696 LEADERSHIP LEARNING AGREEMENT: PLAN & EVALUATION

Student's Name: Miriah McIsaac

Practicum Agency and Program: Department of Family & Human Services,
Policy Division

Please provide a brief description of your practicum:

In November 2016, an independent review of the Prince Edward Island Child

Protection Act was conducted. The purpose of the review was to determine if
the operation, administration, principles, and purpose of the Act were being
achieved. The Advisory Committee engaged in a comprehensive consultation
process, inviting feedback from public consultation, community partners
(including legal/police/health services), child protection staff and management,
Indigenous communities, and youth. To address issues of concern raised during
the review process, sixty-six recommendations were developed. These
recommendations were divided into two broad categories - public policy and
service delivery recommendations.

The Child Protection Act states that an alternate approach may be used to
develop a plan of care for a child, including mediation, joint planning
conference, family group planning conference or such other method as the
Director considers appropriate. Alternative Dispute Resolution (ADR) is not
sufficiently utilized as a process for dispute resolution in PEI and currently,
there are no policies, procedures, or people trained in ADR practices within
Child Protection Services. The Advisory Committee recommends that a
jurisdictional scan regarding utilization of ADR, in consultation with
appropriate government and community partners, be conducted and policies
and procedures regarding utilization be established.

My practicum will focus on the above recommendation. I will take the lead in
conducting a jurisdictional scan of ADR dispute processes within the context of
child welfare across Canada. Using the information gathered from the scan and
independent research, I will prepare a document/short paper outlining my
findings and recommendations. This will then be presented to management.
The deliverable for the agency will be information/evidence gathering, which
may then be used to influence policy and procedures in the future. It will also
serve to address the outstanding recommendation proposed by the Advisory
Committee.
PRACTICE OBJECTIVE 1: Values, Ethics & Professional Identity

Learners demonstrate the ability to apply social work values, adhere to CASW Code of Ethics &
Guidelines for Ethical Practice, and analyze the role of ethics and values in leadership practice,
social/organizational policy and organizational effectiveness. Learners will be able to:

• Integrate social work values and professional Ethics and Guidelines within a leadership context.
• Identify how personal and professional values impact their leadership practice.
• Identify ethical dilemmas in practice and apply ethical decision-making processes.
• Examine organizational values and their impact on staff, programs and service to clients.
• Analyze social work leadership within a social services context and compare it to other forms of
leadership/management.
• Critically reflect on their social work practice within a leadership context.
• Demonstrate professionalism in the practicum setting.

Values, Ethics & Professional Identity: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want accomplish the learning? accomplish
learning?
to learn? this?
To identify how my
personal and Journal records and
Practice self-reflection and journal my
professional values discussion with field March 6/18
observations and thoughts
impact my instructor
leadership practice
To determine which Keep a journal of my reflections and
leadership theory or observations related to the leadership
model most reflects practices engaged in within the agency Share my reflections with
March 6/18
my own values, and use this to develop a personal theory field instructor
principles, and of practice related to social work
philosophies leadership
Review and
understand
organizational Read 2 articles related to organizational
values and values/culture in the human services Ongoing discussions with
Midterm
philosophy in the field instructor
context of child Review agency policies and procedures
protection service
delivery

PRACTICE OBJECTIVE 2: Leading Others

Learners demonstrate the ability to achieve organizational or community goals through processes
such as visioning, designing, planning, coordinating, organizing and evaluating. Learners will be
able to:
 • Develop a shared vision and act in a leadership role (lead, direct, coordinate and/or organize
others) within groups, teams, departments, divisions, etc. to achieve organizational or community
goals.
• Develop, implement, analyze or evaluate a program, policy or project and make recommendations
for change, when appropriate.
• Build effective working relationships, networks and partnerships with individuals at all levels of
the organization and/or community through cooperation, collaboration and fostering the
development of others (coaching/mentoring).
• Analyze power relationships within the organization and/or community and use this knowledge to
influence program/agency decision-making.
• Make informed decisions and involve suitable stakeholders in the process.
• Communicate effectively orally and in writing.
• Apply leadership theories and research skills to guide practice.

Leading Others: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want accomplish the learning? accomplish
learning?
to learn? this?
Drafting a policy memo including project
To develop a overview and project findings and
project from recommendations and present findings to
beginning to end senior management to influence agency
regarding policy and procedure in future
Alternative Dispute implementation of ADR
Resolution to create
Feedback from my direct
a shared vision for Conducting a jurisdictional scan of ADR
supervisor and senior March 6/18
ADR within Child dispute processes within the context of
management
Protection Services Child Welfare across Canada
in Prince Edward
Island , making Complete a literature review focusing on
recommendations best practices in ADR
for change, when
appropriate Present project findings to senior
management in a final presentation
Feedback from my field
Conducting a jurisdictional scan of ADR instructor and senior
dispute processes within the context of management
To communicate Child Welfare across Canada
effectively orally Meet regularly with the Midterm
and in writing Complete a literature review focusing on Legal & Policy Advisor
best practices in ADR for the Department of
Family and Human
Services
Meet with community stakeholders to
Networking and Document feedback from
discuss the project and solicit feedback;
building working stakeholders; share with Midterm
get input from agency employees whom
relationships field instructor
have experience in ADR measures
PRACTICE OBJECTIVE 3: Facilitating Change

Learners demonstrate the ability to think critically and strategically, applying systems thinking to
the analysis of an organization and its environment, and assessing the need for and implementing
change, when appropriate. Learners will be able to:

• Identify how the various elements of the organization and its environment interconnect to achieve
staff and client goals (systems thinking).
• Analyze and assess the need for change within the organization or community.
• Implement and manage change within the organization or community to be responsive to
perceived needs.
• Analyze the impact of change on individuals and groups within the organization or community.
• Make recommendations for the sustainability of change.
• Think creatively (e.g., beyond status quo) when addressing organizational or community issues.
• Deal effectively with conflict situations.

Facilitating Change: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want accomplish the learning? accomplish
learning?
to learn? this?
Taking into account, the recent
To assess the need
recommendations of the Child Protection
for service delivery Feedback from
Act Review, identify limitations within
change to supervisor; document March 6/18
current child protection service delivery
incorporate ADR describing program
and make recommendations for
practices/program
implementation
Identify challenges in current service
To identify delivery (without ADR); talk to senior
barriers/limitations management
to change and Ongoing discussions with
Midterm
provide action Consult with other jurisdictions to obtain field instructor
items to aid in information related to limitations to
addressing them implementing ADR in their respective
jurisdictions
How change is
implemented at Read 3 peer-reviewed articles related to Summarize article
Child & Family different models of change and discuss findings and discuss with Midterm
Services and how it how these apply to your project field instructor
impacts staff
Review potential conflict
How to deal with Read about conflict resolution during situations with field
conflict situations organization change and make instructor; document January 4/18
due to service suggestions for implementation conflict resolution
delivery changes strategies

PRACTICE OBJECTIVE 4: Managing Resources

 Learners demonstrate the ability to manage a project from beginning to end, including managing
the resources necessary to achieve project, organizational or community goals. Learners will be
able to:

• Identify and implement the major components of managing a project from beginning to end
(goals, timelines, scope, resources, etc.).
• Identify and/or manage the range of resources needed for a project/agency program, such as:
o a. financial resources (e.g., grants, budget).
o b. human resources (e.g., supervision, team development, community involvement or
consultation, recruitment, performance management).
o c. technological resources.
• Identify the project’s constraints or limitations (e.g., scope, timelines, budget, optimization of
resources).

Managing Resources: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want accomplish the learning? accomplish
learning?
to learn? this?
Elements of Identify and implement the major
developing a components of managing a project from
Independent research;
program (scope, beginning to end
discussion with field January 31/18
timelines,
instructor
resources, Develop a chart outlining timelines and
limitations, etc). tasks to be completed
Estimate the resources needed and costs Compiling financial
associated to sustain the program and information related to
To estimate a incorporate findings into final report ADR Programs from
budget for the jurisdictions in the February 8/18
program Seek information related to the Maritime provinces;
organization’s financial structure and discussion with field
financial approval processes instructor
Seek information from other jurisdictions
Identify the
to determine potential limitations
project’s constraints Independent research;
and/or limitations discussions with field Midterm
Read organizational policy and legislation
(scope, timelines, instructor;
to identify potential constraints to
budget, etc.)
implementation

PRACTICE OBJECTIVE 5: Diversity, Oppression & Social Justice

Learners demonstrate an appreciation and critical analysis of human diversity, the dynamics and
intersections of oppression, and the implications of social and economic injustice. They will
demonstrate the ability to work effectively with diverse individuals and groups within a leadership
context using an anti-oppressive framework, promote diversity-competent organizations and
practice, and advocate for change at individual, organizational and systemic levels. Learners will
be able to:
 • Identify how personal identities, values, experiences, socialization, attitudes, biases and patterned
responses to human diversity intersect with professional values and impact their leadership
practice.
• Describe how they, as social workers and leaders, show respect for and work effectively with
diverse individuals and populations (e.g., diversity of race, class, gender, religion, culture, sexual
orientation, age, ethnicity, national origin, or ability).
• Use an anti-oppressive lens to analyze agency/social policy with regard to diversity, inclusion,
oppression and social justice, and make recommendations for change.
• Identify systemic barriers in the organization and/or community that perpetuate oppression and
social injustice.
• Discuss potential social action strategies.
• Articulate how they incorporate anti-oppressive frameworks, strategies and skills in their
leadership practice to value diversity, promote inclusion, reduce oppression and advocate for
organizational and/or social change.

Diversity, Oppression & Social Justice: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want accomplish the learning? accomplish
learning?
to learn? this?
How to apply an
anti-oppressive and Record findings in a
strengths-based lens Research similar programs and identify word document and share
February
to the project and how they have incorporated the value of with field instructor;
15/18
make diversity and empowerment incorporate findings into
recommendations final presentation
for change
Attend meeting with
Mairlyn Birch,
Supervisor of Child &
To develop a Meet with leaders in the Indigenous Child
Family Services with the
program that & Family Program to consider indigenous
Mik'maq Confederacy of
adheres to lens in the context of implementing the
PEI, and discuss ADR January 9/18
culturally program; research cultural competency in
practices with Indigenous
competence ADR Programs and identify ways to
peoples; discussion with
practices integrate findings into the program
field instructor;
document findings in
final presentation