1. Medina, V.R. Educational Contract 1
Educational Contract
I. Student Profile (Self-Assessment)
A. Current Strengths
 Manage time, paperwork, tasks, and emotions to meet project deadlines
 Dedication to life-long learning and application
 Exploring long-term goal options through new perspectives
 Knowledgeable of nonprofit and state agency structure
 Facilitating empowerment and mentorship skills of peers
 Understanding of the importance of knowing the audience/knowing the client
B. Areas of Development
 Increase skills in research, evaluation, data analysis, and data presentation
 Navigating the importance and complexities of ethnic identities
 Recognizing and surpassing self-imposed barriers to being viewed as a professional
 Linking macro social work education to practice
 Sharpen and apply technical writing education in ways which will advance the social
work profession
C. Career Goals: To apply macro-level skills gained from education and internship setting
to an agency setting. As I have met my long-term goal of gaining higher education, I am
currently exploring career options for a new long-term goal. During this exploration
process, I will be focusing on professional development, networking, and acquiring
skills-based experience.
D. DesiredExperiences: While at this internship, I seek to gain knowledge in research,
evaluation, data analysis, and data presentation. Utilizing data and research to challenge
the unnatural causes of disproportionality in ways which empower individuals to question
and change their own actions is something that I would like to take part in. I also would
like to experience working with a statewide team to see the impact of equity work on a
large scale.
II. Agency and Field Instructor Profile
A. Field Setting: The Center for Elimination of Disproportionality and Disparities (CEDD)
is currently in the Texas Health and Human Services Commission. There are three
departments within the CEDD: Office of Minority Health and Health Equity (OMH-HE);
Equity and Inclusion (EI); and Office of Border Affairs (OBA). This internship is
specifically with OMH-HE however work completed with EI, OBA, and outside CEDD
parameters is beneficial.
B. Views on field instruction: Field Instruction is vital to social work education in that it
provides a semi-safe environment to hone and apply knowledge and skills. Field learning
also forces the student to engage in a professional behavior; navigate multiple systems;
experiment with boundaries and limitations; and engage in practical self-assessment. The
Use of supervision is important as it serves as guidance and a debriefing. In addition to
supervision, an open door policy will be utilized for immediate assistance and
clarification.
C. Teaching methodologies: Preferential teaching style is consistent with that of a self-
starter. The expectation is that the intern is responsible for their learning experience
deciding how to get involved in CEDD in order to reach their goals. The Field Instructor

2. Medina, V.R. Educational Contract 2
is available to provide guidance, answer questions, debrief, and challenge the intern
throughout the course of the internship. A support approach is utilized rather than
micromanagement.
III. Educational Plan
1. Increase skillset in research, evaluation, data analysis, and data presentation.
A. Learning Competency 3: Apply critical thinking to inform and communicate
professional judgments
Learning Competency 5: Advance human rights and social and economic justice
Learning Competency 6: Engage in research-informed practice and practice-informed
research
Learning Competency 8: Engage in policy practice to advance social and economic
well-being and to deliver effective social work services.
Learning Competency 9: Respond to contexts that shape practice
Learning Competency 10: Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities
B. Practice behaviors and tasks: Conduct research to discover differences in
race/ethnicity equity measures promoted in research literature versus the community.
Create a searchable resource database to be accessed by Center professionals and
community partners. Resource database will include relevant research literature,
evidenced-based practices, and toolkits. Work with OMH-HE data evaluation team on
equity reporting how-to guide. Prepare an applicable policy report on the Achieving a
Better Life Experience (ABLE) Act. Engage in workgroup for the Texas Model
Guidebook. Review and suggest edits to website and health disparity profiles for
State Partnership Initiative to Address Health Disparities (SPIAHD) federal grant
project.
C. Outcome measures: Completion of race/ethnicity equity measures research, equity
reporting how-to guide, SPIAHD website and health disparities profile review, and
policy brief by internship end date. Progression on Texas Model Guidebook and
resource database throughout internship.
2. Commit to exploring complexities of my ethnic identity.
A. Learning Competency 1: Identify as a professional social worker and conduct oneself
accordingly
Learning Competency 2: Apply social work ethical principles to guide professional
practice
Learning Competency 4: Engage diversity and difference in practice
Learning Competency 5: Advance human rights and social and economic justice
B. Practice behaviors and tasks: Actively participate in White Caucus. Conduct self-
guided research on ethnic identities including personal ethnic identity. Take a DNA
test. Begin tracking my ancestry.
C. Outcome measures: Utilize pre/posttest of the MultiGroup Ethnic Identity Measure-
Revised (MEIM-R) to determine next action steps after internship. Participate in
White Caucus as evidenced by weekly log. White Caucus conversations are
confidential and will not be discussed in supervision or in weekly logs other than to
note attendance.
3. Engage in curriculum and training pertaining to disproportionality work and

3. Medina, V.R. Educational Contract 3
discover ways in which to apply new knowledge.
A. Learning Competency 3: Apply critical thinking to inform and communicate
professional judgments
Learning Competency 4: Engage diversity and difference in practice
Learning Competency 5: Advance human rights and social and economic justice
Learning Competency 6: Engage in research-informed practice and practice-informed
research
Learning Competency 7: Apply knowledge of human behavior and the social
environment
Learning Competency 9: Respond to contexts that shape practice
B. Practice behaviors and tasks: Engage in available trainings including videos, books,
articles, virtual trainings, and in-person trainings.
C. Outcome measures: Evidenced by training log.
4. Cultivate professional development skills to be used as an on-going process
throughout future career.
A. Learning Competency 1: Identify as a professional social worker and conduct oneself
accordingly
Learning Competency 2: Apply social work ethical principles to guide professional
practice
Learning Competency 9: Respond to contexts that shape practice
B. Practice behaviors and tasks: Network with professionals of various fields. Conduct
and/or participate in a presentation. Create a working portfolio. Utilize LinkedIn.
Review relevant research material pertaining to professional development.
C. Outcome measures: Begin a networking relationship with at least six professionals
outside the CEDD by semester end date. Present on a completed project by semester
end date. Create a working portfolio filled with past and current projects by semester
end date. Post, connect, and/or update LinkedIn profile at least three times per week.
5. Consult Field Instructor for guidance
A. Learning Competency 1: Identify as a professional social worker and conduct oneself
accordingly
Learning Competency 2: Apply social work ethical principles to guide professional
practice
B. Practice behaviors and tasks: Weekly supervision.
C. Outcome measures: Calendar log of supervision participation.
6. Adopt positive self-care strategies
A. Learning Competency 1: Identify as a professional social worker and conduct oneself
accordingly
B. Practice behaviors and tasks: Participate in Wellness at Work Walk. Manage hours to
projects timeframe to ensure completion of projects in a timely manner reducing
stress. Participate in agency and school holidays. Color and play video games outside
of internship hours.
C. Outcome measures: Will color at least once a week and display projects in office
cubicle. Will play video games at least once per week. Address self-care strategies in
weekly supervision.
IV. Student-Agency Contractual Obligations

4. Medina, V.R. Educational Contract 4
A. Schedule: Work schedule will be Monday through Friday, 8 am to 5 pm. In the event of
conferences, meetings, or trainings work hours may vary.
B. Special arrangements: Travel times to locations out of the office will count towards
hours earned. Times which occur during the lunch hour will count towards hours earned
while at an event outside the office, attending a meeting, or otherwise used as a
networking opportunity. Time spent outside of the Center on research, training, or
reading materials will count towards hours earned. Shared calendar with supervisor via
Microsoft Outlook will be utilized to note hours modification if needed.
C. Weekly supervision: Supervision will take place on Thursdays from 9:00am to 10:00pm.
Supervision will be rescheduled if needed.
D. Documentation of Hours: Worked hours will be tracked via a Microsoft Excel self-
formulating spreadsheet and is the responsibility of the student. Tracked hours will be
discussed with Field Instructor in weekly supervision sessions.
V. Review and Signatures
Student Date
Field Instructor Date
Field Liaison Date