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Greater Manchester
Practice Educator
Programme
Assessment Pack for
STAGE 1
Revised Edition: 8th February 2013
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In Greater Manchester the 4 Universities and the placement providers, including the 10 Local Authorities have worked together to develop a Practice Educator Programme which facilitates candidates to meet the standards of the new national framework – The Practice Educator Professional Standards for Social Work. This assessment pack contains all the information you will need to complete the assessment. Assessment of portfolios will be undertaken for candidates practice educating within the Greater Manchester Region only. The Practice Educator Portfolio Assessment of candidates undertaking the Greater Manchester Practice Educator Programme will be by portfolio and will enable candidates to demonstrate competence against The Practice Educator Professional Standards for Social Work, as required by the College of Social Work. Practice Educators can be assessed in two stages:
Completion of stage one will allow practice educators to work with students on first placements (70 days);
Completion of stage two will allow practice educators to work with students at all levels, including the final placement (100 days).
All candidates will complete the Greater Manchester Practice Educator Programme and workbook; work with a student social worker with the support of an appropriate mentor and produce a portfolio of evidence. Training and assessment should normally take place within a 3 year period. In order to continue to work with student social workers you must maintain currency, this includes practice teaching at least one student social worker in every 2 year period. Stage 1 Assessment Please use a ring-binder file to present your evidence and put contents straight into the file
without using plastic wallets
All work submitted in your portfolio must be anonymised so that students, service users and tutors are not recognisable
Completed front sheet
Contents Page/Checklist
Completed Panel Assessment Form (p.4) clearly demonstrating within „evidence located‟ column, where evidence of domains can be found in your portfolio i.e section and page number. For example - paragraph 4 page 3 of assignment.
Statement of confidentiality
Completed learning agreement from the student‟s placement
Assessment report written by yourself as the practice educator on the student‟s competence using university guidelines
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Two direct observation reports relating to the student social workers practice with service users completed by yourself
Completed Mid Point Review Form
Student feedback form
Direct observation of your own practice as practice educator, supervising a student social worker, completed by a Stage 2 practice educator
Copy of completed or reviewed audit form and completed practice educator feedback form for each student they assess in line with the Quality Assurance for Practice learning (QAPL) framework.
Written task 1
Sample of supervision notes Written Task 1 – 2000 words Provide an analysis of how you have enabled the learning of a social work student on placement, making reference to the following guidance: Marking criteria:
Explain how you provided a physical and learning environment conducive to the
demonstration of the student‟s practice competence. Reflect upon the degree to
which you felt you were successful in taking into account the student‟s individual
learning style, their learning needs, prior achievements, knowledge and skills.
Discuss how you have negotiated and agreed an induction plan and a learning and
assessment programme throughout the placement. This should include a critical
discussion of the arrangements made for supervision; monitoring and reviewing the
learning and assessment programme; agreeing, planning and delivering learning
opportunities to meet specific learning objectives. Outline how any difficulties/
disagreements arising were managed and resolved.
Evaluate the degree to which you feel you achieved a fair and evidence based
assessment of the learner‟s practice, including an assessment of their competence
against agreed criteria. This should include reference to both formative and
summative assessment and the use of feedback in identifying how the learner could
improve their practice.
Ensure this links to the requirements of the domains and the values statement.
The written task should demonstrate further reading and be fully referenced as an academic piece of work using the Harvard method. (The following web page will give you further guidance regarding referencing - www.careers.salford.ac.uk/studyskills)
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Further Guidance:
You may wish to consider:
The placement planning and preparation process including preparing the team,
compiling a profile of the setting, team etc., considering any potential issues of
conflict, discrimination, power, oppression, practical issues, planning the induction,
the informal initial visit.
Management of the placement including the elements of your role i.e. support,
teaching, management and assessment, the role and responsibilities of those
involved in the assessment process and any conflict or difficulties, supervision
arrangements including content, process and outcome, the supervision agreement.
Also discuss the elements of supervision i.e. management, support and
development.
The assessment process and how you assessed, what processes, tools did you use
and were there any issues of oppression, power, disagreement – was the student a
strong or failing student how did you manage to assess fairly and think about your
anxieties and how these impacted upon the placement process/student anxieties.
How you taught, influenced the student, issues of direct observations, teaching
processes, blocks to learning, learning styles and adult learning principles, giving
and receiving feedback. How did you enable the student to critically evaluate link
theory and reflect on practice and use their reflective log.
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At Stage 1 you will be assessed on the following domains:
GREATER MANCHESTER PRACTICE EDUCATOR PROGRAMME
PANEL ASSESSMENT FORM – Stage 1 Name of Candidate: ________________________________________ Agency: ___________________________________________________
Values for Practice Educators (You are required to provide evidence of your own values as a practice educator)
Location of Evidence (to be completed by candidate)
Competent (C) Further evidence required (E)
Identify and question their own values and prejudices, the use of authority and power in the assessment relationship, and recognise and act upon the implications for their assessment practice
Update themselves on best practice in assessment and research on adult learning and apply this knowledge in promoting the rights and choices of learners and managing the assessment process
Respect and value the uniqueness and diversity of learners and recognise and build on their strengths, and take into account individual learning styles and preferred assessment methods
Accept and respect learners’ circumstances and understand how these impact on the assessment process
Assess in a manner that does not stigmatise or disadvantage individuals and ensures equality of opportunity. Show applied knowledge and understanding of the significance of
o poverty o racism o ill health and disability o gender o social class o sexual orientation
in managing the assessment process
Recognise and work to prevent unjustifiable discrimination and disadvantage in all aspects of the assessment process, and counter any unjustifiable discrimination in ways that are appropriate to their situation and role
Take responsibility for the quality of their work and ensure that it is monitored and appraised; critically reflect on their own practice and identify development needs in order to improve their own performance, raise standards, and contribute to the learning and development of others
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Domain A Organise opportunities for the demonstration of assessed competence in practice Practice Educators at stage 1 and 2 should:
Location of Evidence
Competent
1. Take responsibility for creating a physical and learning environment conducive to the demonstration of assessed competence.
2. Devise an induction programme that takes into account a learners needs and their previous experience
3. Negotiate with all participants in the work place, including service users and carers, the appropriate learning opportunities and the necessary resources to enable the demonstration of practice capability.
4. Work openly and co-operatively with learners, their line managers, work place colleagues, other professionals, and service users and carers, in the planning of key activities at all stages of learning and assessment.
5. Co-ordinate the work of all contributors. Ensure they are fully briefed, understand their roles and provide them with feedback.
6. Complete or review an audit and complete a practice educator feedback from for each student they assess in line with the Quality Assurance for Practice learning (QAPL) framework.
7. Monitor, critically evaluate and report on the continuing suitability of the work environment, learning opportunities, and resources. Take appropriate action to address any shortcomings and optimise learning and assessment.
8. Contribute to the learning and development of the agency as a training organisation. Help to review and improve its provision, policies and procedures and identify barriers for learners.
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Domain B Enable learning and professional development in practice Practice Educators at stage 1 and 2 should:
Location of Evidence
Competent
1. Teach the learner using contemporary social work models, methods and theories relevant to the work, powers and duties, and policy and procedures of the agency, demonstrating the ability for critical reflection.
2. Establish the basis of an effective working relationship by identifying learners‟ expectations, the outcomes which they have to meet in order to demonstrate competence, and their readiness for assessment. Agree the available learning opportunities, methods, resources, and timescales to enable them to succeed.
3. Discuss, identify, plan to address and review the particular needs and capabilities of learners, and the support available to them. Identify any matters which may impact on their ability to manage their own learning.
4. Discuss and take into account individuals‟ learning styles, learning needs, prior learning achievements, knowledge and skills. Devise and deliver an appropriate, cost-effective teaching programme which promotes their ability to learn and succeed
5. Make professional educational judgments about meeting learners‟ needs within the available resources, ensuring the required learning outcomes can be demonstrated in accordance with adult learning models.
6. Identify which aspects of the management of the learning and assessment programme learners are responsible for in order to achieve their objectives. Describe and agree the roles of the practice supervisor and/or educator in mentoring, coaching, modelling, teaching and supervising, managing and supporting the placement.
7. Establish how the learning and assessment programme is to be reviewed. Encourage learners to express their views, identify and agree any changes and discuss how disagreements on any aspects of it are resolved.
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Domain B Cont …. Enable learning and professional development in practice
Location of Evidence
Competent
8. Advise learners how to develop their ability to manage their learning. Advise, guide and respond to any difficulties encountered by them and where necessary provide instruction
9. Support the learner in gathering evidence according to programme requirements.
Domain C Manage the assessment of learners in practice Practice Educators at stage 1 should:
1. Engage learners in the design, planning and implementation of the assessment tasks.
2. Agree and review a plan and methods for assessing learners‟ performance against the Professional Capabilities Framework at the relevant level.
3. Ensure that holistic assessment decisions are the outcomes of informed, evidence-based judgments and clearly explain them to learners
4. Evaluate evidence for its relevance, validity, reliability, sufficiency and authenticity according to the agreed standard
5. Use direct observation of learners in practice to assess performance
6. Base holistic assessment decisions on all relevant evidence and from a range of sources, resolving any inconsistencies in the evidence available.
7. Encourage learners to self-evaluate and seek service users, carers and peer group feedback on their performance.
8. Provide timely, honest and constructive feedback on learners‟ performance in an appropriate format. Review their progress through the assessment process, distinguishing between formative and summative assessment.
9. Make clear to learners how they may improve their performance. Identify any specific learning outcomes not yet demonstrated and the next steps. If necessary, arrange appropriate additional assessment activity to enable them to meet the standard
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Domain C Continued …. Manage the assessment of learners in practice
Location of Evidence
Competent
10. Ensure that all assessment decisions, and the supporting evidence, are documented and recorded according to the required standard. Produce holistic assessment reports which provide clear evidence for decisions
11. Ensure that disagreements about assessment judgments and complaints made about the assessment process are managed in accordance with agreed procedures.
12. Seek feedback from learners on their experience of being assessed, and the consequences of the assessment programme for them. Incorporate the feedback into future assessment activity.
13. Contribute to standardisation arrangements and the agreed quality-assurance processes which monitor the organisation‟s training strategy.
14. Demonstrate the ability to make difficult holistic assessment decisions around areas of development, which may include marginal or failing learners.
Signature: ____________________________________________ (Verifier/Assessor)
Feedback from Portfolio Assessor
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Portfolios should be submitted via the Programme Administrator:
Caroline Davies School of Nursing, Midwifery and Social Work Allerton Building Frederick Rd University of Salford M6 6PU Email contact for queries: [email protected] Portfolios should be in ring binders with dividers, no plastic wallets and should read like a book. Candidates who do not meet the requirements at this stage will receive feedback and have an opportunity to submit to future panels. Agencies who wish to have their staff assessed at Panel should provide representatives to join the assessment team on the Panel. Panel assessors must hold the Practice Teacher Award or have met Stage 2 of the Practice Educator Professional Standards for Social Work.
Assessment Proformas
1 Front Sheet
2 Contents Page/Portfolio Checklist
3 Student Feedback Form
4 Direct Observation of Practice Form
5 QAPL Audit Form
6 Practice Educator Feedback Form
Appendices:
1 Practice Educator Professional Standards for Social Work (for information)
2 Further Reading
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1 Practice Educator Portfolio for Assessment
Greater Manchester Practice Educator Programme
STAGE 1 Front Sheet
Candidate Name
Candidate Email Address
Employing Agency
Employing Agency Address
Candidate contact address (if different from above)
Dates and location of training undertaken
Date submitting for assessment
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2 Contents Page/Portfolio Check List
Item Page Number
Completed front sheet
Contents Page/Checklist
Completed Panel Assessment Form
Statement of confidentiality : All work is anonymised so that students, service users and tutors are not recognizable
Completed learning agreement from the student‟s placement
Assessment report written by yourself as the practice educator on the student‟s competence using university guidelines
Two direct observation reports relating to the student social workers practice with service users completed by yourself
Completed Mid Point Review Form
Student feedback form
Direct observation of your own practice as practice educator, supervising a social work student, completed by a Stage 2 practice educator
Copy of completed or reviewed audit form and completed practice educator feedback form for each student they assess in line with the Quality Assurance for Practice learning (QAPL) framework.
Written task 1
Sample of supervision notes
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3 STUDENT FEEDBACK FORM
1 Was a learning contract completed with you?
Yes/No
2 Did you have an opportunity to review the contract during
the placement
Yes/No
3 Do you feel the placement met your learning needs?
If “No”, please give further details.
Yes/No
4 How well do you think the practice Educator provided the
following? Yes/No
Teaching
Poor 1 2 3 4 5 Excellent
Support
Poor 1 2 3 4 5 Excellent
Supervision
Poor 1 2 3 4 5 Excellent
Provision of relevant learning opportunities
Poor 1 2 3 4 5 Excellent
Management of your learning over time
Poor 1 2 3 4 5 Excellent
Providing information
Poor 1 2 3 4 5 Excellent
Feedback on progress
Poor 1 2 3 4 5 Excellent
Assessment of your competence
Poor 1 2 3 4 5 Excellent
Any other comments about the practice Educator? Signed Date
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4 GREATER MANCHESTER PRACTICE EDUCATOR PROGRAMME
DIRECT OBSERVATION FORM
Observation undertaken for: Stage 1 / Stage 2 (Please delete)
Name of Candidate
Name of Mentor
Qualification held (Practice Teachers Award or Stage 2)
Date of Observation
1a. Brief summary of the context in which the observation will take place (to be completed by the candidate)
1b. Preparation and planning of session including specific objectives and identification of domains to be evidenced (to be completed by candidate)
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Feedback from Observer (to be completed by Observer)
2a. How did the candidate achieve their objectives ? How did they accommodate issues raised for the agenda by the student?
2b. How did the candidate demonstrate values / standards in their practice?
2c. What domains have been demonstrated? Please give specific examples from the observation.
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Feedback from Candidate (to be completed by Candidate)
2d. Comments from student social worker or work undertaken with another learner assessed against PCF.
3a. Candidate evaluation of the session
3b. Candidate response to feedback
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4a. Areas for further development
4b. Any additional comments
RECORD OF MEETING SIGNED BY:
Candidate
Signature
Observer
Signature
Date
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6 QAPL Setting Audit Data Form
Please complete with as much detail as possible. Please complete one form for EACH relevant setting.
1 Practice Learning Setting details
Setting Title
Address Line 1
Address Line 2
Address Line 3
Town
Postcode
Statutory Status: Statutory / Non Statutory
2 Contact details
Contact Title Mr / Mrs / Miss / Ms / Dr / Prof
First Name
Last Name
Job Title
Phone
Fax
3 Model of Practice Learning Opportunity
Service users * (select ONLY most appropriate one)
Adults
Children & Families
Service Type * (select ONLY most appropriate one)
Adoption & Fostering (Children)
Adult Placement
Advice, Advocacy, Information & Guidance
Asylum Seekers (Adults)
Black & Minority Ethnic Support Services (Adults)
Care Management
Carers & Carer Support Services
Children & Family Support, Assessment & Resources
Chronic & Long-Term Conditions
Domestic Violence
Drug/Alcohol/Substance Misuse
Educational Social Work (Children)
Emergency Duty Team
Emotional/Behavioural Difficulties
Gay & Lesbian Support Services (Adults)
HIV/AIDs (Adults)
Homelessness (Adults)
Housing
Learning Difficulties & Disabilities
Leaving Care (Children)
Looked After Children
Mediation Work
Mental Health (Adults)
Occupational Related Services (Adults)
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Offenders
Palliative Care
Personalisation (Direct Payments)
Physical Disabilities
Private Law (Children)
Rehab & Recovery
Respite Care
Safeguarding & Vulnerable Adults
Sensory Impairment
Transitions into Adulthood
Youth Inclusion (Children)
Other Services
Service Delivery * (select ONLY most appropriate one)
Residential
Domiciliary
Day Services and Facilities
Community
Assessment Centres
Field Work
Other (please specify)
Minimum age of student at setting?
Gender restriction? (select ONLY one) Male
Female
No restriction
Unsocial Hours No
Yes
Details
Registered Social Workers at Setting - Please indicate 0-100
Dress requirements - Please detail
4 Health & Safety
Does the setting have Public Liability Insurance?
Yes
No
Is the student covered by this?
Yes
No
Are there any specific safety measures for staff at this setting? E.g. Hepatitis vaccinations
Yes
No
Details:
Is the student required to take these safety measures?
Yes
No
Does the setting have a written Health & Safety Policy?
Yes
No
Are individual risk assessments carried out by the setting?
Yes
No
Does the setting have a dedicated first aider?
Yes
No
Is there a first aid box at the setting?
Yes
No
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5 Statutory Experience *
Does the setting off the student the ability to practice statutory work? *
Yes
No
6 Accessibility
Please indicate the communications accessibility at the Setting. Select all that apply or leave blank for none
Information available in Braille
Information available in Large Print
Information available on coloured paper
Screen reading software
Information available on tape
Minicom
Loop
Please indicate the accessibility of the Setting. Select all that apply or leave blank for none
Wheelchair Access
Adapted Toilets
Level Entrance
Lift
Lift With Voice
Tactile Guiding within Building
Automatic Doors
Designated Disabled parking
7 Physical Resources
Please indicate which resources are available to students at this Setting. Select all that apply or leave blank for none.
Access to desk
Access to telephone
Access to computer
Access to laptop
Access to Internet
Access to journals
Library
Access to policies & procedures
Induction Package
Will student need own transport?
Is parking available
Is free parking available
Travel expenses
Rest/eating/prayer facilities
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8 National Occupational Standards
Which National Occupational Standards are covered by the practice learning opportunity as below:
Key Role 1: Preparing for and working with individuals, families, carers, groups and communities to assess their needs and circumstances.
Prepare for social work contact and involvement Yes No
Work with individuals, families, carers, groups and communities to help make informed decisions Yes No
Assess Needs and options to recommend course of action Yes No
Key Role 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups and communities and other professionals
Respond to crisis situations Yes No
Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities Yes No
Prepare, produce, implement and evaluate plans with individuals, families, carers, groups and communities and professional colleagues Yes No
Support the development of networks to meet assessed needs and planned outcomes Yes No
Work with groups to promote individual growth, development and independence Yes No
Address behavior that presents a risk to individuals, families, carers, groups and communities Yes No
Key Role 3: support individuals to represent their needs, views and circumstances:
Advocate with and on behalf of individuals, families, carers, groups and communities Yes No
Prepare for and participate in decision making forums Yes No
Key Role 4:manage risk to individuals, families, carers, groups, communities, self and colleagues
Assess and manage risks to individuals, families, carers, groups and communities Yes No
Assess, minimise and manage risk to self and others Yes No
Key Role 5: manage and be accountable, with supervision and support, for your own social work practice within your organization
Manage and be accountable for your own work Yes No
Contribute to the management of resources and services Yes No
Manage, present and share records and reports Yes No
Work within multi-disciplinary and multi-organisational teams, networks and systems Yes No
Key Role 6: demonstrate professional competence in social work practice
Research, analyse, evaluate and use current knowledge of best social work practice Yes No
Work within agreed standards of social work practice and ensure own professional development Yes No
Manage complex ethical issues, dilemmas and conflicts Yes No
Contribute to the promotion of best social work practice Yes No
Are there opportunities for:
Meeting the GSCC codes of practice Yes No
Statutory social work tasks involving legal interventions Yes No
Inter-professional/multi-disciplinary work Yes No
Black Minority Ethnic Service Users / Issues Yes No
Learning from other team members Yes No
Leaning from other teams Yes No
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9 Supervision Arrangements
Does the setting have: On-site Practice Educator
On-site Practice Educator and Off-site Practice Educator
Other Arrangements (Please describe)
Name of Practice Educator:
Email Address of Practice Educator:
Does the on-site practice educator or supervisor have a social work qualification
Yes - Registration No: Date of Registration:
No
If no, does the practice educator or supervisor have any other professional qualification
Yes - please indicate:
No
If Yes, please specify
Does the on-site practice educator or supervisor have a practice education qualification
Yes – please identify: Practice Teaching Award Practice Education Higher Specialist Award Enabling Others Module NVQ Assessor Units Other Training (Please Specify)
Does this practice learning opportunity require an off-site practice educator
Yes
No
10 Finances
Are daily placement fee arrangements clear Yes No
Does the agency contribute to the student‟s travel expenses Yes No
Name of Finance Contact:
Email Address:
Invoice Address:
To be completed by the HEI:
11 HEI evaluation
The current HEI evaluation of this practice learning is confirmed as having satisfactory standards for:
First assessment practice Yes No
Intermediate assessment practice (if relevant) Yes No
Final assessed practice Yes No
Signed by:
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6 Practice placement feedback form for practice educator and/or supervisor
To be completed separately by the on-site practice educator and, as appropriate, the off-site practice educator and on-site practice supervisor 1. Name of practice educator
2. Please state your role Please Select From Dropdown
3. Name of on-site practice supervisor (if applicable)
4. Name of establishment (placement site)
5. Name of student
6. Dates of placement period
From:
Until:
Yes No
7. Was the placement request presented to you in good time ?
Yes No
8. Were you satisfied with the setting-up and confirmation arrangements ?
9. Were you satisfied with the information you received about: Yes No
The student ?
The HEI handbook ?
Placement policies and procedures ?
Links with, and the role of, the HEI ?
Yes No
10. Was the student sufficiently well prepared to learn and be assessed ?
11. During the placement, did you receive satisfactory support from: n/a Yes No
Your line manager ?
Your work colleagues ?
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The HEI tutor ?
Other key individuals ?
12. In making a judgement about the student‟s competence, did you take into account the views of:
Yes No
Service users and/or carers ?
Other colleagues ?
Other professionals ?
Yes No
13. Did you encounter any difficulties with these practice learning placement arrangements ?
If yes, please give details
Were they resolved to your satisfaction ?
14. Did you work with either/or: Yes No
An on-site practice supervisor ?
An off-site practice educator ?
Not well at all > Very well
1 2 3 4
If yes to either of the above, how well did you work together ? (Please tick the rating 1 to 4 that best expresses your evaluation)
Yes No
15. Would you be prepared to take students from this HEI in the future ?
If not, please explain why
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You have made a number of evaluative statements about this practice placement against a number of practice placement quality assurance benchmark precepts. Please highlight below and explain why you have evaluated any particular ones very positively or negatively. Please also feel free to make any other comments about this practice placement.
Practice educator/practice supervisor name
Date
Response from HEI tutor Please comment on the above, offering an HEI perspective on the practice educator/supervisor‟s response to the questionnaire, and any other quality assurance issues relating to this practice placement.
Tutor Name
Date
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Appendix 1 Practice Educator Professional Standards for Social Work Revised version May 2012, transition starts from September 2012
These Practice Educator Professional Standards (PEPS) set out requirements at two stages, commensurate with the different levels of complexity and responsibility in teaching, assessing and supervising social work degree students. The standards may also be helpful for those supporting and assessing newly qualified social workers, experienced social workers undertaking formal or informal continuing professional development or others engaging in learning and development activities. These standards will come into effect in October 2013, and are minimum requirements. They apply to all placements within the academic year 2013/14 and thereafter. From October 2015 all practice educators of social work students must be registered social workers. Partnerships may individually or collaboratively wish to develop requirements at a higher level. The standards will be phased in from October 2012 through transitional arrangements. Staged approach The PEPS outline two stages of progression for practice educators: Stage1 Practice educators at this stage will be able to supervise, teach and assess social work degree students up to but not including the final assessment prior to qualification. At this stage they may contribute to the last placement but not take full responsibility for assessment or act as the practice educator on a day-to-day basis. Stage 2 Practice educators at this stage will be able to supervise, teach and assess social work degree students up to and including the last placement. In effect, these practice educators will have the authority and capability to recommend, on the basis of appropriate evidence, that the social work students are fit to practice at the point of qualification. Developing pathways or programmes to meet the standards. It is for Higher Education Institutes (HEIs) and employers to develop suitable ways of enabling candidates to meet the learning outcomes. These may include self managed portfolio presentations and/or a variety of in-house, distance and open learning or HEI- based training activities. Programme providers may wish to combine stage 1 and stage 2 training arrangements and assessment of learning outcomes into an integrated programme to maximise flexibility and local workforce planning needs. Practice educators, as registered social workers, need to apply their professional value base to whatever role they undertake in a range of contexts. The applied value base presented within the Guidance on the assessment of practice in the workplace (GSCC/Topss 2002) is provided for reference. This was linked to GSCC Codes of Practice
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and core values requirements of the post-qualifying framework but practice educators will need to ensure that the values on which they base their own practice and on which they teach, supervise and assess learners are in line with current expectations of their regulatory and professional bodies. Assessment, accreditation and maintaining currency The underpinning principle of the two proposed stages is that evidence to meet the learning outcomes may be generated within the workplace without the need for HEI accreditation and approval arrangements. It would be for partnerships and networks to plan together formal APL/APEL arrangements and credit ratings where these are appropriate. Partnerships should also ensure that practice educators have relevant opportunities to undertake continuing professional development (CPD) and are able to demonstrate continued proficiency and capability. Practice educators should keep a record of CPD relevant to their role as a practice educator and be prepared to present this as evidence for re-registration (if requested by the regulator). Practice educators normally need to maintain currency through taking full responsibility for a social work student at least every two years. Practice educators, as registered social workers, need to apply their professional value base to whatever role they undertake in a range of contexts. Practice educators will need to ensure that the values on which they base their own practice and on which they teach, supervise and assess learners are in line with current expectations of The College of Social Work, and also the Health and Care Professions Council‟s Standards of Conduct, Performance and Ethics. Equivalent practice educator qualifications Practice Teacher Award (PTA) holders and those who have achieved a Higher Specialist Award in practice education within the former GSCC PQ framework1 who are qualified and registered social workers, are accepted as having reached the standards for stage 2 of the proposed framework. PTA holders can continue to be responsible for assessing and teaching students at all placement levels and may be able to act as mentors and assessors for PE candidates if employers and HEIs are satisfied that they have continued to regularly practice as a practice educator. Normally this would mean they have had direct responsibility for at least one student in the last two years or had relevant experience in practice education and have retained and developed their skills, knowledge and value base. For further guidance see Appendix 2:11. Off-site practice educators and practice supervisors From October 2013, independent off-site practice educators are expected to meet the capabilities within the Professional Capabilities Framework (PCF) as an experienced social worker and to have demonstrated proficiency at stage 2, so therefore must be registered social workers. This also applies to any off-site practice educators who are employees of the organisation hosting the placement. It is the responsibility of the agency or HEI contracting the independent practice educators to be satisfied that the independent practice educators are competent and suitable to carry out their responsibilities. This would include ensuring that safeguarding checks have been undertaken.
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Practice supervisors would not have to reach stage 1 proficiency to support and supervise the day-to-day work of a social work student and would not necessarily have to be registered social workers for the first placement2. (click here for more guidance) However, it is recommended that they should be working towards the stage 1 learning outcomes (excluding A5 and C11) and be supported by their line manager and practice educator. It is for the line manager to ensure that a practice supervisor is competent to provide day-to-day practice supervision of social work students. 2 A practice supervisor who is not a registered social worker will not normally be able to provide day-to-day supervision for the last placement Links with the Professional Capabilities Framework The Practice Educator Professional Standards are cross-referenced within the PCF at social worker and experienced social worker levels.
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Practice Educator Professional Standards
Requirement Stage One Stage Two and Combined Stage 1 and 2 pathways
Professional Qualification
Registered Social Worker Registered Social Worker
Experience Two years‟ relevant work experience before taking full responsibility for assessing a social work placement
Three years‟ relevant work experience, qualified for two years by the end of the programme.
Knowledge, skills
and values – linked to
learning outcomes
Pathways and programmes must support
practice educator candidates to meet stage
1 outcomes in domains A, B and C and
apply values to practice.
Pathways and programmes must support practice educator candidates to
meet all learning outcomes in domains A – D and apply values to practice.
Support Guided support from an appropriate mentor on individual or group basis
Assessment Process Applicants for the role must evidence achievements against learning outcomes in domains A – C, according to arrangements made by local or regional employer networks
Applicants for the role must evidence achievements against learning outcomes in domains A – D, according to arrangements made by local or regional employer networks
1.Evidence
2. Observation of Practice
One direct observation of a practice educator candidate teaching, supervising and assessing a social work student against the Professional Capabilities Framework.
Two direct observations of a practice educator candidate teaching, supervising and assessing against the Professional Capabilities Framework.
Evidence of work-based competence from taking full responsibility for one
social work student and one other being assessed against the
Professional Capabilities Framework.
3. Assessors All assessors of practice educator candidates, including those observing a candidate‟s practice, must be appropriately qualified at stage 2 or equivalent.
4. Assessment standards
Partnerships will wish to develop mechanisms which ensure that all their PEs are meeting the standards. This will form part of The College‟s endorsement criteria. The final assessment decision will be made jointly by the HEI and employer representatives
Links with QAPL All candidates should:
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Requirement Stage One Stage Two and Combined Stage 1 and 2 pathways
Contribute to the completion or review of a QAPL audit
Complete a QAPL practice educator feedback form for each student they assess
Programme structure There should normally be some core input
around domains A and B before the practice
placement starts
Additional learning outcomes to be met either by an additional assessed
module, through APL/APEL processes or via flexible CPD learning
opportunities (e.g. in-house training, practice education conferences, e-
learning, distance learning, a sequence of workshops). Achievement of
learning outcomes from flexible learning opportunities must be evidenced
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GUIDANCE STATEMENTS
Domain A
Organise opportunities for the demonstration of assessed competence in practice
Practice educators at stage 1 and 2 should:
1. Take responsibility for creating a physical and learning environment conducive to the
demonstration of assessed competence.
2. Devise an induction programme that takes into account a learner‟s needs and their
previous experience
3. Negotiate with all participants in the work place, including service users and carers, the
appropriate learning opportunities and the necessary resources to enable the
demonstration of practice capability.
4. Work openly and co-operatively with learners, their line managers, work place colleagues,
other professionals, and service users and carers, in the planning of key activities at all
stages of learning and assessment.
5. Co-ordinate the work of all contributors. Ensure they are fully briefed, understand their roles
and provide them with feedback.
6. Complete or review an audit and complete a practice educator feedback from for each
student they assess in line with the Quality Assurance for Practice learning (QAPL)
framework.
7. Monitor, critically evaluate and report on the continuing suitability of the work environment,
learning opportunities, and resources. Take appropriate action to address any
shortcomings and optimise learning and assessment.
8. Contribute to the learning and development of the agency as a training organisation. Help
to review and improve its provision, policies and procedures and identify barriers for
learners.
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Domain B
Enable learning and professional development in practice
Practice educators at stage one and two should:
1. Teach the learner using contemporary social work models, methods and theories relevant
to the work, powers and duties, and policy and procedures of the agency, demonstrating
the ability for critical reflection.
2. Establish the basis of an effective working relationship by identifying learners‟ expectations,
the outcomes which they have to meet in order to demonstrate competence, and their
readiness for assessment. Agree the available learning opportunities including multi
professional contexts, methods, resources, and timescales to enable them to succeed.
3. Discuss, identify, plan to address and review the particular needs and capabilities of
learners, and the support available to them. Identify any matters which may impact on their
ability to manage their own learning.
4. Discuss and take into account individuals‟ learning styles, learning needs, prior learning
achievements, knowledge and skills. Devise and deliver an appropriate, cost-effective
teaching programme, which promotes their ability to learn and succeed.
5. Make professional educational judgments about meeting learners‟ needs within the
available resources, ensuring the required learning outcomes can be demonstrated in
accordance with adult learning models.
6. Identify which aspects of the management of the learning and assessment programme
learners are responsible for in order to achieve their objectives. Describe and agree the
roles of the practice supervisor and/or educator in mentoring, coaching, modelling,
teaching, supervising, managing and supporting the placement.
7. Establish how the learning and assessment programme is to be reviewed. Encourage
learners to express their views, identify and agree any changes and discuss how
disagreements on any aspects of it are resolved.
8. Advise learners how to develop their ability to manage their learning. Advise, guide and
respond to any difficulties encountered by them and where necessary provide instruction.
9. Support the learner in gathering evidence according to programme requirements
Additional learning outcome for practice educators at Stage 2
10. Apply an appropriate range of supervisory models, roles and skills, which recognise the
power dynamics between practice educator and learner.
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Domain C
Manage the assessment of learners in practice
Practice educators at stage one and two should:
1. Engage learners in the design, planning and implementation of the assessment tasks.
2. Agree and review a plan and methods for assessing learners‟ performance against the
professional capabilities framework at the relevant level.
3. Ensure that holistic assessment decisions are the outcomes of informed, evidence-based
judgments and clearly explain them to learners.
4. Evaluate evidence for its relevance, validity, reliability, sufficiency and authenticity
according to the agreed standard.
5. Use direct observation of learners in practice to assess performance.
6. Base holistic assessment decisions on all relevant evidence and from a range of sources,
resolving any inconsistencies in the evidence available.
7. Encourage learners to self-evaluate and seek service users, carers and peer group
feedback on their performance.
8. Provide timely, honest and constructive feedback on learners‟ performance in an
appropriate format. Review their progress through the assessment process, distinguishing
between formative and summative assessment
9. Make clear to learners how they may improve their performance. Identify any specific
learning outcomes not yet demonstrated and the next steps. If necessary, arrange
appropriate additional assessment activity to enable them to meet the standard.
10. Ensure that all assessment decisions, and the supporting evidence, are documented and
recorded according to the required standard. Produce holistic assessment reports which
provide clear evidence for decisions.
11. Ensure that disagreements about assessment judgments and complaints made about the
assessment process are managed in accordance with agreed procedures.
12. Seek feedback from learners on their experience of being assessed, and the
consequences of the assessment programme for them. Incorporate the feedback into
future assessment activity.
13. Contribute to standardisation arrangements and the agreed quality-assurance processes
which monitor the organisation‟s training strategy.
14. Demonstrate the ability to make difficult holistic assessment decisions around areas of development, which may include marginal or failing learners.
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Additional learning outcomes for practice educators at stage 2
15. Demonstrate the ability to mark learners‟ academic and/or assessed work.
16. Demonstrate an ability to use a range of assessment methods including recording, reports,
and the feedback of people who use services and carers, professionals and other
colleagues
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Domain D
Effective continuing performance as a practice educator
Practice educators at stage two should:
1. Critically reflect upon and evaluate own professional development and apply learning to
subsequent practice education experience using a range of methods.
2. Demonstrate critical reflection on own development as practice educators including the use
of feedback from direct observations, colleagues and HEI tutors and other assessment
sources
3. Demonstrate knowledge of current HEI quality assurance systems and ability to liaise and
negotiate HEI processes
4. Maintain information and data relevant to the development of practice
5. Demonstrate an applied knowledge of contemporary issues in research, policy, legislation
and practice including agency policy, procedures and practice.
6. Demonstrate an ability to transfer practice educator skills, knowledge and values to new
roles in mentoring, supervision, teaching and/or assessment
7. Establish and maintain effective resources for their own support and supervision in respect of the practice educator role and demonstrate the ability to consult and work with others in contentious and challenging contexts such as dealing with failing learners and formal appeals and complaints.
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Values for practice educators and supervisors
This guidance focuses on the implications of social work values in relation to the assessment process. The values statements closely reflect The College of Social Work‟s core values for endorsement. In order to promote anti-oppressive and anti-discriminatory practices, practice educators and supervisors will:
identify and question their own values and prejudices, the use of authority and power in the assessment relationship, and recognise and act upon the implications for their assessment practice
update themselves on best practice in assessment and research on adult learning and apply this knowledge in promoting the rights and choices of learners and managing the assessment process
respect and value the uniqueness and diversity of learners and recognise and build on their strengths, and take into account individual learning styles and preferred assessment methods
accept and respect learners‟ circumstances and understand how these impact on the assessment process
assess in a manner that does not stigmatise or disadvantage individuals and ensures equality of opportunity. Show applied knowledge and understanding of the significance of
poverty
racism
ill health and disability
gender
social class
sexual orientation in managing the assessment process
recognise and work to prevent unjustifiable discrimination and disadvantage in all aspects of the assessment process, and counter any unjustifiable discrimination in ways that are appropriate to their situation and role
take responsibility for the quality of their work and ensure that it is monitored and appraised; critically reflect on their own practice and identify development needs in order to improve their own performance, raise standards, and contribute to the learning and development of others
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Appendix 1 Glossary HEI – Higher Education Institution. Practice educator (PE) – This person takes overall responsibility for the student‟s learning and assessment, utilising information from his/her own assessment and other sources. The practice educator is the person who makes the recommendation to the course examination board about the student‟s competence in relation to the Professional Capabilities Framework. Off-site practice educator – A person employed through the agency or university social work degree course to undertake the role of practice educator who is not located in the same work site as the student. The off-site practice educator normally partners a designated individual who is the on-site practice supervisor. Practice supervisor – A person in the same work site as the student who is designated to manage the day-to-day activity of the student and who contributes to the student‟s learning and assessment. QAPL – Quality assurance benchmark statement and guidance on monitoring of
social work practice placements.
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Appendix 2 FURTHER READING Social Work Horner,N (2003) What is Social Work Context and perspectives Learning Matters Trevithick,P ( 2000) Social Work Skills – a Practice Handbook OU Press
Practice Teaching in General / Teaching and Learning Beverley, A and Worsley, A ( 2007) Learning and Teaching in Social Work Practice Hampshire: Palgrave Macmillan Doel, M and Shardlow,S ( 2005) Modern Social Work Practice. Teaching and Learning in Practice Settings Ashgate Jarvis,P and Gibson,S ( 1997) The Educator Practitioner and Mentor in Nursing, Midwifery, Health Visiting and Social Services Stanley Thornes London Parker, J (2004) Effective Practice Learning in Social Work Exeter Learning Matters Thompson ,N ( 2006) Promoting Workplace Learning BASW Polity Press Walker, J , Crawford, K and Parker, J(2008) Practice Education in Social Work: a Handbook for Practice Educator‟s, Assessors and Educators Learning Matters Exeter Williams, S and Rutter, L (2010) The Practice Educator‟s Handbook Learning Matters Exeter Anti oppressive practice L. Dominelli ( 2002) Anti oppressive social work theory and practice London Palgrave Macmillan N Thompson (2003) Promoting Equality London Palgrave Macmillan Parrot, L ( 2006) Values and Ethics in Social Work Exeter Learning Matters Supervision Hawkins,P and Shohet, R ( 2000) Supervision in the Helping Professions Buckingham OU Press Hughes,L and Penghelly (1997) Staff Supervision in a Turbulent Environment Jessica Kingsley Morrison T (2001) Staff Supervision in Social care Pavillion Brighton Reflective Practice Boud,D et al Reflection: Turning Experience into Learning London Kogan Paul
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Brockbank A and McGill (1998) Facilitating Reflective Practice in Higher Education OU Press Moon, J (1999) Reflection in Learning and Professional Development Kogan Page London Moon, J (2001) Short Courses and Workshops: Improving the Impact of Learning and Professional Development Kogan London Taylor, C. & White, S. (2000) Practising Reflexivity in Health and Welfare: Making Knowledge Open University Press Buckingham
Competence and assessment Maclean, S and Caffrey, B(2009) Developing a Practice Learning Curriculum: A Guide for Practice Educators Kirwin Maclean Associates Limited O‟Hagan, K. (1996) Competence in Social Work Practice: A Practical Guide for Professionals Jessica Kingsley Bristol. La Riche,P and Tanner,K (1998) Observation and it‟s application to Social Work. London Jessica Kingsley Useful websites www.collegeofsocialwork.org www.hpc-uk.org www.skillsforcare.org.uk www.dh.org.uk www.scie.org.uk www.swap.ac.uk www.practicelearning.org.uk www.support4learning.org.uk/education/htm www.peterhoney.com
