1. Practice Educator’sBriefing Workshop 334SW September 2014

2. Paulo Freire:Praxis Time eventually arrived to engage, apply, exercise, realize and go forward into practice. “ Reflection and action upon the world, in order to transform it.” ( Freire, P, 1986 Pedagogy of the Oppressed, New York Continuum, p.36).

3. Practice Placement 100 day placement- 15 th September – 6 th February 2015 Induction- 11 th, 12 th September- Placement days Full time placement- 5 days per week inc ½ day study Expectation to attend placement during working hours of agency- 7- 7 ½ 3 Recall Days- 10 th Oct, 5 th Dec, 23 rd Jan

4. Practice Placement Handbook Introduction including calendar and key dates Module Descriptor- Assessment Guidance Guidance to completion of Portfolio( in green) Roles and Responsibilities Difficulties in Placement Practice Placement Evaluation Appendices including Proformas

5. Placement Cycle Practice Placement Agreement- sets out Induction process, learning objectives, workload, supervision arrangements, assessment, generating evidence, power issues, shared expectations, time scales Midway Review- review of progress, any issues, is the student on track to pass the placement, strengths, focus and development for remainder of placement End of placement- collation of evidence, practice educator makes final recommendation.

6. The PCF was developed by the Social Work Reform Board in response to new and changing circumstances. Introduced as the single way social work should think about and plan their careers and professional development. Serves as a backdrop to both social work education and continuing professional development. Developed by social workers for social workers (TCSW). Professional Capabilities Framework

7. Professional rather than occupational framework Will replace previous standards not an additional set of expectations Includes independent social workers Increasing skills of PE to provide a professional opinion, judgement of assessor considered central to making a holistic decision about performance Unified structure for lifelong learning What is its Purpose?

8. It is a “ living” document and “sets out the professions expectations of what a social worker should be able to do at each stage of their career and professional development” http://www.tcsw.org.uk/pcf.aspx What is its purpose?

9. 9 domains and 9 levels of capabilities Domains are interdependent Overlap between the capabilities Not evidencing every part, understand the relevant domain and refer to in discussion of practice. Many issues will be relevant to more than one capability Relevant to social workers in all settings and with all service user groups. First attempt to provide a professional framework linked to career progression. PCF Domains

10. Professionalism Values and Ethics Diversity Rights, Justice and Economic Well being Knowledge Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership The 9 Domains

11. Upholding the reputation of the profession… honesty, reliability Effective and active use of supervision Managing Time Impact of Self Recognising and Maintaining Professional Boundaries Professionalism

12. Individual’s Identity…. Culture, economic status Challenge personal and organisational discrimination Recognise and manage impact of power invested in social work role Values and Ethics

13. Impact of poverty and social exclusion Promotion of enhanced economic status Work within principles of human rights Rights, Justice and Economic Well Being

14. Critical understanding of application of social work theory, knowledge of legal, policy framework Knowledge of human growth and development Key concepts of attachment, separation, loss, change Expertise of service users/carers Knowledge

15. Apply imagination, creativity, and curiosity to practice Evidence informed judgments and justifiable decisions Inform decision making, rigorous questioning Critical Reflection and Analysis

16. Range of verbal and non verbal and written methods of communication Ability to engage with people, build and manage compassionate and effective relationships Holistic approach to identification of need Intervention and Skills

17. Social work operates and responds to changing economic, social, political and organisational contexts Legal obligations within organisations and how impacts on policy Demonstrate effective partnership working…… inter- professional and inter agency dimension Contexts and Organization

18. Recognise importance of professional leadership as a social worker Recognise value of and contribute to supporting the learning and development of others Professional Leadership

19. Entry Level Assessed Readiness for Practice End of first placement End of last placement/qualification ASYE Social Worker Experienced Social Worker Advanced Practitioners Pathways PCF Progression

21. 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/PCFNO Vprogression-between-levels.pdf http://www.tcsw.org.uk/uploadedFiles/PCFNO Vprogression-between-levels.pdf PCF Progression

22. 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 with support and supervision. Demonstrate capacity to work with people and situations where there may not be clear cut solutions. First Placement

23. 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. Final Placement

24. The capacity to work with more complex situations, be able to work more autonomously, whilst recognising that the final decision will rest with appropriate support within supervision. The capabilities will have been demonstrated through the last placement together with the final assessment of other work. Final Placement

25. This is a different conceptual approach Previous interpretation of NOS suggests and reinforces a segmented or “ partial” approach. ( tick box). Thus assessors need to exercise judgement, yet also pay attention to detail where necessary. Holistic Approach

26. Support judgements about readiness to progress in an holistic way Not a micro focus on competence Holistic Assessment is progressive leading to final assessment, formative or summative In progressive assessment everything that takes place counts towards the assessment decision. Staged learning, including work undertaken on qualifying programme. Holistic Assessment

27. Standards of Proficiency (SOPS) Important Standard as set by HCPC Developed alongside the SWRB PCF and SOPS have different roles SOPs are thresholds of standards Incorporates and extends the PCF PCF describes the capabilities required See Appendices in Placement Handbook

28. Assessed Tasks Practice Analysis- 23 rd Jan 2015 Portfolios ( 2 copies bound) to be submitted by 6 th March 2015 Not to go through university online system (Turnitin), due to confidentiality of material. Practice Educators asked to have final report completed in advance of the deadline, 20 th Feb 2015

29. Portfolio: Generating Evidence Practice Placement Agreement Practice Placement Summary Midway Review ( approx mid Nov) Observations of Practice x 3 Service User/Carer Feedback x 1 Practice Analysis x 1 Professional Recording x 3 Critical Reflection Self Evaluation Practice Educator’s Evidence/Recommendation