Practice Educator Briefing Workshop

1. Practice Educator Briefing Workshop November 2014

2. Aims of Briefing • To focus on the Midway Review • To consider Portfolio Development • Any Questions???

3. Professional Capabilities Framework Progression between levels is characteristically, “development of people’s ability to manage risk, ambiguity and increasingly autonomous decision making across a range of situations” http://www.tcsw.org.uk/uploadedFiles/PCFNOVprogression-between-levels.pdf

4. First Placement By the end of the first placement students should demonstrate : • Effective use of knowledge. • Skills and commitment to core values in social work in a given setting in predominantly less complex situations . • Demonstrate capacity to work with people and situations where there may not be clear cut solutions.

5. First Placement • Recognise the role of social worker, impact of poverty, applying imagination, own values, importance of supervision • Understand profession’s ethics, legislative framework, impact of individual’s identity, • Apply knowledge from range of theories • Support , Guidance, Supervision

6. Final Placement By end of qualifying programmes newly qualified social workers should have: • Demonstrated the knowledge, skills and values to work with a range of service user groups. • The ability to undertake a range of tasks at foundation level. • Capacity to work with more complex situations • Capacity to work more autonomously • Work with conflicting/competing values • Critical understanding of theories, knowledge • Manage uncertainty • Impact of emotional intelligence • Active engagement/question/challenge

7. Holistic Approach • Each stage should build on the previous one, links with ARDP, staged learning • Reflects the complexity ( non-linearity) of SW practice and the interplay of knowledge, skills and values. • All domains have to take into account to assess student’s capability rather than looking at separate parts.

8. Midway Review • Practice educator to provide draft in advance • Review progress against capabilities • Have PPA goals been met?- Induction/learning needs/ opportunities/ supervision arrangements • Significant concerns? • Need for action plan? • Strengths of student/ their voice • Significant changes?

9. Midway Review • Focus on second half of placement-evidence of PCF • Focus on Portfolio development-integrating developing critical reflection and analysis • Practice Educator to complete in collaboration with student and tutor

10. Main components of the Portfolio • Direct Observations of Practice • Service User/Carer Assessment • Practice Analysis • Professional Recording • Self Reflection (new requirement for level 3) • Self Evaluation • Practice Educator’s Evidence and Recommendation

11. Practice Educator Role • Drawing together evidence to make an overall judgement of the students professional capability • Assessment of students future needs/priorities (ASYE)

13. Direct Observation of Practice • Three formal observations required • At least one by PE • One can be PS or appropriate colleague • Reflects a range of learning/work, ideally one should be of an assessment • At least two must be of direct practice • One completed by Midway point

14. Direct Observation of Practice • Feedback provided verbally directly after observation • Complete proforma before any further observations • Essential to demonstrate linking theory and practice, anti oppressive practice and to include references • Each observation unique

15. Service User/ Carer Assessment of Practice • Service User/Carer feedback is one of the most important pieces of evidence for learning. • One example of structured feedback needed for portfolio however integrated feedback can help student learning • Practice Educator/Supervisor responsible for collecting evidence. • Opportunity to gain information on direct practice, if gaps in skills. • Student reflection on feedback required • How do you gain feedback in your setting?

16. Professional Recording • To demonstrate professional writing skills in a practice setting • To work to an agency format • To précis complex situations • To communicate ideas clearly • To separate fact from judgement/opinion • To demonstrate underpinning values in written form • What constitutes a good professional recording?

17. Self Evaluation • Student’s responsibility to evaluate development of professional practice • How has knowledge base informed practice • Key learning experiences • Barriers to learning • Challenges to values • Areas for CPD

18. Critical Reflection • Outline the event – why and what – values, ethics, anti-oppressive practice • Reflect on actions and choices • Use theory, legislation or guidance • Outcome of event • What can I take forward? • Use a model of critical reflection

19. Critical Reflection “A reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what it might be, an improvement on the original” Biggs, J Teaching for quality learning at university. Buckingham: Open University.  (1999 : 6)

20. Practice Educator’s Evidence/Recommendation • Refer to domains, assessment, provide examples • Evidence to support judgment i.e observations, service user feedback, supervision, professional recording, critical reflection and self evaluation • Capability demonstrated or not

21. Practice Educator’s Evidence/ Recommendation • Conclusions and recommendation- overall judgement of capability • Progressive assessment of student’s capabilities • Factors that have affected progress • Student’s strengths and future needs • Student comments • Tutor’s comments- optional

22. Discussion • Any questions so far? • As practice educators how is the PCF informing your assessment and professional judgement ,as we approach the Midway stage?

23. Applying the PCF Critical Reflection