wide range of practical, social, educational, and therapeutic approaches as situations require.
    • Imagination: The willingness to respond to individual situations in new, creative ways, rather than always defaulting to "recipes" or rules.
    • Self-initiative: The commitment to seeking out and engaging in opportunities for continuing personal and professional development, grounded in ongoing self-reflection.
    • Active interest: The openness to practice curiosity about the human being and the world, pursued through direct, lived experience, and observation, in conversation with anthroposophical understanding.
    • Resilience: A commitment to staying grounded and present under stress, drawing on effective strategies, maintaining self-care, and supporting others in building their own resilience.
    • Integrity: A commitment to working within the professional, social-political, and regulatory context of the field in service of human flourishing.

  • 2. Practicum-specific competencies and concrete skills –  Each practicum highlights four competencies specific to its focus. While practicum settings can vary widely, the basic competencies in each practicum remain the same. Together with their Practicum Supervisor, students will describe the concrete skills for each competency they will develop during the practicum. Articulating concrete applications in this way is an opportunity for students to apply and integrate concepts, skills, and attitudes in practice. Therefore, students should have the opportunity to practice each specific skill at least weekly for the duration of the practicum. The Professional Competencies are:

  •  PROFESSIONAL COMPETENCIES

    • Direct support: Skills related to supporting wellbeing in various contexts. Includes personal care, support for nutrition and health, individual advocacy, etc.
    • Discovery & assessment: Skills related to assessing individual, social, and ecological situations to develop therapeutic responses to needs and intentions. Includes the development of diagnostic pictures and/ or biographical timelines (where appropriate), biography work with individuals and groups, helping others discern educational and life goals and develop plans to pursue them, coordinating care and support circles with individuals, and helping others to implement plans as a team.
    • Inclusive group activities: Skills related to carrying groups toward a common goal. Includes inclusive planning and project management, training & supervision, activity planning, group reflection, conflict mediation.
    • Adaptive communication: Skills enabling appropriate and productive communication relevant to context. Skills include understanding relevant regulatory language, procedural language, academic language & expression, accessible language, nonverbal communication, etc. 

  • Mentoring and review process

  • Learning Agreement and Regular Communication –

    Initial Meeting - At the beginning of the practicum period, the student and the primary practicum supervisor will meet to review and discuss the learning agreement, the commitments and responsibilities expected of the student and practicum supervisor in this relationship, and other aspects of the learning and review process as they relate to this practicum. 

    During this conversation, the student and the practicum supervisor make a commitment to regular meetings, which are opportunities for the student and the practicum supervisor to check in, air questions and concerns, review responsibilities and debrief on recent events, and review basic expectations of the practicum. The student is also expected to participate in any scheduled or emergency team meetings relevant to their practicum placement and should communicate to their practicum supervisor, or the person responsible for the applicable practicum setting, if they are unable to attend. Additionally, the student should contact their practicum supervisor regarding any concerns that may affect their tasks and responsibilities associated with the practicum placement as soon as they become known. The student or practicum supervisor should also notify the practicum coordinator/class advisor of any extenuating circumstances or performance concerns immediately.

    The outcome of this conversation should be summarized on the “Professional Practicum Learning Agreement” form for documentation and submitted to the program administrator to be filed in the student’s record. The student should also retain a copy of the completed, signed form.

     

    Mid-Year Review – The Mid-Year Review is a formative conversation between the student, the practicum supervisors, practicum coordinator/class advisor, and personal tutors (‘the Group”) to assess and evaluate the student’s performance so far and provide feedback or direction to support the student to meet the objectives of the practicum and satisfy the learning agreement. This meeting occurs halfway through the practicum period and allows the Group to (1) review the learning agreement, (2) evaluate the student’s progress towards objectives, and (3) adjust the learning agreement and/or the student’s activities, if necessary. Mid-Term Review includes the student and practicum supervisor, and may include the practicum coordinator/class advisor. If applicable, the primary practicum supervisor will collect and bring feedback to the review on the student's progress from the individual(s) responsible for any additional practicum settings.

    The outcome of this conversation should be summarized on the “Professional Practicum Mid-Year Review” form for documentation, and a copy submitted to the program administrator to be filed in the student’s record. The student should also retain a copy of the completed, signed form.

     

    Final Review – The Final Review is a summative conversation between the student, the practicum supervisor, and the practicum coordinator/class advisor to assess and evaluate the student’s performance at the conclusion of the practicum. In a conversation, facilitated by the practicum coordinator/class advisor, the student and the practicum supervisor give each other feedback on their working relationship and fulfillment of the learning agreement. If applicable, the primary practicum supervisor will collect and bring feedback to the review on the student's performance from the individual(s) responsible for any additional practicum settings. The student’s performance is evaluated against the objectives of the practicum and the learning agreement. At the request of the student, the practicum supervisor, or the practicum coordinator/class advisor, the student’s personal tutor/mentor and/or other member of the Core Faculty may also participate. 

    The outcome of this conversation should be summarized on the “Professional Practicum Final Review” form for documentation and submitted to the program administrator to be filed in the student’s record. The student should also retain a copy of the completed, signed form.

  • Basic information

  • Practicum level/ year*
  • Start date*
     - -
    2 digit month, 2 digit day, 4 digit year
  • End date*
     - -
    2 digit month, 2 digit day, 4 digit year

  • Practicum placements

  • With your Practicum Supervisor, outline the placement(s) or activity(ies) that will be part of your Professional practicum. Your practicum should cover 10-12 hours of supervised, guided practice per week, or 375 hours total for the academic year. The information below should include the setting/placement (ie, a household, a recreational club, a vocational program, etc.), as well as your typical schedule (ie, weekdays from 9:00-11:00, Fridays from 2:30-3:30, etc.), and the placement supervisor or team lead (ie, the leader of that particular group or the person your Practicum Supervisor would contact for input or questions). Your primary Practicum Supervisor may also be the lead for one or more settings.

  • List your practicum settings/activities, covering 10-12 hours per week. Please keep the names of individuals you support anonymous.
  • List your practicum settings/activities, covering 10-12 hours per week. Please keep the names of individuals you support anonymous.
    Rows

  • Learning goals - Fundamental attitudes

  • The "Fundamental Attitudes" align with the Academy’s overall Program Goals. These objectives help to inform and guide the Mid-year and Final review conversations. Refer to the resource titled 'Fundamental Attitudes Overview' for more detail.

  • FUNDAMENTAL ATTITUDES

    • Empathy: The willingness to meet others' experiences and perspectives without judgement.
    • Flexibility: The openness to change, and a readiness to draw on a wide range of practical, social, educational, and therapeutic approaches as situations require.
    • Imagination: The willingness to respond to individual situations in new, creative ways, rather than always defaulting to "recipes" or rules.
    • Self-initiative: The commitment to seeking out and engaging in opportunities for continuing personal and professional development, grounded in ongoing self-reflection.
    • Active interest: The openness to practice curiosity about the human being and the world, pursued through direct, lived experience, and observation, in conversation with anthroposophical understanding.
    • Resilience: A commitment to staying grounded and present under stress, drawing on effective strategies, maintaining self-care, and supporting others in building their own resilience.
    • Integrity: A commitment to working within the professional, social-political, and regulatory context of the field in service of human flourishing.

  • Learning goals - Competencies & skills

  • The Academy's Core Practica--the Community Practica and the Professional Practica--support students to develop distinct competencies: 

    • Professional Competencies enable students to support and advocate for individuals with disabilities and others who face marginalization.
    • Community Competencies enable students to work collaboratively and inclusively in community contexts, including intentional communities like Camphill as well as in other community-based organizations.

    Taken together, these comprise the competencies needed as a practitioner of Inclusive Social Development. 

  • The general benchmarks for student progress in each stage can be found in the Program Goals - Fundamental Attitudes rubric document. This can help you assess your own progress throughout the practica, and will also be used for overall assessment in the mid-year and end-of-year reviews.

    In addition to these general benchmarks, you will identify specific areas for learning and improvement based on your self-reflection. This will help you bring these areas of learning into special focus and will also serve as a way to individualize your own learning process. Examples of concrete skills for each area can also be found on the Fundamental Attitudes rubric.

  •  PROFESSIONAL COMPETENCIES

    Direct support: Skills related to supporting wellbeing in various contexts. Includes personal care, support for nutrition and health, individual advocacy, etc.
    Discovery & assessment: Skills related to assessing individual, social, and ecological situations to develop therapeutic responses to needs and intentions. Includes the development of diagnostic pictures and/ or biographical timelines (where appropriate), biography work with individuals and groups, helping others discern educational and life goals and develop plans to pursue them, coordinating care and support circles with individuals, and helping others to implement plans as a team.
    Inclusive group activities: Skills related to carrying groups toward a common goal. Includes inclusive planning and project management, training & supervision, activity planning, group reflection, conflict mediation.
    Adaptive communication: Skills enabling appropriate and productive communication relevant to context. Skills include understanding relevant regulatory language, procedural language, academic language & expression, accessible language, nonverbal communication, etc. 

  • Stage/ Year I practica must include a concrete skill for:

    • Direct support
    • One additional PROFESSIONAL competency

  • Stage/ Year II practica must include a concrete skill for:

    • Direct support
    • Discovery & assessment
    • One additional PROFESSIONAL competency

  • Stage/ Year III practica must include a concrete skill for each competency area.

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  • Which of the PROFESSIONAL competency areas will receive special focus in your practica this year? Choose the required number of competencies and describe the concrete skills you will develop in these areas with the relevant placement details.*
  • Which of the FUNDAMENTAL ATTITUDES will receive special focus through the individual skills you described above?

  • By signing this Learning Agreement, you agree to the mentoring process and the plan described above.

    Once the student and practicum supervisor have signed, this learning agreement will be forwarded to the Class Advsior/Practicum Coordinator for review and approval. Once the Learning Agreement is approved, you will receive a copy via email. You should retain a copy for reference throughout the practicum, and specifically during your mid-year and final review conversation.

  • You can Save your form and Continue Later. Click the "Save and Continue Later" button and you will receive an email with a link to be able to return to editing your form.

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