Social Work Practice Educator: Direct Observation of Practice

Department of Social Work, Social Care and Youth and Community Studies

Social Work Practice Educator: Direct Observation of Practice

Context

Name of Practice Educator / Name of Observer / Date and Duration of Session / Name of Student/
Student Cohort

Preparation for Candidates

Brief plan for the observed session including identified learning outcomes for the student linked to NOSSW and Health & Care Professions Council (HCPC) Guidance on conduct and ethics for students (from 2013 students will be working with the HCPC's Standards of Proficiency and The College of Social Work's Professional Capabilities Framework)

Template PE 05 - Direct Observation of Practice©Copyright Sheffield Hallam University 2013

Version: 03/06/2013Page 1 of 1

Candidate:
Please identify any additional supporting evidence you have shared with the student

Template PE 05 - Direct Observation of Practice©Copyright Sheffield Hallam University 2013

Version: 03/06/2013Page 1 of 10

Candidate:
How will this session contribute to the teaching, supervision and assessment of the students (please comment on all three areas)?
This needs to be underpinned with values of respect, facilitating empowerment, showing an understanding of the student's disadvantaged position, and work with a reflective theory.

Template PE 05 - Direct Observation of Practice©Copyright Sheffield Hallam University 2013

Version: 03/06/2013Page 1 of 10

Candidate:
Please identify which Learning Outcomes of the following Domains you intend to meet:
Domain A (for applicant working towards practice educator stage 1 and 2)
Organise opportunities for the demonstration of assessed competence in practice
Learning Outcomes

Take responsibility for creating a physical and learning environment conducive to the demonstration of assessed competence.

Negotiate with all participants in the work place, including service users and carers, the appropriate learning opportunities and the necessary resources to enable the demonstration of practice competence.
Work openly and co-operatively with learners, their line managers, work place colleagues, other professionals, and service users and carers, in the planning of key activities at all stages of learning and assessment.
Co-ordinate the work of all contributors. Ensure they are fully briefed, understand their roles and provide them with feedback.

Monitor, critically evaluate and report on the continuing suitability of the work environment, learning opportunities and resources. Take appropriate action to address any shortcomings and optimise learning and assessment.

Candidate:
Domain B (for applicants working towards practice educator stage 1 and 2)
Enable learning and professional development in practice
Learning Outcomes

Discuss, identify, plan to address and review the particular needs and capabilities of learners and the support available to them. Identify any matters which may impact on their ability to manage their own learning.

Make professional, educational, judgements about meeting learners' needs within the available resources, ensuring the required outcomes can be demonstrated in accordance with adult learning models.

Establish how the learning and assessment programme is to be reviewed. Encourage learners to express their views, identify and agree any changes and how disagreements on any aspects of it are resolved.

9. Support the learner in gathering evidence according to programme requirements.
Candidate:

Template PE 05 - Direct Observation of Practice©Copyright Sheffield Hallam University 2013

Version: 03/06/2013Page 1 of 10

Domain C (for applicants working towards practice educator stage 1 and 2)
Manage the assessment of learners in practice
Learning Outcomes

Engage learners in the design, planning and implementation of the assessment tasks.
Agree and review a plan and methods for assessing learners' performance against agreed criteria.

Encourage learners to self-evaluate and seek service users, carers and peer group feedback on their performance.

Demonstrate the ability to mark learner's academic and/or assessed work.
Demonstrate an ability to use a range of assessment methods including recording, reports and the feedback of people who use services and carers, professionals and other colleagues.

Candidate:
Domain D (only for applicants working towards practice educator stage 2)
Effective continuing performance as a practice educator
Learning Outcomes

Demonstrate an applied knowledge of contemporary issues in research, policy, legislation and practice including agency policy, procedures and practice.
Demonstrate an ability to transfer practice educator skills, knowledge and values to new roles in mentoring, supervision, teaching and/or assessment.

Candidate:

Template PE 05 - Direct Observation of Practice©Copyright Sheffield Hallam University 2013

Version: 03/06/2013Page 1 of 10

The Observation

The Observer should provide a brief description of the observed session and comment on the following:
Observer:
How did this session and evidence contribute to the teaching, supervision and assessing of the candidate (please on all three areas)?
This needs to be underpinned with values of respect, facilitating empowerment, showing an understanding of the student's disadvantaged position, and work with a reflective theory.
Teaching
Supervision

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Assessing

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Observer's Conclusion

Observer:
Comment on overall quality of the session, making reference to Stage 1 (Domains A - C) and Stage 2 (Domains A - D). See Learning Outcomes above.
Domain A (for applicants working towards practice educator stage 1 and 2)
Domain B (for applicants working towards practice educator stage 1 and 2)

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Domain C (for applicants working towards practice educator stage 1 and 2)
Domain D (only for applicants working towards practice educator stage 2)

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Observer's Reflection on the Direct Observation

Observer:
Comment on the future learning needs of the Practice Educator
Signed: / (Practice Educator)
Signed: / (Observer)
Date:

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