Faculty of Health & Social Care

Practice Education for Social Work Practice

Module Handbook

Module Code: UZVS9G-20-3

Module Run Dates: Jan – August 2012

CONTENTS

Page 2 IntroductionPage 3 Contact DetailsPage 4 Glossary of TermsPage 5 Module Specification:

Learning Outcomes Syllabus Outline Teaching and Learning MethodsKey Texts and Indicative Sources

Page 7 Practice Educator Standards and DomainsPage 12 Module Programme and TimetablePage 13 Assessment: Overview of Components A & B

Handin datesFormative AssessmentPlagiarism

Page 14

Page 15

Component A – Observation of PracticeComponent B – Assignment

Page 16 Marking Criteria

Page 17 Assignment Presentation Confidentiality

Page 18 Appendix 1: Learning AgreementPage 21 Appendix 2: Observer’s Report

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INTRODUCTION Welcome to Practice Education for Social Work Practice. This module is a core module in the Post Qualifying Award in Specialist Social Work Practice with Adult Service Users. It is designed to support you demonstrate your abilities to enable the learning of others. Undertaking this module will help you develop your understanding of and skills in organising learning opportunities, enabling learning and professional development and managing the assessment of learners in practice. Enabling the learning of others will help you consolidate your own knowledge and understanding of social work practice that you will have developed while undertaking PQ modules.

The module content is linked to your work with students, other learners and colleagues in designing, delivering and evaluating a range of learning experiences linked to learning needs, the agency context and any relevant assessment requirements. You must be facilitating learning with an individual or group while undertaking the module as you will be asked to draw on this in order to prepare for and participate in the workshops.

The module is worth 20 academic credits and is a compulsory part of the Post Qualifying Award. The academic level is level 3 or degree level regardless of the academic award on which you are enrolled (see Programme Handbook for more information about the appropriate award for you).

Teaching and learning will take place through an introductory session and 5 workshops, facilitated by staff within the Faculty of Health and Social Care at UWE. The workshops will seek to reflect the diversity of the student group and the particular needs of adult learners. Approaches will include formal input, small group discussion and a range of workshop activities. You will also be expected to use allocated study time and some of your own time to find information, read and work with your line manager and others in your agency to prepare for the workshops and the module assessment.

The assessment for the module has two components. The first is based on an assessed observation of your work with a learner. This is completed by an observer who will be arranged through your training department and the second is a critically reflective assignment showing how you enabled and assessed the professional development of a learner. More details about the assessment tasks can be found in the assessment section of this handbook. We will spend time within the workshops looking at the assessment requirements and helping you to prepare your submission.

Appendix 1 in this handbook is a learning agreement pro-forma, which identifies the roles and responsibilities of those involved in your learning experience. The learning agreement is not submitted with the module assignment, but you are encouraged to use it as a tool for clarifying your own and others expectations in relation to the module.

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I hope that you enjoy the module and regard it as an opportunity to reflect on your own learning experiences and will develop an enthusiasm for practice education. Please feel free to ask questions or raise any difficulties with the module leader either on the workshop days or by email.

Judith Thomas

Module Leader Jan 2012

Contact details: Tel 0117 32 88782

Email Judith.Thomas@uwe.ac.uk

This module handbook should be read in conjunction with:

The Post-Qualifying Social Work Programme Handbook The University and Faculty Student Handbooks that can be accessed at

http://hsc.uwe.ac.uk/student

This handbook is supplementary to these and should not be used as a substitute for either. Your attention is drawn particularly to the Modular Assessment Regulations (MAR) outlined in the University Student Handbook 2012-2013.

A copy of this handbook and the forms are available on the UWE Practice Support Net. To find them go to http://hsc.uwe.ac.uk/practicesupport/1about-the-practice-support-net.aspx scroll down to social work and then PQ mentors. You do not need a password to access this site.

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GLOSSARY OF TERMSThe terminology used in this module can sometimes be confusing partly as we are using some terms devised by professional bodies or by the university. Also on this module students are often working with other students so we hope that you will find this glossary helpful as you read the module handbook.

Student – The person undertaking the practice education module.Learner/student – The person the student works with in order to demonstrate their skills and undertake the direct observation. The learner will normally be a social work student but in some exceptional circumstances may be a newly qualified social worker, a colleague either from social work or from another discipline.Practice Observer/Observer – The person who undertakes the direct observation as part of the module assessment.Tutor – The University based person who delivers teaching, feedback on assignments and support.Line manager – The person who is the direct operational manager of the student practice educator.Components – This term is used in relation to the two parts of assessed work that are submitted. Component A refers to the direct observation and Component B to the assignment. Domains – The term used to identity the different areas that the student practice educator needs to demonstrate. The domains relevant to this module cover Values, Management (Domain A), Teaching (Domain B) and Assessment (Domain C).Practice Educator –This person takes overall responsibility for the student’s learning and assessment, utilising information from their 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 national occupational standards. This term has replaced terms such as practice teacher and practice assessor.Practice supervisor or supervisor – This is normally the term used for the person in the workplace who supports and supervises social work students, usually on level 1 placements or who works on level 2 or 3 placements with an practice educator.There are also different names given to the person in your staff development section who you may also need to seek advice from over the course of the module such as a staff development or training office/manager, practice learning organiser, learning and development advisor, senior practitioner practice education, learning and development senior etc.

If you are unsure about any terms do check.

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MODULE SPECIFICATION

Learning Outcomes

Knowledge and understanding

demonstrate an in-depth understanding of the development and characteristics of a constructive learning environment (Component A)

Intellectual skills

critically evaluate relevant theories of adult learning in enabling learning through work with social work students, colleagues or other learners (Component B)

critically evaluate a range of assessment strategies in relation to adult learners (Component B)

Subject, professional and practical skills

demonstrate skills in planning, organising and evaluating opportunities for the demonstration of learning in practice (Component A)

demonstrate an ability to enable learning and professional development in practice through the development of effective working relationships with learners (Component A and Component B)

demonstrate skills in managing the assessment of learners in practice (Component B)

Transferable skills

integrate, evaluate and reflect in personal and professional values in his/her work with learners (Component A and Component B)

Syllabus Outline

Preparing for Practice Education

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Theories of adult learning and their application to practice Values and ethics in practice education Inter-professional and inter-agency perspectives in work with learners Roles and responsibilities in working with learners

Supporting Practice Learning

Approaches to the planning and facilitation of learning opportunities Facilitating learning through mentoring, supervising and assessing Models of supervision and practice learning Giving and receiving feedback

Assessment

Assessment theories and approaches Integrating service user perspectives in the development and assessment of learners The context of practice assessment including observations of practice, self and peer assessment

Teaching and Learning Methods

A variety of approaches will be used which may include lectures, workshops, distance and on-line learning, structured reflection on practice.

This module will incorporate an element of formative assessment.  This will focus on students' competence in planning learning opportunities and enabling learning in others.

Reading Strategy

This module is supported by ‘Blackboard’, from where students will be directed to a range of relevant materials.

Module workshops will enable students to share materials related to practice teaching which they have developed themselves or which are available within their agencies. They will also be encouraged to identify relevant literature using the module handbook, the library catalogue and a range of bibliographic databases.

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PRACTICE EDUCATOR STANDARDS

The national standards for practice educators set out requirements at two stages which relate to the different levels of complexity and responsibility in teaching, assessing and supervising social work degree students. The standards are also relevant for those supporting and assessing PQ candidates, newly qualified social workers or others engaging in formal or informal learning and development activities.

Stage1 - Practice educators at this stage will have sufficient experience and have demonstrated competence to directly 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 a final 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 have sufficient experience and have demonstrated competence to supervise, teach and assess social work degree students up to and including the final placement. In effect, these practice educators will be sufficiently competent to recommend with evidence that the social work students are fit to practise at the point of qualification.

The domains were originally developed by TOPSS (now Skills for Care) and GSCC in 2002 and have now been updated. They set out the standards for practice educators at stage 1 and stage 2. The assessment of this module is based on the guidance and expectations for stage 1 practice educators and the domains that relate to Values, Management (Domain A), Teaching (Domain B) and Assessment (Domain C). The following are examples of the ways in which competence in these domains may be demonstrated:

Domain A. Organise opportunities for the demonstration of assessed competence in practice (Assessed through Direct Observation: Component A)

Practice educators at stage one 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 competence.

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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 form 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.

Domain B. Enable learning and professional development in practice (Assessed in Direct Observation: Component A and Assignment: Component B)

Practice educators at stage one 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.

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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, supervision and management and support of 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 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

Domain C. Manage the assessment of learners in practice (Assessed in Assignment: Component B)

Practice educators at stage one 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 agreed criteria.

3. Ensure that 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 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.

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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 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 assessment decisions around areas of development, which may include marginal or failing learners.

Values (Assessed in Direct Observation: Component A and Assignment: Component B)

Values for social care work-based assessors and practice educators have been developed in addition to the core values of social care and social work and the General Social Care Council’s Code of Practice for Social Care Workers. Work-based assessors and practice educators are key people in training and development strategies that enable staff to carry out their responsibilities as outlined in the Code of Practice for Social Care Employers.

This guidance focuses on the implications of these values in relation to the learning and assessment process. In order to promote anti-oppressive and anti-discriminatory practices, work-based assessors and educators will:

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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; (Components A and B)

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; (Components A and B)

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; (Components A and B)

accept and respect learners’ circumstances and understand how these impact on the assessment process; (Component B)

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; (Component B) 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; (Components A and B)

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. (Components A and B)

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MODULE PROGRAMME

Sessions start at 10am and finish at 3pm. Tutors will be available for individual consultation at the end of each session.

Thurs 19th Jan 1F03 Introductory Workshop. Reflections on learning. Creating a learning environment. Module assessment.

Thurs 9th Feb 1C04 Supervision (MPL overlap)

Thurs 1st March 1F03 Critical reflection

Thurs 22nd March 1C04 Assessment (MPL overlap)

Thurs 10th May 1B26 The learning organisation and quality assurance

Thurs 14th June (morning only) 1F03 Assignment workshop

Please note this is an outline programme and a more detailed programme will be available for each workshop.

Managing Practice Learning programme – in partnership with local agencies we have agreed that there should be some overlap between this module and the MPL programme. The days where there is significant overlap are days 2 and 4 as indicated above. If you have undertaken the MPL programme recently you, in consultation with your line manager and/or training and development section, may choose not to attend these days. However, reviewing and revisiting learning and discussion of these ideas with a different group of people may be helpful so you are welcome to attend these days.

Individual Tutorial Support – This is available on request at the end of each session or if you would like to arrange an individual tutorial at another time please contact Judith Thomas.

Formative AssessmentThere will be an opportunity to submit a draft or plan of up to 600 words of your component B assignment prior to the 5th workshop. This will be returned with written feedback.

Assignment submission date: 2pm 6th August 2012

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ASSESSMENT

There are 2 components of assessment for the module

Component A -The observation report to be completed by you and your practice observer (see following page and appendix 2 of this handbook for further details).

Component B - A 3000 word reflective assignment (see following pages of this handbook for further details)

In order to comply with GSCC guidance, the two pieces of work MUST be completed sequentially, the observation first, followed by the assignment. However, both pieces should be submitted at the same time. The 2 components should be placed together in a folder.

All work must be submitted or posted by 2.00 pm on Tuesday 6th August 2012. An assessment declaration front sheet must be attached, this is available on the Student Net and also on blackboard. The assignment should be placed in the module submission box (Ground floor – A Block) or in one of the general submission boxes or posted to: HASS Assessment administrator, Programme Office, UWE, School of Health and Social Care, Glenside, Blackberry Hill, Bristol BS16 1DD. If you post your assignment, please ensure that you have proof of postage – this needs to be from the Post Office rather than from your agency post room.

Work will go to the Sept 2012 Field Board.

Further information about how and what to submit, will be given during the course of the module.

Assessment regulationsPlease ensure that you are familiar with the university assessment regulations that can be found in the UWE student handbook The Faculty Handbook also contains information about assessment procedures and regulations, including submissions, Extenuating Circumstances, Field and Award Board Details, resubmissions and the publication of results.

If you do not pass the award board needs to formally agree that you can re-submit component A. The re-submission date for both components is 3rd January 2013and will go to the February 2013 Field Board.

You must ensure that you submit your own work and that you attribute the work of the other writers. Ensure that you understand what might constitute plagiarism

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collusion or cheating. For advice or further information please check the ‘assessment offences’ section of the student handbook available at http://hsc.uwe.ac.uk/net/student/ or see a Faculty Study Skills Advisor.

Component A: Observation of Practice

Please note that there is potential confusion of terminology in this piece of work. We are using the term ‘Observer’ to refer to the person who is observing the student undertaking the Practice Education unit. We have used the term ‘PQ Student’ to refer to the person whose practice is observed, and ‘Learner’ as the person with whom the PQ student is working.

Your practice observer (referred to as the Observer) will assess your ability to organise opportunities for practice learning and assessment, and to enable learning. Where possible the focus of the observation will be a supervision session with a social work degree student on placement. However where this is not possible it could be a:

1. supervision with another student placed within your agency and undertaking a professional training programme;

2. mentoring session with a colleague;3. supervision session with a colleague, where you are in the role of supervisor;4. learning development session with a small group of learners.

If you choose 3 (supervision session), you must ensure that the content of the session is planned to enable learning and not simply to address accountability.

Procedure

You should identify the most appropriate practice to be observed and the time for the observation in consultation with your Observer. The situation chosen must enable your Observer to watch your practice free from any other role or requirement to participate in the work.

It is your responsibility to ensure that the Learner with whom you work consents to the observation, and is informed of the purpose of the observation and the role of the Observer. Your Observer should verify that consent has been given.

You must meet with your Observer both before and after the observation, although this could be on the same day as the observation providing some initial contact has been established via email or telephone to agree on the process. The meeting before the observation is to be used to discuss

o the context and purpose of the session,

o your intended approach,

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o and any difficulties you may anticipate.

The meeting after the session will include o a self-evaluation of your performance,

o discussion of areas for further development,

o and an examination of what you have learnt that might affect future work with this Learner.

If your Observer thinks that you have not meet the required standard on the observation then it may be repeated. A satisfactory direct observation must be fully completed and the report ready by the submission date.

Observation Report

Guidelines for the report are available in appendix 2 and on on-line via Blackboard. It consists of:

A front sheet with basic details and contact information Comments written by the observer relating to the domains Concluding comments written by the observer Reflections written by the PQ student A brief statement describing the context of the observation also written by the PQ

student.

Component B: Guidelines for the 3000 word Reflective Assignment

For this task, you are required to focus on your work as a student educator normally relating to student supervision and assessment. However if this is not possible it could be a piece of work relating to staff development, supervision or mentoring. The chosen work may be the work from which the observed practice was taken, but it is essential that you discuss assessment and that there is an element of formal or informal assessment of the learner’s work

You should prepare a 3000 word reflective account of the work undertaken. The account should be linked to Domains B and C of the practice educator framework so must demonstrate how you enabled and promoted learning or professional development. It must also show how you engaged in the assessment and evaluation of the learner’s performance and provided feedback.

You must include within this account,

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a critical appreciation of the theory and research literature used, and how this related to the work;

a reflective analysis of your use of self, including your ability to operate within the values of practice education, and to promote social work values in the learner;

and you must use clear and accurate English, organised within an appropriate structure and with all supporting literature referenced using the Harvard system.

Marking Criteria (Component B - 3000 word assignment):

Knowledge and Understanding (30%)

You must demonstrate your knowledge and understanding of learning and assessment theory and its application to social work education. You must also show that you are familiar with research relating to practice education and other relevant literature. This will include literature and research relating to values and issues of ethically sound practice, including consideration of issues relating to service user and carer participation.

Intellectual Skills (30%)

The assignment needs to show that you can critically analyse the sorts of knowledge and theory described above. It must also show that you can reflect upon and critically evaluate your practice of enabling others. Also that you can critically reflect on your knowledge and can evaluate the relevance and usefulness of research and other literature relating to learning and assessment. Finally, you need to show that you can bring together your analysis in a thoughtful and coherent way.

Transferable Skills (10%)

You will need to manage your material in order to complete the assignment. This will involve making appropriate use of a range of written texts, internet sources, specialist databases and other on-line resources. You will be given credit within the assignment for the way in which you have selected, referenced and communicated this material.

Practice Skills (30%)

The assignment requires you to analyse your work with a learner. Your experience of doing this should form part of the analysis. You should also ensure that you demonstrate that you have paid attention to the experience of the learner(s) in relation to this.

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Assignment PresentationThe assignment should be word processed in1.5 or double spacing in 12 font. You should include an accurate word count. The total word count of 3000 words does not include titles or the reference list. You can go over or under the word requirement by 10%, but any more than this will be penalised.

ConfidentialityYou need to ensure that the information you present in your assignments does not lead to the identification of any learners or service users. The description ‘service user’ here is interpreted broadly to include other individuals such as relatives and carers.

You should ensure confidentiality by using a pseudonym in place of the real name. When submitting evidence which refers to other agencies, you must ensure that the information is not stated in a derogatory way. While you need to be critically analytical of not only your own, but wider agency and organisational practice, it is important that such criticism is evidence based and appropriately expressed. It must not belittle or disparage.

It is not always possible to anonymise all agencies, but avoid using names wherever you reasonably can.

Where breaches of confidentiality are found or suspected, the module team reserves the right to refuse to proceed with assessment and will return the portfolio to the student so that all breaches of confidentiality can be removed. This can in fact constitute ‘negative’ evidence and as such, it may also be brought to the attention of the employing organisation which may choose to take its own action regarding an employee who breaches the confidentiality of services users in this way. Where the ‘lapse’ is seen as a one-off, minor oversight in an otherwise carefully anonymised assignment, the module team may proceed with assessment but will request the student to re-edit the work so as to remove the breaches of confidentiality before it confirms a ‘pass’ mark. Such re-editing must be completed within the time frame indicated in the feedback from the module team.

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Appendix 1LEARNING AGREEMENT

Practice Education for Social Work Practice

To promote the success of this module we suggest using this Learning Agreement so that everyone involved knows what they have to do. The Learning Agreement identifies those roles and responsibilities and formally records the arrangements agreed by the student, the student’s line manager and the agency verifier (usually a representative from the agency training/ staff development department). It will give an agreed basis for the work together. We suggest that The Learning Agreement should be completed and signed ahead of Workshop 2.

STUDENT’S NAME:

PROGRAMME PROVIDER The programme undertakes to provide workshops with teaching input, facilitated learning opportunities, learning materials/handouts, a dedicated on-line site, a handbook and access to library resources. In addition to the workshops for students, support from tutors is available via tutor groups, individual tutorials, email and phone. The programme is responsible for the final assessment arrangements. The programme leader will liaise with the agency training departments in relation to the areas outlined below.

AGENCY LEARNING AND DEVELOPMENT SECTION (or equivalent)Agency Learning and Development Sections need to provide a ‘link’ person or persons to liaise as necessary with module staff, the student and the line manager. This will include:

ensuring that the learning agreement is completed

ensuring that there is a designated line manager

ensuring that there is an observer to complete the ‘observation report’ (Component A)

working with the programme provider to ensure that registration arrangements are completed

ensuring that appropriate support for the student is in place

taking on a trouble-shooting role if alerted to problems by the student, the line manager, observer or the programme team.

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STUDENTSStudents need to:

take responsibility for their own learning and recognise that they will have to use some of their own time to complete the module,

take responsibility for preparing for and participating in all the Workshops. If they are unable to attend a workshop, students need to inform the module leader and make arrangements to access the material they have missed,

take responsibility for negotiating and ensuring that they take the agency agreed study time,

take responsibility for completing both components of the assignment and submitting work on time in accordance with the guidance set out in the module, programme and faculty handbooks,

alert the module tutors &/or training department to any issues effecting the study and completion of the module at an early stage.

LINE MANAGERSLine Managers need to:

Release students to attend the module workshops the dates of which are Thursdays: 19th Jan, 9th Feb, (MPL exemption day), 1st March, 22nd March (MPL exemption day), 10th May, 14th June (Morning only)

Release students to enable them to undertake personal study in keeping with agency arrangements for study time.

Release students to enable them to work with a learner.

Release students in order for them to meet with the observer prior and following the observed session.

The dates for the observed session will be:

OBSERVERS

Observer the student’s practice with a learner.

Meet with the student prior to and after the observation.

Complete a report on the student’s work with a learner.

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PARTICULAR STUDENT NEEDSParticular learning needs should be identified at the point of module registration or sooner and agreement reached as to how they will be met. Arrangements which are the agreed responsibility of the agency should be confirmed here.

CONCERNS RELATING TO COMPLETION OF THE MODULEAll parties need to agree how difficulties or disputes relating to the students’ successful completion of the module will be dealt with.

SIGNATURESStudent: Date:

Line Manager: Date:

Observer:Date

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Appendix 2 – PRACTICE OBSERVER’S ASSESSMENT REPORT

An electronic copy of this form is available on the practice support net go to http://hsc.uwe.ac.uk/practicesupport/1about-the-practice-support-net.aspx scroll down to social work and then PQ mentors. You do not need a password to access this site.

This page to be completed by the observer.

PQ Student Number (please obtain from student):

Date of Observation of Practice:Practice achieved the required standard in the following domains (Please insert Yes, No or Insufficient Opportunity):A B

Values

1 2

3 4Name and Contact Details of person undertaking observation:Name:Contact Details:

I confirm that the Practice Educator obtained consent for this observation from the student/ learner. I confirm the outcomes above.

Signed (Observer):

Date:The report should follow the structure provided on the following pages and should be finalised after discussion with the PQ student. Please anonymise all learner and PQ student details so as to support our anonymous marking policy.Practice Observers should be suitably qualified or experienced in practice education of social workers or equivalent. If in doubt about the suitability of an individual, please consult your agency training section in the first instance.Please note that there is potential confusion of terminology in this piece of work. We are using the term ‘Observer’ to refer to the person who is observing the student undertaking the Practice Education unit. We have used the term ‘PQ Student’ to refer to the person whose practice is observed, and ‘Learner’ as the person with whom the PQ student is working.

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The PQ Student must write a brief statement describing the context of the observation – this can be done before or after the observation (maximum 500 words).PQ student’s statement:

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The Observer is asked to observe and assess the chosen session, addressing domains A and B and the values for practice educators.

PQ practice educator students are required to demonstrate their ability to Contribute to the professional development of others. The observer needs to comment, giving specific examples, on how the practice educator has demonstrated their abilities under each of the domains and the value statements. The observation process will consist of meeting prior to the observation to discuss the practice educator’s plans for the session to be observed, the observation itself and a discussion following the observation to review how the session went. This usually all occurs on the same day. The observer should also seek feedback from the student/ learner.Evidence may be used from discussion with the PQ student before and after the observation, as well as from the observation itself.Brief guidance summarising the domains is provided below. Full details on the practice educator standards are available from your agency lead.

A: Organise opportunities for learning This includes creating a learning environment, arranging resources, and monitoring the continuing suitability of the environment for learning and assessment.Obserer’s comments:

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B. Enable learning and professional development in practiceThis includes using adult learning theories in order to develop an effective working relationship with the learner, understanding learning needs and styles, teaching, encouraging critical reflection, supporting the learner to gather evidence and reviewing learning in relation to assessment requirements.Observer’s comments:

PRACTICE EDUCATOR VALUES OBSERVER’S COMMENTSTake responsibility for the quality of their work as a practice educator through critical reflection and self evaluation in order to identify development needs and improve their own performance.

Identify and question own values and prejudices, the use of authority and power in the practice learning relationship, and use this understanding in supporting and assessing learning.

Respect and value the uniqueness and diversity of learners and their circumstances, recognise and build on their strengths, taking account of individual learning styles.

Assess and support learning in a manner that does not stigmatise, disadvantage or discriminate, ensures equality of opportunity, and counters

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unjustifiable discrimination.

Observer’s comments on the overall quality of the session, taking account of discussions with the learner.

Observer’s summary of specific learning points and areas for development arising out of the observation.

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PQ student’s self-evaluation. Summary of learning points and areas for development:PQ student’s comments:

PQ student’s comments on observer’s feedback

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