A document developed by a student and a Site Internship Supervisor that specifies what the student will learn and how the learning will take place in a during the internship semester. It describes the structure of the learning experiences with respect to individual goals and objectives, as well as the goals and objectives established by the Human Services Program of Old Dominion University.

Type of Plans

It may be helpful to consider two very different kinds of plans, one which may be drawn up at the beginning of the internship, and the second, which involves time and process and cannot be drawn up until after the first two or three weeks of the internship is underway.

A. The first kind of plan is a working plan. For example, the Internship Handbook and the Internship Agreement enumerate expectations and responsibilities of both the Site Internship Supervisor and the Student Intern which can form the basis of the working contract. A working plan reflects the actual circumstances of the internship.

EXAMPLE: Specific agreement about time commitments, physical arrangements and requirements, clear statement of roles and responsibilities, information about contact for absences, client emergencies, immediate questions.

B. The second type is a learning plan. It provides a clear focus for the internship and should be flexible to allow for changes as objectives are met and new ones developed.

This plan consists of three parts:

1. learning objectives
2. learning activities
3. strategies and evaluation means

Ø It serves as a springboard for discussion during supervision meetings.
Ø It specifies purpose, target issues, and clarifies goals and objectives.
Ø It defines expectations in behavioral terms.
Ø It enables students to participate more actively in the evaluation of their own learning.
Ø It formalizes the student’s goals in explicit terms.
Ø It helps agencies structure meaningful work assignments.
Ø It identifies mechanisms to manage ethical conflicts

Ø They involve the student, Site Supervisor, and Site Adjunct Instructor in providing direction for the learning process.
Ø They provide criteria against which to measure progress and performance.

The following questions may be useful as the student, Site Supervisor, and Site Adjunct Instructor work together to develop a learning plan:

Ø What do we expect from each other?
Ø What can we give each other?
Ø Are our goals the same?
Ø Can we achieve them?
Ø How can we achieve them?
Ø What constraints exist?
Ø How will we know when we have achieved the goals?

Ø specific
Ø explicit
Ø feasible in regard to capacity, opportunity, and resources
Ø realistic and attainable
Ø seen in light of constraints
Ø related to the task formulated
Ø modifiable over time
Ø measurable
Ø ordered in priority
Ø congruent with program objectives

Learning Objective	Learning Activities	Assessment Process and Criteria	Completion Date
Demonstrate the ability to apply specific elements of the Code of Ethics in my practice with homeless clients.	1. Identify an ethical dilemma in one of my cases.	1. Reflects understanding of an area of the Code of Ethics as it applies to specific client situations.	5th week of the semester
	2. Present an analysis of the issue/dilemma to my Site Supervisor.	2. Demonstrates ability to talk about values and ethics and applies them to an individual client and situation.
	3. Consider this dilemma in terms of the values of the profession as well as the ethical guidelines in the code.	3. Demonstrates ability to analyze complex and/or competing values and ethical positions.
	4. Present a written analysis of what action can be taken from the perspective of the Code of Ethics, and specify how this behavior and/or solution is consistent or inconsistent with my personal values/ perspectives.	4. Site Adjunct Instructor will read and evaluate my written report for clarity of the elements in the dilemma identified and appropriateness of my analysis and suggested action.	8th week of the semester