PRACTICE OBSERVER’S ASSESSMENT REPORT
PQ Student Number (please obtain from student):
Date of Observation of Practice: 18/2/10
Practice achieved the required standard in the following domains
(Please insert Yes, No or Insufficient Opportunity):
A
YES
B
YES
Values Requirements met (Please insert Pass, Fail or No Opportunity):
1
Pass
2
Pass
3
Pass
Name of person undertaking observation: JS
Observer’s Contact Details:
Greenband
Redstroke.
BA24 3HR
012--- ----I confirm that the PQ Student obtained consent for this
observation from the Learner.
Signed (Observer):JS
Date: 18/02.10
The report should follow the structure provided on the
following pages and should be finalised after discussion with
the PQ student. Please anonymise all learner and PQ student
details so as to support our anonymous marking policy.
Practice Observers should be suitably qualified or experienced
in practice education of social workers or equivalent. If in doubt
about the suitability of an individual, please consult your agency
training section in the first instance.
Please note that there is potential confusion of terminology in
this piece of work. We are using the term ‘Observer’ to refer to
the person who is observing the student undertaking the
Practice Education unit. We have used the term ‘PQ Student’
to refer to the person whose practice is observed, and ‘Learner’
as the person with whom the PQ student is working.
1.
The Observer is asked to observe and assess the chosen session,
addressing each Practice and Values Requirement specified for the
assessment task and report on how the PQ student met these during
the observed session:
PRACTICE REQUIREMENTS
COMMENTS
PQ students are required to demonstrate their ability to Contribute to the
professional development of others. To do so, they must show competence in
three areas (or ‘domains’), the first two of which (A & B) are addressed in the
observed session, as set out below. Examples of activities that may be
undertaken to demonstrate each requirement are listed under the headings A &
B. Not all these activities need to be undertaken, but practice observers should
assure themselves that a sufficient range of competence has been demonstrated
for each domain to have been met (A & B). Practice observers should comment
on those activities that apply (and write N/A against those that don’t). Evidence
may be used from discussion with the PQ student before and after the
observation, as well as from the observation itself.
A: Organise opportunities for learning
Please make brief comments on how
these competences were met, using
evidence from your observation and
from discussions with the PQ student.
1.
Create an environment conducive
to demonstration of learning.
PQS suggested that the observation
should take place in a smaller office
rather than the large room that was
also available; creating a more
relaxed environment. She ensured
that everyone had a drink and began
by talking casually on a variety of
topics before commencing the
feedback on the previous days direct
observation with L.
2.
Negotiate and arrange the
necessary resources and learning
opportunities.
PQS had ensured L received a
thorough induction and has arranged
a wide variety of work opportunities.
She has encouraged her to shadow
and co-work with multi-disciplinary
colleagues. She told L how much
colleagues enjoy working with her as
she brings fresh ideas to practice.
3.
Work openly and co-operatively
with all concerned.
PQS as L’s practice assessor has
sole responsibility for L’s learning but
has involved a wide range of
colleagues to enhance the learning
opportunities.
4.
Co-ordinate the work of all
contributors and brief them
PQS has ensured that the wider team
members are aware of L’s learning
needs and she had prepared the
appropriately.
5.
team appropriately before the
placement began.
Monitor the continuing suitability of PQS monitors L’s on-going learning
the learning environment.
needs through planned and ad hoc
supervision. This has included L coworking complex cases.
Any other comments
B. Enable learning and professional
development in practice
1.
Establish an effective working
relationship with the learner(s).
PQS and L. clearly had an excellent
relationship they shared humour
appropriately when discussing the
problems of arranging the direct
observation.
They were able to discuss difficulties
openly and PQS was able to
acknowledge if she didn’t have an
answer to a problem saying, ‘we’ll ask
O afterwards’; this created a sense of
sharing and joint learning.
2.
Identify, manage and review any
particular needs of the learner(s).
PQS was very aware that L’s
confidence had received a knock
having failed a written assignment.
She therefore made sure that she
gave clear and detailed positive
feedback that enabled L. to
understand her strengths in practice.
She then went on to discuss learning
points in a positive and supportive
way.
3.
Take account of individual learning PQS like L. has dyslexia and is able
styles, needs, prior achievements, to empathise and make practical
knowledge and skills.
suggestions about how this can be
supported in the placement. She has
shown L. how to set up the email
system so that it automatically spell
checks her emails and the support
staff both type and proof read
documents.
During L’s induction PQS had
arranged for L to familiarise herself
with total communication and
acknowledged L’s prior learning in
signing as being very useful in her
current placement.
She acknowledged the range of skills
that L had used in the direct
observation and her calmness in
dealing with the unexpected crisis
situation.
4.
Make judgements about meeting
learners’ needs, within appropriate
resources and required learning
outcomes.
PQS was clear that L was meeting
both her occupational standards. She
discussed anti-oppressive practice
and the value statements met within
the observation and wider work being
undertaken.
5.
Identify learners’ responsibilities
within the learning process.
PQS encouraged L to identify which
key roles she thought she had met
through her direct observation and
how she had met them.
6.
Agree how the learning is to be
reviewed.
7.
Advise and support learners with
regard to managing their own
learning.
Advised L about where she could go
to obtain information she needed.
Any other comments
VALUES REQUIREMENTS
COMMENTS
1.
PQS made clear that she understood
both the power imbalance inherent in
the roles of student and assessor and
how she would seek to empower L.
whilst acknowledging her assessment
role and the need protect service
users from poor practice.
Identify and question own values
and prejudices, the use of
authority and power in the
assessment/supervision/mentoring
relationship, and recognise and
act upon the implications for their
practice in supporting and
assessing learning.
PQS shared her own learning
difficulties with L. and what this had
meant when she was a student. She
also encouraged L. to share in
evaluating the learning achieved in
the direct observation.
2.
Respect and value the uniqueness PQS was able to discuss L’s past
and diversity of learners and their
experiences and how she had drawn
circumstances, recognise and
on this to support the service user.
build on their strengths, taking
account of individual learning
styles.
3.
Assess and support learning in a
When PQS fed back learning points
manner that does not stigmatise,
disadvantage or discriminate
against individuals, ensures
equality of opportunity, and
counters unjustifiable
discrimination in ways appropriate
to situation and role.
she did so respectfully.
She has also made sure that L. is
supported in her report writing and
distinguished between the problems
encountered because of L’s dyslexia
and L’s ability to know what, when
and how she should record which she
praised.
1. The Observer is asked to comment on the overall quality of the
session, taking account of discussions with the learner.
PQS acknowledge that she was nervous and so had made clear written notes in
the format that will provide the written feedback with particular points highlighted.
Although feeling nervous PQS took time to put L. at ease making sure she had a
drink and talked about general issues first.
PQS began with positive praise for the way that L. had dealt with a difficult crisis
situation and the negotiation that she had undertaken to ensure the visit could go
ahead.
PQS was clear about the skills L. had used; particularly about the way she had
structured the interview in a way that allowed the service user space to express
her distress and concerns whilst being able to draw her back to what needed to
be done.
PQS was also clear about the values L. has displayed even when she had
needed to explain to the service user that she would be arrested should her
behaviour re-occur.
She praised L. for the way that she had handled the emotional content of the
meeting and her use of self.
She affirmed that L. had demonstrated her use of theory in a number of ways
discussing the exchange model of communication and how L. had remained
person-centered throughout.
At one point PQS noticed L. becoming distressed and dealt with this sensitively
offering to take a break and suggested that they make a drink? However when L.
wished to continue PQS did not make an issue of this and continued quite
naturally with the feedback.
PQS acknowledged subsequently that she had momentarily touched L’s arm
when she had become distressed and remembered when a student herself she
had been told that such touch was inappropriate. We discussed whether this was
inappropriate but agreed that human touch can be important when some one is
distressed providing it is not unwelcome.
PQS explored L’s work with the service user in a broader context considering
health and safety issues around violence and the importance of sharing
knowledge to keep colleagues safe and the importance of accurate and timely
record keeping all of which L. had undertaken following the visit.
Throughout the session PQS provided examples of how L. had demonstrated
good practice which provided a good basis for future learning.
L found PQS clarity particularly helpful and felt that she is always able to follow
what PQS is saying.
She finds that PQS is able to help her reflect on her practice and puts her at ease
during discussions always making her feel that her opinions are valued.
2. The Observer is asked to summarise specific learning points and
areas for development arising out of the observation.
Due to the nerves that PQS was feeling she spoke quite quickly which could have
made it difficult for the learner to follow if they were equally nervous.
PQS suggested that L might like to identify the Key Roles achieved but still went
on to do most of this her-self. Perhaps agreeing to take this in turns might be a
good way of sharing power and learning.
4.
PQ student’s self-evaluation.
LEARNING POINTS AND AREAS FOR DEVELOPMENT:
I have learned from the feedback given to me that I have some things I do
well, as well as other areas I need to continue to develop in.
I was pleased to read in regards to my feedback to the student, that it was
clear and that the notes I had prepared before the meeting, made sure I was
aware of each stage I was at throughout the meeting. This has taught me to
always prepare detailed notes before feeding back any information,
regardless of the setting, as it helped me to remain focused and not loose
my way. Therefore, I felt I had a clear beginning, middle and end to the
meeting, without leaving out any important information.
I found it useful to know I was able to put the student at ease, even though I
was very nervous myself.
During my direct observation I learned that I could think on my feet while
being observed when the student became distressed, which I am used to
doing with service users and carers. However, I have not had a lot of
experience of professionals or colleagues getting upset in a formal
meeting.
I was not aware at the time of my direct observation that I was speacking
fast (I was aware of my nervousness). Therefore, I need to be aware in
future of the speed at which I am speaking, slowing my speech down when
feeling nervous. I also need to think about incorporating periods of silence
to slow down my talking and allow the learner to digest the information I am
sharing. As well as allowing more space for the student to make comments
during the feedback.
I was aware that during the feedback I said that the learner and I would go
through the key roles together. After the event, I realised that I took over
and gave all my thought in relation to key roles that had been met by the
student, not allowing the student to express her thoughts. Therefore,
instead of sharing suggestions and allowing the student to express her
thoughts on this subject, I did not share the balance of power equitably
between us. In future I need to think about what I have said , to reflect in
the moment and keep to the suggestions I make. I also need to share
responsibility of highlighting issues/points to share the balance of power
with the learner.
Comments on the Observer’s Feedback
I was very happy with the feedback provided. It was clear and easy to follow. It
has assisted me to reflect on my practice as an assessor and supervisor. It has
enabled me to look at the positive areas in my practice as a supervisor/observer,
which in turn has provided me with more confidence within my role.
The feedback highlighted my own social work values. I also liked the way the
observer confirmed that I could point out to the student, her use of social work
values in her practice.
I was pleased that the feedback was able to inform me of areas where I need to
develop further. It highlighted part of my practice of which I was unaware ie
that I needed to slow my speech down when nervous .These pointers enable me
to focus on these areas required to improve my professional development.
I was also pleased that the observer got her written report back to me shortly
after the observation took place. This meant the observation was still fresh in my
mind, making reflection an easier and natural process for me.
I am the senior social worker in a Community Team for Adults with a Learning
Disability. I have been in my current role since January 26th 2009. Before
this date I was a social worker in the Older Persons Mental Health Team
working for the partnership. To complete the Practice Educators module I
took on a third year social work student on placement from X University for
the period of one hundred days.
The student is a white British female, divorced and has a statement of
Dyslexia, with myself also being a white British female, divorced with a
statement of dyslexia. However, this is where our similarities end. The
student is over ten years younger than me; she has experienced mental
health difficulties, which I have not.
I was seconded to do the social work course, while the student is doing it
directly . Therefore, she is also holding down a part time job, where as I was
paid by the Council throughout the course.
She has required a lot of emotional support and has had difficulty viewing me
as a professional she works with, appearing to view me more in parts as a
personal friend. She has invited me to her graduation, which I do not see as
appropriate for me to attend. This is very different from my value base, with
me liking to keep my working life very separate from my personal life.
I have also been able to recognize that although both the student and I both
have a statement of dyslexia, it affects us both in different ways, with us both
having different forms of abilities and strategies to cope with our disability.
I have completed two direct observations and written up the reports from the
direct observation, to go into the student’s portfolio. I have supervised the
student weekly while on placement. I have also written up the student’s
midway and final placement report.
With permission from the student, my observer who is a qualified social
worker and Practice Learning Development officer, observed me giving the
student verbal feedback on her first direct observation. I had observed the
student carryout a review, with a twenty-year-old white female who is the
perpetrator of domestic violence to her live in partner. The student required
the feedback to write up her reflection on the piece of work.
While I was being observed giving feedback to the student, she started to cry.
This took me by surprise, as I was giving positive feedback on her practice at
the time. However, after discussion with her, it became clear that was why
she was crying, as she was expecting negative views, due to a recent
experience at university where she had been bullied.
During the time the student was in tears, I offered the student to have a drink
and short break, which she declined. I later provided the student with a written
report of my observation of her work.