This module is a combination of learning across academic and practice-based approaches. The academic learning will focus on the application and evidencing of the Practice Educator Professional Standards (PEPs). The taught element will be delivered through face-to-face sessions at the university combined with digital learning where appropriate. Students enrolled on the course will also benefit from exploring international perspectives on social work and social work education. The practice element will be facilitated through your employer who will provide a Practice Mentor Assessor and the opportunity to take a social work student in their first or second year placement. Each of these elements will come together in the submission of your portfolio where the university will assess if each of the Learning Outcomes have been met.

Successful completion of the course will enable you to embark on Practice Education within your job role.

Element 1:
Group Presentation:
Working in small groups you will present your reflections on Domain A of Practice Educator Professional Standards (PEPs). Your presentation will include:
• An induction plan showing consideration of learning needs
• Consideration of how an effective and collaborative relationship can be established with a student
• Review of reflective supervision arrangements
• Acknowledgement of the confidentiality
• Demonstration of professional leadership

(To evidence Domain A – PEPs and Learning Outcome 1)

Group Presentation Reflection:
1,500 word reflective piece building on the content of the group presentation task. This reflection will include the adaption of induction planning to meet the needs of individual learners and how this can be addressed in practice.

Element 2:
Portfolio:
You will submit a portfolio evidencing your professional development in the role of Practice Educator
The portfolio includes the following elements:

• Critical Reflection (3,000 words)
This written piece of work will show your reflection on teaching, facilitating and supporting learning and managing the fair and transparent assessment of learners. You will consider the practical elements of being a Practice Educator including how the student’s learning needs and assessment plans were established; application of theory to practice through critical reflection and supervision and the holistic assessment of your student and decision making

• Critical Reflection (2,000 words)
This piece of work will focus on your experience of becoming a Practice Educator and includes reflection on your developing knowledge and continuing performance within this context. You will consider your own learning experience incorporating feedback from your student and colleagues; what resources will you build into your role as Practice Educator and how you will demonstrate professional leadership in your own continuous professional development

• Summative Assessment
Your Practice Mentor Assessor will complete a summative assessment on your progression through the course. This summative assessment will include three direct observations of your practice. Two of these sessions will be observations of supervision sessions between you and your student. You and your Practice Mentor Assessor will consider a third session that will demonstrate the facilitation of learning for others. To conclude this summative assessment your Practice Mentor Assessor will make a recommendation as to whether you have met the Domains A, B, C and D of the Practice Educator Professional Standards

(To evidence Domain B-D – PEPs and Learning Outcome 2,3 and 4)

Scheduled Teaching and Learning: 90 hours

11 taught sessions to include:

• Starting placements and creating positive learning strategies
• Enabling, supporting and mentoring adult learners
• Assessing students through critical reflection and analysis
• Supporting struggling students
• Compiling and evidencing reports
• Introducing theoretical perspectives into practice learning
• Action-Learning through group reflections
• International perspectives on social work and social work education

2 reflective workshops:

Each semester there will be a reflective workshop on a digital platform to which other key partners or stakeholders will be invited (including representatives from the placement team/workforce development/ Practice Mentor Assessors/Social work students). This will create a collaborative learning environment across all elements of the wider practice learning forum.

Directed Independent Study: 280 hours

To consist of:

• Accessing online resources such as Webinars, podcasts etc relevant to the module
• A range of practice and research-based materials supporting professional development will be available through the Blackboard VLE
• Independent reading consolidating knowledge explored and developed in practice

Direct Practice Training and Supervision: 30 hours

This is learning that will take place within your employment this could include:

• Supervision/Mentoring from your Practice Mentor Assessor
• Attendance on internal training courses
• Support from the workforce development team
• Access and guidance through the university placement team

1.On completion of this module, you will be able to demonstrate an understanding of the skills and values required to work as a Practice Educator (as detailed within the Practice Educator Professional Standards) evidenced through anti-discriminatory and anti-oppressive principles
Knowledge and Understanding
Learning
Problem Solving
2.On completion of this module, you will be able to devise and critically evaluate learning strategies to support social work students in their understanding of contemporary social work practice
Learning
Enquiry
Application
3.On completion of this module, you will be able evaluate assessment principles, processes and methods as measured by each of the domains in the Professional Capabilities Framework and consider continued professional development in line with the professional regulator
Reflection
Application
Communication
4.On completion of this module, you will be able to demonstrate a critical understanding of theoretical, research and evidence-based approaches that inform social work practice and the role of Practice Educators
Problem Solving
Enquiry
Application

During this module you will receive training and support via your employer to enable to meet the Learning Outcomes for your assessed portfolio. You will be encouraged to utilise Microsoft Teams and Blackboard Virtual Learning Environment (VLE) to support your learning. You will have access to a range of materials on Blackboard VLE including articles, research and interactive activities. You will also be able to access a variety of digital material through our Library and specialist databases.

Field, P., Jasper, C. and Littler, L. (2016) Practice Education in Social Work: Achieving Professional Standards. 2nd ed. Northwich: Critical Publishing Ltd.

Finch, J. (2017) Supporting Struggling Students on Placement: A Practical Guide. Bristol: Policy Press.

Maclean, S. and Harrison, R. (2015) Social Work Theory a Straightforward Guide for Practice Assessors and Placement Supervisors. 2nd ed. Staffordshire: Kirwin Maclean Associates Ltd.

Taplin, S. (2018) Innovations in Practice Learning. St Albans: Critical Publishing.

Williams, S. and Rutter, L. (2021) The Practice Educator’s Handbook. 5th ed. London: Learning Matters

In line with guidance from Social Work England you will need to hold a social work qualification in order to enrol on this module.

This module is designed for social workers who wish to consider Practice Education as the next step in their Continuous Professional Development. The module is aimed at those social workers who have at least two years post-qualifying experience and provides a unique and timely opportunity to reflect on social work practice with a view to supporting others into this rewarding yet complex career. This course provides reflective space to consider your own professional development while utilising the skills and knowledge that you have acquired in practice to support and assess others. Students enrolled on the course will also benefit from exploring international perspectives on social work and social work education.