The aim of this module is to enable social workers who wish to work as practice educators, to develop, evaluate and critically reflect upon their ability to enable the learning and justify their assessment of others in social work practice environments. Students will be facilitated to critically explore the following areas:
Designing and facilitating professional and interprofessional learning including:
- Application of IT/online techniques for practice education.
- Theoretical and evidence-based approaches to learning and assessment relevant to the professional context of the learner.
- Models and methods of supervision for the purpose of professional education, including concepts of mentoring and coaching.
- Video discussion of values, power and authority in practice education.
- Demonstration of use of assessment of learners in practice: principles and processes of assessment, use of evidence, quality of reports and recommendations, issues of marginality and learners not demonstrating competence.
- On-line methods of quality assurance of educational opportunities.
- Strategies for continuing professional development and updating.

The module is delivered via a combination of taught days and on-line materials including lectures, interviews and other customised exercises, video/ audio and e-book/ journal content.

Scheduled Learning and Teaching Activities: (33)
3 hours Direct observation with feedback

Directed Imdependent Study: (267)
will be non-contact study and working directly with social work students
Candidates will access on-line learning materials which they can organise within their own time or in negotiation with their employer. Further supervision and discussion takes place with a Practice Assessor (who undertakes the direct observation) who may also be their line manger. This is ongoing supervision which lies outside of contact hours. Line management supervision over 4 months (The L M may be the Practice Assessor) will support this process, but this is not counted as contact time with the university

1. DEMONSTRATE AN UNDERSTANDING OF THE SKILLS AND VALUES REQUIRED TO WORK AS AN EDUCATOR WHILST PROMOTING ANTI-DISCRIMINATORY PRACTICE
Reflection

2. DEVISE AND CRITICALLY EVALUATE PLANNED PROGRAMMES OF LEARNING APPROPRIATE TO THE NEEDS OF LEARNERS AND THEIR PROFESSIONAL CONTEXT
Learning

3. DEMONSTRATE A CRITICAL UNDERSTANDING OF THEORETICAL, RESEARCH AND EVIDENCE-BASED APPROACHES TO PROFESSIONAL LEARNING AND THE ROLE OF PRACTICE EDUCATORS WITHIN SOCIAL WORK EDUCATION
Analysis

4. APPLY KNOWLEDGE AND UNDERSTANDING OF CONTEMPORARY PRACTICE OF SPECIFIC SUBJECT DOMAIN WITHIN SOCIAL WORK PRACTICE EDUCATION
Application

5. EVALUATE ASSESSMENT PRINCIPLES, PROCESSES AND METHODS WHICH FACILITATE EFFECTIVE DECISION MAKING IN ASSESSING STUDENTS Problem Solving

6. REFLECT CRITICALLY UPON ROLE AND RESPONSIBILITIES, ADVANCING A SYSTEMATIC KNOWLEDGE AND UNDERSTANDING IN THE FACILITATION, SUPPORT AND ASSESSMENT OF LEARNING IN SOCIAL WORK OR HEALTH CARE PRACTICE.
Application
Knowledge and Understanding
Reflection

Assessment1: Weighting 20%
In semester 1 you will be required to contribute to a group presentation as follows:
Your tutor group is required to devise and submit for marking a recorded presentation demonstrating how you worked or intend to work with others to organise an effective learning environment for your student/learner with the following elements:
• Establishing an effective, collaborative working relationship, including consideration of personal and professional values and power relationships
• Devising an induction programme with consideration for learners’ needs and previous experience
• Establishing arrangements for regular reflective supervision
• Ensuring all involved have clarity in relation to respective roles
• Planning learning opportunities with others
• Ensuring student/learner confidentiality
• Demonstrating professional leadership and contribution to your agency as a learning organisation
Presentations will take place online on 11 12 20
(PEPS Domain A, LO1)

Assessment 2: Weighting 80%
This element of your assessment will take the form of a written portfolio, to be submitted by 26 7 21, with the following components:

• Contents list: this should be titled to give a heading of each section, with a referencing system to direct any reader efficiently to the relevant section. i.e. Section A, B or C; or Section 1, 2 or 3. Your document should be paginated.

• A 3,000 word critical reflection (PEPS domains B, C, LOs, 2,3,4,5) on teaching, facilitating and supporting learning and managing the fair and transparent assessment of learners, to include the following elements:

• How you discussed and planned with the student/learner their ongoing learning and assessment programme, including any personal learning needs, and how you made judgements about appropriate workload, the need to meet both learning and agency goals and any ethical challenges you faced.


• How you applied theories of learning, supervision models and approaches, enabling your student/learner to gain knowledge of contemporary issues, research and relevant policy, legislation and practice and how you supported the student/learner to develop models and strategies for critical reflection and analysis.

• How you achieved holistic assessment of the student/learner, using reliable and sufficient evidence based judgements from a range of sources, including direct observation, and how you engaged the student/learner in the process of assessment, gaining clear and reliable feedback from colleagues and service users; you should demonstrate how this evidence met the requirements of the PCF and other professional frameworks.

• How you addressed any areas for improvement, using timely, honest and constructive feedback, making clear how students/learners may meet the standards and how you addressed any challenges and/or marginal or failing issues with your student/learner, including reference to relevant policies and procedures, or how you would do so if this does not apply.


• A 2,000 word critical reflection on your developing knowledge and continuing performance as a practice educator (PEPS Domain D, LOs 2,3,4 5) to incorporate the following elements:

¿ How you will incorporate feedback you have received from learners, tutors your assessor or others into future learning activity

¿ How you have incorporated learning from undertaking this award with your second learner, in other settings such as with colleagues, other learners or in your role as a supervisor or manager or how you intend to do so

¿ How you will establish and maintain effective resources for your own support and supervision in relation to workplace learning

¿ How you will show leadership (or have done so) in workplace learning by contributing to your agency, or to social work in the wider sense, as a learning organisation, for example, by promoting skills knowledge and values, undertaking new roles, stimulating innovative practice and promoting the role of the practice educator in the development of practitioners

• A summative report from your practice assessor confirming that you have met all domains of the PEPS (PEPS domains A, B, C, all LOs)







Additional Assessment Details (include formative feedback / assessment):
Students will receive ongoing feedback which takes place throughout the taught programme. They will therefore receive formative feedback as an ongoing process.

The portfolio of evidence will be assessed as either pass or fail

A Social Work qualification and registration with the Social Work England, and a minimum of 3 years post-qualifying experience on completion of the module.
Students must be in a role that enables them to support a social work student through their complete placement.

Blackboard VLE
University rooms appropriate for the taught sessions.
Access to the library and student support team.
Personal tutor.
Online

Beverly, A & Worsley, A. (2007) Learning and Teaching in Social Work Practice. Basingstoke: Palgrave Macmillan.
Bogg, D; Challis, M.(2013) Evidencing CPD- A Guide to Building Your Social Work Portfolio. St Albans: Critical Publishing.
Brown K. and Rutter L. (2004) Critical Thinking and Analysis. Exeter: Learning Matters.
Doel, M. & Shardlow, S.(2005) Modern Social Work Practice: Teaching and Learning in Practice Settings. Aldershot: Ashgate Publishing Ltd.
Field..P (2014) Practice Education in Social Work: Achieving Professional Standards St Albans: Critical Publishing
Finch, J.Supporting Struggling Students on Placement, A Practical Guide.Bristol: Policy Press.
Greer, J. (2016)Resilience and Personal Effectiveness for Social Workers.London: Sage Publishing Ltd.
Jarvis, P. (2006) Towards a Comprehensive Theory of Human Learning. London: Routledge.
Lloyd, I; Maclean, S. (2013) {eds} Developing Quality Practice Learning in Social Work- A Straightforward Guide for Practice Educators and Supervisors
Rugeley: Kirwin Maclean Associates Ltd.
McLaughlin, H. (2007) Understanding Social Work Research. London: Sage Publications Ltd.
Morrison, T.(2005) Staff Supervision in Social Care. {3rd edition} Brighton: Pavilion
Parrott,L; Maguinness, N. (2017)Social Work in Context.London: Sage Publications Ltd.
Walker, J; Crawford, K. & Parker, J.(2008) Practice Education in Social Work- A Handbook for Practice Teachers, Assessors and Educators. Exeter: Learning Matters
Williams, S; Rutter, L (2019) The Practice educator’s Handbook (Post Qualifying Social Work Practice Series): London: Sage Publications Ltd.

The module is delivered via a combination of online taught days and on-line materials including lectures, interviews and other customised exercises, video/ audio and e-book/ journal content.

Scheduled Learning and Teaching Activities: (77)
3 hours Direct observation with feedback

Directed Independent Study: (223)
will be non-contact study and working directly with social work students and one other learner
Candidates will access on-line learning materials which they can organise within their own time or in negotiation with their employer. Further supervision and discussion takes place with a Practice Assessor (who undertakes at least two of the direct observations) who may also be their line manager. This is ongoing supervision which lies outside of contact hours. Line management supervision over 4 months (The L M may be the Practice Assessor) will support this process, but this is not counted as contact time with the university.