Educational Psychology Group
Practice Tutor – Further Information
This section provides an overview of the Practice Tutor role at UCL. During the first
year of the programme, placement learning is undertaken in either pairs or groups of
four in a Local Authority Service with which UCL has a Year 1 Training Service
Partnership. It is coordinated and, for the most part, supervised by an educational
psychologist from the service, seconded one day per week to the UCL Programme
Team as a Practice Tutor.
There are currently four Practice Tutors working on the programme seconded by
Hackney, Enfiled, Harrow and Merton. We are seeking to recruit another practice
tutor (0.2 WTE secondment) from West London Tri-Borough Educational Psychology
Service to work alongside the existing practice tutors to provide support and
supervision for trainee educational psychologists who will be undertaking their Year
1 placements during the academic year 2016-17.
The group of trainee educational psychologists are on placement most Thursdays
throughout Year 1. It is therefore essential that Practice Tutors are available on
Thursdays to work in schools in their services with the group of trainee educational
psychologists. Practice Tutors normally work with the trainee educational
psychologists for full or half days on the Thursdays when they are on Placement. The
remainder of the Practice Tutor’s seconded time is spent contributing to meetings,
training, tutorial and assessment activities at UCL. Attendance at UCL is generally on
a Monday or Wednesday and is arranged at least a term in advance. Because of the
small proportion of seconded time and the training input required, this post is not
suitable for job sharing.
Practice Tutors organise a sequence of placement experiences for the group of trainee
educational psychologists across Year 1. During the first half of the Autumn Term a
range of visits and observations are carried out. Between October and December, a
Primary School placement is undertaken. This provides a supervised, supported
opportunity for trainee educational psychologists to work with pupils, teachers and
parents where there are learning or behavioural concerns. It also provides trainee
educational psychologists with a carefully monitored opportunity to apply practice
frameworks and skills taught in workshop sessions at UCL such as: problem analysis,
observation, consultation, interviewing, functional assessment, test administration and
interpretation, intervention planning implementation and evaluation. Placement
experiences are organised so as to enable trainee educational psychologists to apply
for the BPS Certificate of Competence in Educational Testing. To support this process,
we ask that Practice Tutors should apply to become verified Assessors. During the
Spring Term, trainee educational psychologists undertake a secondary school
placement. In the summer term, opportunities are provided for trainees to work with
children in Early Years settings and within Special Provision. In addition, experiences
in CAHMS and/or Social Services settings are negotiated.
Placement Guidelines for all aspects of the Year 1 Placement have been developed
by the Practice Tutor team to ensure that tutors are supported in their planning and
implementation of the placement experiences and to ensure that there is a consistently
high quality of organisation and supervision which trainee educational psychologists
receive across the Training Services involved. Practice Tutors need to have an
ongoing working relationship with one or more primary and secondary schools that are
keen to be involved in this kind of training partnership and that are able to deliver
reliably on commitments made (e.g., on staff release for participation in consultations
and follow through on interventions). Feedback from schools that have had
experience of this placement model has been extremely positive and schools have
spontaneously praised the work of the trainee educational psychologists in annual
evaluation surveys. Whilst the Practice Tutor is responsible for all aspects of
placement organisation and supervision, involvement of colleagues in joint work with
the trainee educational psychologists is encouraged. Such involvement offers
advantages both as a means of broadening the range of experiences to which the
trainee educational psychologists have access and extending experience of
supervision to other members of the Training Service. This means that Practice Tutors
need not themselves work directly on a regular basis with an Early Years setting,
Special Provision or a CAHMS team, for example, provided that they will be able to
make arrangements through or with colleagues to ensure that successful placement
experiences can be provided in those contexts.
It is recognised that whilst the appointment of a Practice Tutor is an individual
appointment, the active support and commitment of the Service, and the Principal
Educational Psychologist in particular, is vitally important. In the case of an Academic
and Professional Tutor, the tutor is paid by the university to work at the university and
little work may be carried out in the Local Authority by the tutor or trainee educational
psychologists. By contrast, in the case of the Practice Tutor, the university pays the
tutor to carry out work mainly in the Local Authority, providing opportunities for four
trainee educational psychologists to work in the Local Authority a day per week for
most of a year. The Local Authority is not required to provide any accommodation or
physical resources for the trainee educational psychologists who will each be provided
with a lap-top and assessment/intervention resources by the university. This
arrangement readily lends itself to being sold to senior officers as a ‘good deal’ for the
authority. However it must be recognised that, to be successful, it also relies on a
congruence of approach to EP practice between the university and the service, and a
similar strong commitment to the highest quality standards in professional training.
For these reasons, applications will only be considered if accompanied by a statement
of support and commitment from the Principal Educational Psychologist (see below).
A Principal Educational Psychologist who is committed to their service supporting
training in this way may write in support of more than one member of their service. In
each case they would need to confirm that they consider the applicant meets the
essential requirements for a Practice Tutor as detailed in the Person Specification for
the post and that they would be willing to release the applicant to be seconded to the
post.
Educational Psychology Practice Tutor
JOB DESCRIPTION
Title:
Department:
Reports to:
Period of Appointment:
Practice Tutor
Clinical, Educational and Health Psychology
Director, Educational Psychology Group
1st September 2016 to 31st August 2017
Main purpose of the job:
To organize, supervise and assess professional placement activities during Year 1 of the
Doctorate in Educational and Child Psychology.
Main duties and responsibilities:
1. To contribute to the development, planning, implementation and evaluation of a
high quality curriculum, in particular for professional placements, on the Doctorate
in Educational and Child Psychology.
2. To take lead responsibility for the arrangement, planning and supervision of
practical placements for a group of trainee educational psychologists during Year
1 of the programme.
3. To provide high quality modeling of key professional skills, together with skilled
and sensitive use of agreed approaches and proformas for training, feedback,
supervision and support to promote learning whilst on placement.
4. To maintain records to monitor student progress, achievement and attendance.
5. To participate in the development, administration and marking of professional
placement portfolios and other assessments for taught graduate students.
6. To participate in the UCL Staff Review process and maintain own continuing
professional development in accordance with Health and Care Professions
Council requirements.
7. To actively follow and promote UCL policies, including Equal Opportunities.
8. To maintain an awareness and observation of fire and health and safety
regulations.
9. To carry out any other duties commensurate with the grade and purpose of the
post.
This job description reflects the present requirements of the post, and as duties and
responsibilities change/develop, the job description will be reviewed and be subject to
amendment in consultation with the post-holder.
Department of Clinical, Educational and Health Psychology,
Division of Psychology and Language Sciences
Practice Tutor in Educational Psychology
Person Specification
1. Knowledge
Essential:
Knowledge of the profession and practice of educational psychology.
Knowledge of psychological theories and research and their application in
evidence-based practice in educational psychology.
Knowledge of legislation relevant to the work of educational psychologists.
2. Skills
Essential:
Excellent interpersonal skills including the ability to communicate well orally
and in writing.
A high level of professional skill in consultation, problem solving,
psychological assessment and intervention techniques.
Outstanding organisational skills, ability to plan ahead, set priorities,
manage workload, allocate time and effectively cope with stress.
Excellent record of attendance and punctuality.
ICT literate.
3. Aptitude
Essential:
Ability to support colleagues, supervise and support students and engage in
joint problem solving.
Ability to work collaboratively with colleagues and course members from a
wide range of cultural backgrounds.
Receptive to new ideas, and willing and able to adjust to new demands and
circumstances.
4. Qualifications
Essential:
Good honours degree in Psychology.
Professional qualification in educational psychology, recognised by the
British Psychological Society Division of Educational and Child Psychology.
5. Previous Experience
Essential:
Successful experience of work in a Local Authority Educational Psychology
Service.
A record of highly effective work with schools and other institutions as an
educational psychologist.
Desirable:
Experience of organising and delivering training for others using a range of
methods.
Successful experience in supervision of trainee educational psychologists.
6. Personal Qualities
Essential:
Commitment to high quality supervision and training and fostering a positive
learning environment for students.
Commitment to continuous professional development.
Commitment to evidence-based practice in educational psychology
Maintains high ethical standards both personally and professionally and
commitment to UCL’s policy of equal opportunity.
Shows strong professional commitment and the drive, enthusiasm and
energy to motivate others.
7. Other requirements
Essential:
Registered as an Educational Psychologist with the Health and Care
Professions Council and as a Chartered Educational Psychologist with the
British Psychological Society (or eligibility for registration and prepared to
register within 3 months of appointment and maintain registration).
UNIVERSITY COLLEGE LONDON
SECONDMENT CONTRACT – PRACTICE TUTOR
1
Parties to the Contract
This contract is between:
University College London
(hereinafter referred to as UCL)
And
XXXX Local Authority
(hereinafter referred to as the ‘Seconder’).
And
YYYYYYY
(hereinafter referred to as the ‘Secondee’).
2
Contract for services
2.1
The Secondee is engaged by UCL under a contract for education and training
services on a part-time basis, 0.1 FTE in the first instance. The employment costs
reimbursable to the Seconder by UCL for these services shall be at a rate to be
determined for each academic year (Sept to August), in advance by 30th June.
2.2
The Seconder will be required to issue an invoice to UCL for services provided in
this contract. All such invoices should be issued annually in arrears.
2.3
The Seconder will be responsible for all matters in relation to the Secondee’s
contract of employment, to include payment of salary, NI and pension contributions,
maternity leave and sick pay provision. The Secondee will remain an employee of
the Seconder and he/she will remain subject to its terms and conditions of
employment.
2.4
The Seconder will keep in contact with the Secondee during the period of
secondment and will be entitled to carry out procedures in relation to annual review,
appraisal, provision of training and development needs. The Director, Educational
Psychology Group or their appointee, however, will appraise and review the
Secondee’s work for UCL.
3
Qualifications, Experience and Skills
3.1
The Secondee will possess the qualifications, experience and skills necessary to
undertake the duties and responsibilities of the role as set out in the job description
for a Practice Tutor.
4
Duties and Responsibilities
4.1
The duties and responsibilities of the Secondee are set out in the job description for
a Practice Tutor. The Secondee will be responsible to the Director, Educational
Psychology Group for work undertaken for UCL.
4.2
During the period of the secondment there is a requirement to comply with UCL’s
policies, procedures and practices from time to time in force. In particular, the
Secondee will be aware of the policies, procedures and guidelines contained within
UCL’s Academic Manual, Student Handbook and any other handbooks relevant to
the Doctorate in Educational and Child Psychology programme, which shall be given
to the Secondee for reference.
5
Induction, Training and Access to Facilities
5.1
UCL will provide appropriate induction, training and support to the Secondee to
support him/her in the performance of the role of Practice Tutor.
5.2
The Secondee will have use of UCL’s library, computing and recreational facilities.
6
Duration
6.1
The secondment will be subject to annual review:
6.2
The criteria for review shall include:
(a) The British Psychological Society’s recommended ratios for staff to students;
thus renewal of the contract shall be based on the number of students registered
on the programme. UCL has complete discretion to make adjustments to staffing
levels to meet variations in student numbers.
(b) Satisfactory performance in the role of Practice Tutor in terms of the quality of
placement organisation, tutorial work, student supervision and contribution to the
work of the Educational Psychology Group.
6.3
UCL may renegotiate the duration and WTE equivalent of contracts annually
subject to changing demand for the course and will give three month’s notice to
the Seconder and the Secondee prior to any change to the arrangements.
7
Health and Safety
7.1
UCL will be responsible for providing a healthy and safe environment for the
Secondee during any time spent at UCL and in relation to the discharge of their
duties generally. The Secondee is required to co-operate with UCL in discharging
its responsibilities under all relevant Health and Safety legislation.
8
Provisions for Absence
8.1
If the Secondee is unavailable to carry out the work for which he/she has been
seconded, for reasons of sickness, maternity, or any other reason, then UCL will not
be required to pay for his/her services during the period of absence. In the event of
this occurring, the Seconder will, in the first instance, endeavour to replace the
Secondee with someone who has the requisite qualifications, skills and experience
as outlined in the job description and person specification for the role of UCL tutor.
UCL will not be required to accept any person who does not meet UCL’s criteria for
selection to the role.
8.2
Any absence which results in an inability to attend for the purpose of the
secondment, e.g. sickness, must be notified by the Secondee to the Director,
Educational Psychology Group on the first day of such absence.
9
Confidentiality
9.1
During the course of the secondment any matters of a confidential nature,
including information relating to individual staff or student records and details of
any other information deemed by UCL to be confidential, or which could
reasonably be regarded as confidential by UCL and the Seconder, whether or not
any such tangible information is marked ‘confidential’, must not under any
circumstances be divulged or passed to any unauthorised person or persons. A
breach in confidentiality will result in the termination of the secondment forthwith.
9.2
Except as permitted by law, neither party shall disclose any confidential
information relating to the other party without the other party’s prior written
consent.
9.3
Either party shall immediately notify the other party if it becomes aware of the
possession, use or knowledge of any of the confidential information by any
unauthorised person, whether during or after the term of the secondment, and
shall provide such assistance as is reasonable to deal with such event.
10
Property of UCL
10.1 Ownership of course materials and all materials relevant to the course, including all
materials produced by the Secondee in the course of their work for UCL, is the
property of UCL and cannot under any circumstances be removed without the
written consent of the Director, Educational Psychology Group.
11
Insurance
11.1
UCL has in force Public Liability insurance and Employer’s Liability insurance.
Copies of all such policies are available to the Secondee and the Seconder upon
request.
12
Conduct and Performance
12.1
If UCL has cause for concern over the behaviour, conduct or performance of the
Secondee, it shall raise the matter with the Secondee in the first instance, in
consultation with the Director, Educational Psychology Group and the Head of the
Department of Psychology. If the issue is not resolved it shall be raised with the
Seconder, which is expected to initiate its own disciplinary procedures on evidence
provided by UCL.
12.2
In cases of misconduct or poor performance by the Secondee, UCL reserves the
right to terminate the secondment forthwith if, following investigation, it is found that
the Secondee has failed to uphold the standards of conduct and performance set
by UCL. The decision to terminate the secondment will be discussed with the
Seconder and will be supported by a written statement from UCL to the Seconder
providing the reasons for the cessation of the secondment.
12.3
The secondment to UCL does not constitute employment per se and the Secondee
will not be entitled to any form of payment on its cessation.
13
Grievance
13.1
Similarly, if a Secondee has a grievance, it shall be raised with the Seconder’s
Principal Educational Psychologist in the first instance, who will then consult with
the Director, Educational Psychology Group and the Head of the Department of
Psychology. If the matter is not resolved it shall be pursued using the Seconder’s
procedures.
14
Notice Period
14.1
The secondment may be terminated at any time by either party upon the provision
of three months’ notice to the other party, unless otherwise stated in the relevant
section of this contract. UCL reserves the right to terminate this contract forthwith
should the Seconder or Secondee fail to comply with the provisions of the
paragraphs on ‘Conduct and Performance’ and ‘Confidentiality’ of this contract.
15
Variation
15.1
This contract may be varied with the agreement of UCL, the Seconder and the
Secondee.
This contract is signed and agreed by the three parties named below:
Signed for and on behalf of UCL by:
Name:
Signature:
Title:
Date:
Signed by an Authorised Signatory for and on behalf of the Seconder:
Name:
Signature:
Title:
Date:
Signed by the Secondee:
Signature:
Date: