Transcript West London Social Work Project

Step Up to Social Work:
A employer-led route to qualification
Learner Guide an
Welcome and
Overview of the session
West London Social Work Project
Recruitment and Retention
Frontline Child Protection Services
Higher
Education
Step Up
Leadership
and
Frontline
mangers
NQSW
Career
Pathways
Enabling
the Social
Work Role
Introductions….
• Name, team and experience of social work
students
• One thing you wouldn’t want a student to
say on their first day!
• Feedback to the group (1 min)
HEI Workstream
• Shared ownership for Social Work
Education
• Admissions
• Assessment
• Placements
• Course content and delivery
• Workforce planning
Key Priorities for Graduates
In pairs discuss: (20 mins)
• Does this statement reflect your current
experience of social work students or NQSWs?
• Is this what you, your team and service users
require from social work graduates?
• Are there any additional skills and attributes you
feel are essential?
• Feedback to the larger group (20 mins)
Emphasis on ‘skills’
1
Good written and recording skills: an ability to express themselves
competently
2
Strong IT skills across a range of office and database programmes
3
Assessment skills; analysis is evidence based
4
Strong understanding of risk and ‘managing risk’
5
Forensic social work skills including working with resistant families
6
Interagency collaboration and working in partnership
7
Care planning and review, including ICS skills
8
Demonstrate professional behaviour and understand professional
systems
9
Strong interpersonal and communication skills
10
Self reflective, makes good use of supervision and responsible for
own development. Confidence and personal resilience
Step Up to Social Work
• What is ‘Step Up to Social Work’?
• How does it differ from other models of
social work education?
• Who are the students?
• Who are the key stakeholders?
• What does the course and the student
journey look like?
Work-based Learning
• Significant departure from traditional forms of
learning that are ‘teacher controlled’ towards
‘employer-led’
• Construction of learning experiences to enable
skills development
• It is a process rather than a ‘one off’ event
• Encourages students to take responsibility for
their own learning
• Integration of theory/practice and learning from
the working environment, supplemented with
academic delivery.
What is a Learner Guide?
• An experienced and confident professional
• Sound working knowledge of the
organisation
• Ability to mentor, coach and support
students within a Work-based Learning
Framework
Roles and Responsibilities of the
Learner Guide
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Develop a supportive relationship with individual student
Provide professional and personal support to students
motivate and encourage students
contribute to the supportive culture for the student on the
MA `Step Up To Social Work’ Programme
help the student to develop and grow as a result of the
learning outcomes of the modules on the programme
make contact with the student’s Personal Tutor and/or
Practice Educator as required.
Review the student’s progress
Seek clarification from the module leader if they are
unsure about any aspect of their expected role and
responsibility as a learner guide, in relation to each
module or its documentation
The Learner Guide is not
responsible for:
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Formal supervision
Formal assessment of the student
Line management, or case accountability
Practice teaching or assessing
Key Skills for a Learner Guide
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Listening and Questioning
Reviewing and reflecting
Advising
Informing
Giving and receiving feedback
Responsibilities of the student
• Arrange, prepare and attend support meetings
with their learner guide to ensure a positive
learning experience is achieved
• Notify all concerned of unavoidable absences
and reschedule.
• Produce a diverse range of evidence within their
portfolio which is appropriate and sufficient and
maintains confidentiality, to meet the learning
outcomes of each module.
• Complete a record of all meetings and
agreements with their learner guide which must
be signed by both parties.
UNIVERSITY OF SALFORD
QUALITY ASSURANCE
ACADEMIC
TUTOR
STUDENT
HOST
TEAM
ACADEMIC
INPUT
SUSS
LEARNER
GUIDE
PRACTICE
EDUCATOR &
WBS
UoH
STUDENT
SERVICES
UoS
STUDENT
SERVICES
PRACTICE
TUTOR (UoS)
Learner Guide and Student
Complete Learning Agreement
Copy of agreement to
Academic Tutor
Copy to
Host Team Manager
for information
The learner guide will need to know:
-The services and role of stakeholders
-The modules, including Learning Outcomes
-The assessment format
-How to develop a learning agreement
-Concerns raised by Learner Guide will go to SUSS
Learner Guide
INFORMATION
PACK
Key Priorities and Skills Development
In pairs consider the Skills Development
examples, and the following questions:
(30 mins)
• What approach will you take in relation to
arranging skills development opportunities (i.e.
who to contact, and when etc?)
• What do you think the main challenges will be,
and how to plan to overcome them?
• Feedback to the larger group (30 mins)
Student Evaluation Forms
• One evaluation form for each skills
development day
• To be read and signed by the Learner
Guide
• To be used to review student progress
• Evaluations to be shared with UoH
• To be used as the basis for planning skills
development activity for the next Learning
Block
Key dates
TBC
individually
Friday 10th
September
Follow up telephone call
Thursday 16th
September
Host Team Induction (am)
Learning Mentor (pm)
First Learner Guide meeting with
student
Academic Delivery Commences
Friday 24th
September
Monday 20th
September
Official Step Up Launch
Westminster Council Chambers
Contact Details
• Shauna Guinn, HEI Partnership Officer
[email protected]
07881 486441
• Anthea Anthony, HEI Partnership Officer
[email protected]
07825 420416