Developing an Integrated Practice Education Programme

1. Exploring flexible options forPractice Educators in Social Work and Social CareAlison Paris, University of Birmingham – 02. 06. 10 Developing an Integrated Practice Education Programme

2. A ‘Welcoming’ Activity • The emerging Practice Educator……5WH • Who :What :Where :When ? – Please add your comments to the sheets on the wall.. • For Why and How?... Welcome to this Workshop!

3. This workshop aims to offer… • An overview of the background to , and purpose of, the development of a Practice Educator Framework • An account of the initial development of the continuing development process supported by the Practice Educator Framework • An approach to the development of a Practice Educator ‘Pathway’ and Programme. • Space for exploration and discussion

4. Developing a new Practice Educator framework- some possible starting points; (Adding the ‘Why’?) • Post Practice Teacher Award/New PQ Framework • Issues for Enabling Others • Practice Learning Opportunities – Challenges and needs • Social Work Task Force( Building A Safer Future, December 2009) priorities – Continuing Professional Development; Statutory experience; The Practice Educator Role; the Advanced Workplace; • Proliferating roles and tasks– Mentoring, Supervising and Assessing ; Pre-Qualifying Social Workers; Newly Qualified Social Workers; Early Professional Development ; Specialist and Higher Specialist PQ; AMHP; Leadership and Management

5. Responding and translating the framework into a development process – starting to focus on the ‘How?’ • A Continuing Professional Development pathway for Practice Educators reflecting the differing stages of the framework • a series of academically accredited steps with options for MA level • A professionally accredited award escalator

6. So the framework supports… • A process of learning • A process for extending and endorsing the journey from capability to expertise • A scaffolding for accountability and quality assurance • Bringing the Practice Educator Role Centre-stage!

7. Approaching a learning pathway with integration and flexibility in mind . • Sectors - Statutory , Private and Voluntary – the importance of Social Care • Settings – Adults ,Children and Families, Mental Health and other linked specialist settings • Interdisciplinary, Multi-professional and Partnership contexts • Roles - Varied within and across agencies • Knowledge – Underpinning Principles, Evidence- led Practice • Skills – Core and transferable

8. Beginning to develop the Framework in Practice – The SkillsforCare Pilot Projects • Developing a ’Stage 2 Practice Educator Award’ –the experienced Practice Educator • Integrating the proposed new Domains( GSCC Guidance for Assessment in the Workplace) • Linking levels • Building on a ‘Stage 1’ Award - Enabling Others • Moving forward with an developmental Programme for Practice Educators

9. The University of Birmingham Project – starting the process • Linking a 5 day module to an assessed portfolio • Naturally occurring material; supported by academically accredited Reflective Accounts – 20 credits at each level • Linking the Portfolio to Beginnings ,Middle and Ending for the pre-qualified social worker Practice Learning Opportunity (PLO) • Linking the module and Practiceeducationstandards to the Portfolio and the PLO!

10. Working with partners • Establishing a Consultative Group of Employers and Practice Educators- building on Enabling Others, Leadership and Management and other PQ Programme links • Offering an initial framework for discussion and amendment - to meet organisation, practice educator, and learner (‘service user’) needs • Agreeing a process for regional evaluation – beginning middle and end of both learning and assessment processes – using steering groups and Focus Groups • Connecting with the National Evaluation of the projects

11. Making connections -the building blocks • The new Domain D – the underpinning element, which featured in all of the module days and underpins the process of assessment • Emphasising the new criteria with Domains A, B and C • Building bridges – the new criteria, ‘Stage 1’ and ‘Stage 2’ • Applying the new criteria in the context of the existing criteria

12. Making connections - the bigger picture • The PQ framework – identifying links and progressions • The new NQSW Framework • A new kind of Practice Educator? Taking the best from the Practice Teacher Award and applying in the changed context

13. Joining up the dots- Day 1 • Reflection and Critical Reflection –reflected in the title of the module • The twin – track effect – the learner’s development and the practice educator’s development….interlinked. • Evaluation and Audit – - a skills audit for ourselves - learning about QAPL. • Research – minded practice… educating learners on the basis of evidenced knowledge.

14. Joining up the dots continued:Days 2 - 5 • Induction • Learning and Teaching Programmes • Models and methods of supervision • Diverse approaches to assessment against the Nation Occupational Standards • The Codes of Practice and Values - impact of power in practice education • Making difficult decisions about learner competence – using evidence • Charting your personal development • Transferring your skills to other roles

15. Colouring in the background– ‘Building a Safer Future’(2009) • The Advanced Workplace and the Learning Organisation (Days 1 and 2) • Teaching about Safeguarding in all sectors (All Days) • Teaching about the Law in Social Work practice in all sectors (Days 1 and 2) • Educating for Continuing professional development • Integrating Practice Education into the organisation and profession

16. Skills for the Job • Developing Key Skills sets – Coaching Mentoring and Supervising and Assessing • Developing Core Skills and values for many settings – Pro-Social Modelling; Emotional Intelligence; Motivational Interviewing; Problem Solution; Active Listening and Person Centred Values (Days 2, 3 and 4)

17. The Completed Picture – the Pilot • 5 Days –specifically connected to the Portfolio but also interlinked • Day 1 setting the scene – reflection, research, audit, the learning organisation (Domain D and key Stage 2 criteria) • Day 2 – The beginning of the PLO –emphasis on Induction (Domains A and D) • Day 3 – The middle period - emphasis on supervision and teaching (Domains B and D)

18. The Completed Picture • Day 4 – Formative and summative assessment - HEI and practice criteria (Domains C and D) • Day 5 – revisiting the themes – transferring skills and knowledge to other roles and your own development (All Domains)

19. Running the module – the pilot delivery of the taught programme • So far….. • Did the candidates enjoy the experience? • What did they learn from the experience?

20. The Candidates • Experienced Practice Educators and , for the purposes of the Pilot, all specifically social work qualified. • Undertaken Enabling Others Stage 1 or equivalent • From Adults, Children, Mental Health sectors and 4 from Voluntary Organisations (children) • Practitioners, senior practitioners and managers; one senior manager • Admissions Panel held with employers to ensure equity

21. The Action! • 5 days face to face delivery • Taught by University staff team including one independent trainer/practising manager – all Registered Social Workers • Inputs, discussion, role plays, use of DVD, supporting learning materials for use on the module and afterwards with learners • Before and after Skills and Knowledge Audit and Module Evaluations

22. Mentoring and Tutoring • Designated University tutor – candidate generated contact • Roll – in monthly support sessions, shared with Enabling Others Stage 1 candidates • A half day designated support session • Varying organisation mentoring arrangements – University links

23. Current sources of evaluation • Skills Audits • Evaluations of the module – key themes and ratings • Partner organisation evaluations • Initial National Evaluation

24. Did the candidates enjoy it? • 100 % said they had enjoyed the module • 100 % said that all material was valuable and necessary but 90% said the module needed to be longer – 6 days • 100 % mentioned usefulness of materials but 2 people asked that it be streamlined for ease of access

25. Did the candidates enjoy it ? • All mentioned valuing and enjoying shared experience and knowledge – consolidation and knowledge and sharing ideas for change • Ratings 4/5 (very good and excellent) for enjoyment and value in all cases. Two ratings at 3 (Average to Good) for presentation

26. What did the candidates learn? • Skills Audits – showed increase in knowledge and confidence for – • Understanding Audit (QAPL) • Setting up the PLO, Induction and Supervision and Reflection • Delivering Learning for Safeguarding and legislation • Making decisions about competence in marginal situations • Understanding relevant standards

27. What did the candidates learn? • Module Evaluations – • Confidence and awareness of QAPL and differences between reflection, evaluation and audit – and why it matters • Links with Research • Understanding key skills sets and core skills underpinning these – wanted more time to explore and develop these – particularly Motivational Interviewing and Emotional Intelligence

28. What did the candidates learn? • Looking beneath the surface of routine processes – Induction, finding work opportunities, supervision, assessment, evaluation • Exploring the impact of levels (Personal, Cultural and Structural) of power, and types of power, on the learning and PLO Process • Reviewing their knowledge from the module and linking this to personal development

29. Evaluating beyond the programme • In-Organisation evaluations – corroborated the initial findings; greater emphasis on candidate enjoyment and sense of value reflected • National Evaluation so far – echoed local evaluations. Greater emphasis on variable candidate satisfaction with mentoring arrangements

30. What we know we will do differently next time • Hone information, with emphasis on key knowledge, underpinning principles and core skills, as identified by evaluations • Increase emphasis on mentoring skills - mentoring other Practice Educators, NQSWs, PQ • Build in a midway Reflection Day for candidates to consolidate knowledge • Work with partners to strengthen mentoring arrangements in- house ,and linked with University

31. Further evaluation contributing to views in retrospect • Focus Group – following submission of the Portfolio and Reflective Accounts (September 2010) – will give information about how useful , effective and ‘do-able’ the assessment task and process was . • Final National Evaluation – the whole picture nationally.

32. Developing the Pathway • Looking ahead to a new Practice Education Pathway linking the journey from initial Practice Education responsibility to the leading and management of learning in organisations and sectors • Incorporating the best of the Practice Teacher Award but also different from the Award • Practice Education for Social Work and Social Care for the needs of today, and for the future.

33. Integration and Flexibility • A sense of direction – Novice, Advanced Beginner, Proficient and Expert • Accounting for changing and interchangeable roles in organisations • Offering choice and ease of movement : hence, cost –saving. • Inter-professional • Harnessing the Core Principles, Knowledge, Skills discoveries emerged about particular significances • Connecting a Practice Educator Award escalator with the Leadership and Management Programmes

34. Forming a programme - A Certificate/Diploma in Practice Education for( Interdisciplinary)Social Work / Social Care Certificate Level – offered at Graduate and Postgraduate levels • Enabling Others – Initial Practice Education skills • Enabling Reflective Practice in the Workplace –experienced Practice Educators, mentoring others • Leading for Learning( module from the Leadership and management award) –leading the practice education process in the organisation - varied aspects, different skills

35. A Certificate /Diploma ctd • Diploma Level – offered at Graduate and Postgraduate levels • Modules from the Leadership and Management( L and M – Postgraduate level)) and Reflective Management Practice Programmes(RMP – Graduate level) • (SkillsforCare Funded modules plus one other); Choice of 4 from 5 at PG level. • Leading for Quality Assurance – Supervision and Performance Management across the organisation( G and PG) • Developing Organisations and Organisational Change – developing the organisation through your pivotal role (G and PG)

36. Certificate/Diploma ctd • Coaching and Mentoring for Managers – focus on skills for enhancing and developing performance(G and PG) • Researching Professional Practice – developing knowledge in your organisation( PG Only) • Choice to enter at top –up MA of the same title • PQ ( Higher Specialist Award) for PG Candidates

37. Ease of movement between Leadership and Management and Practice Education Awards • Recognising the Practice Teacher Award – Accrediting this within both the Practice Education and Leadership and Management pathways • Ease of Accreditation of Prior Learning from Practice Education to L and M/RMP Diploma; candidates with the Practice Education route may need to do only 1 further module and part of workbased assessment to achieve L and M Diploma and PQ( HS) Award • Candidates with L and M Diploma may need to do only 1 further module and part of workbased assessment to achieve the Practice Education Diploma and envisaged PQ (HS) Award

38. In this workshop we have………….. • Explored the background to and process of building a Practice Education Pathway fro a new Practice Educator Framework • Considered an approach to this which seeks to offer integration and flexibility

39. Your thoughts…………… • Strengths • Weaknesses • Opportunities • Threats

40. Thank you! • For coming • For your participation • For your views and ideas • Alison Paris – University of Birmingham – June 2010