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4 This handbook is intended to be a continuing dialogue between the College and the professional practice setting. Its aim is to guide Line Managers in undertaking their part in the student learning process. Changes are continually being made to it as a result of feedback from line managers, supervisors and assessors. There are four assessment headings that can be found under the title page The Line Manager s Assessment and the Assessment Process (Organisation of content under Assessment Criteria) under which you are asked to write your end of level assessment. We are concerned with the students learning and development as a practitioner and regard the Line Manager's assessment/statement as an important part of the student academic record. We are aware that you need clear and concise information and have tried to make this handbook readable. However, if you need further clarification or have suggestions for ways in which we can improve the handbook, please let us know. The College is fully aware of the necessity to maintain communication and connection with the agencies and organisations in which students undertake professional practice and will always be very pleased to discuss any mattes or issues in relationship to this. More support is offered through the Reflective Practice Workshops held by the College and a new Masters level 7 offering a professional supervision qualification called Professional Studies in Supervision. We feel that the recognised and accredited professional training offers an excellent opportunity for you, as Line Management supervisors, to meet other Line Managers and Non-Managerial Supervisors and provides valuable professional support. The schedule for workshops to take place during the current academic year will be made known as soon as possible. Travel expenses are reimbursed and refreshments and lunch are provided for the workshop days. At the back of the handbook you will find a Line Manager's Evaluation form. We would be grateful if, at the end of the level, you could take some time to complete the form and return it as part of your end of level assessment pack to College.

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9 In order to develop as Informal Educators, students require a range of opportunities to apply and test their understandings of, and practice in, the central professional competencies. This requires continual engagement in Informal Education youth work settings. Students on the Undergraduate Degree/BA(Hons) Informal Education (Youth Work and Community Learning & Development) College based programme undertake 480 hours of professional practice at each level. This includes 360 hours of face-to-face practice. Professional practice, study visits and practical assignments provide students with opportunities to develop their understanding of the nature of informal and community education and their competence to facilitate and deliver the same. Additionally, as part of the overall 360 hours of practice students are also required to complete 75 hours of alternative practice, either working in a different practice setting from their normal work or focusing on alternative work practice within their own practice setting. During their professional practice, students are primarily concerned with their own learning. This distinguishes them from the other workers in the setting whose focus is on learners/clients. Thus, while students work with learners/clients, they do not do so as workers, but as students. In order to fulfil their learning objectives, students need to involve themselves in the work of the agency/organisation. However, they should not undertake work as part of the organisation's programme which involves them in substantial or continuing responsibility. It is important that agencies/organisations do not regard students as merely extra members of staff. For all this, students are expected to operate within the management structures, policies and practices of their agency/organisation. In their involvement in the organisation they are accountable to the Line Manager. This has a number of important implications for students: 1. They must, from the outset, acquaint themselves with the organisation's structures, policies and practices. 2. They must keep their line-manager fully informed of their activities, seeking permission to undertake tasks as appropriate. Students should be prepared to take advantage of the normal processes of managerial supervision including attendance at staff meetings.

10 3. They must abide by any rules and policies of the agency/organisation. This may have implications for the way they work and communicate. It will have implications for any work undertaken in the neighbourhood or contact with other agencies, where the student is identified with their agency. If there is a general expectation that staff should undertake duties after the session, such as attending short staff meetings, the students (at the discretion of the manager) should attend 4. They are expected to undertake ongoing work with individuals and groups. 5. They must at all times adhere to professional standards in their conduct and practice, within and outside sessions. 6. The manager of the organisation provides a setting in which the student can learn. The student is required to work within the management structures, policies and practices of the agency/organisation. Students should note that managers are required to fulfil their responsibility to inform the College should a student's attendance be irregular; or if students do not conduct themselves in a manner appropriate to professional youth and community work; or if there are any other significant causes for concern.

11 At level four students focus on developing their face-to-face practice. The student will: make contact; develop working relationships with individuals and groups; understand the self in action; understand the setting of the work, including the organisation's structure and management and the community in which it is set; and understand the work task. In order to achieve the above, students are expected to: work with young people; observe; keep regular recordings; and explore their work with supervisors and in College sessions. The focus of the professional practice remains the same as level 4. Whilst the student will have the same aims in mind, the work done in furthering these aims will be appropriate to the more advanced level they have reached in the programme. LEVEL 6 The focus at this level is centred on developing a critical understanding of face-to-face practice to the advanced level they have reached on the course. The student will: make contact; develop working relationships with individuals and groups; critically understand the self in action

12 understand and critically engage with the setting of the work, including the organisation s structure and management and the community in which it is set; and understand and critically engage with the work task.

13 Students at all levels are required to identify and establish their professional practice setting. The College holds a list of suitable professional practice settings which are open for all students to use and can be obtained on request from the Administrator for Supervision/Professional Practice. Students are required to demonstrate to the College how the proposed setting meets the College specification. It should therefore be demonstrated that the setting: has an appropriate client base 180 face to face hours with young people aged years of age 90 hours working in a context in which there is a commitment to fostering community learning and development 75 hours working and/or observing in an alternative practice setting uses a suitable range of working methods will provide opportunity for students to complete 360 hours of face-to-face professional practice provides proper opportunities to undertake assessed work has sound managerial support. In particular students must identify the manager who will be responsible for their work and that must be competent and in a position to assess practice. The line manager should normally: a. hold a qualification relevant to the field b. have substantial experience of informal and community education c. have good access to the student s practice d. not be a current YMCA George Williams College student e. be willing and prepared to offer the recommended number of line management sessions and to submit assessments Students at all levels are required to establish a Confirmation of Professional Practice Contract with the Line Manager, once the practice setting has been established.

14 The Confirmation of Professional Practice Contract shall detail: the schedule to be worked; the nature of managerial support, the role of the line manager, including the nature of management support for their student(s) in practice and agreement to provide the student(s) assessments at the appropriate times. the role of the student, any specific expectations the student has of the agency/organisation, any specific expectations the agency/organisation has of the student, the nature of the work, the client groups to be worked with, the relationship of the agency s work to the research tasks to be undertaken. The registration of professional practice is a programme requirement. If the student does not submit a Confirmation of Professional Practice Contract by the appropriate due date, any hours of professional practice completed before the confirmation is received will not be recognised. The confirmation should be submitted to College by the due date indicated on the student s course calendar, which is usually at the end of week 6 of the first term of the respective level of the programme. Failure by students to submit a confirmation by the date of the first term break may result in them being withdrawn from the programme. In addition to the confirmation of professional practice, the College requires evidence of a valid Disclosure and Barring Service (DBS) check for all new and returning students. Again, failure to provide this information by the date of the first term break may result in the student being withdrawn. Once established students will organise and carry out 480 hours of professional practice at each level. At least 360 hours will be face to face sessions; the remaining time is allocated for practical and research assignments related to the programme. This will include preparing for, and undertaking and recording supervision, preparation and recording of practice and study groups. Full-time students are not normally expected to undertake work which involves them in substantial responsibility for the organisation s programme, other than what is necessary to complete their task as learners. Students must keep the manager of the agency/organisation informed of their programme of work and must obtain the manager s agreement to the same. Line Managers are recommended to provide at least 8 line management supervision sessions each year, for full time students and 12 sessions for distance learning students and to complete the assessments required by the College by the appropriate due dates.

15 In addition, students may need to undertake some work in other settings in order to meet programme requirements. However, they should not normally organise their professional practice in more than two agencies during a level. The College s position regarding insurance cover whilst the student is at the professional practice is: All actions arising out of the College brief on professional practice are covered by the YMCA George Williams College insurance in respect of legal liability. Students must be able to demonstrate that what they did was reasonably within their role and competence. If a line manager asks a student to carry out an activity that is not within the student brief but which the line manager thinks is essential in their role of student then the student must carry it out if it is within their competence Students should not be asked to undertake duties that involve them in covering the costs involved.

16 Managers will need to recognise that the student is present as a student and not as a worker. The students' task is to learn and they should not be expected to undertake work as part of the organisation's programme that involves them in substantial responsibility. However, in order to fulfil their learning objectives, students will need to involve themselves in the work of the organisation. It is recommended that Line Managers try to arrange to meet with their students for approximately 8 supervision sessions per level, at regular intervals to review and develop work programmes, with students on the full time programme and for 12 sessions with students on the distance learning programme. Such sessions not only provide an opportunity for learning but are necessary if students are to gain full benefit from the programme. The Line Manager is responsible for informing the College should the student not conduct themselves in a manner appropriate to professional practice; or if there are substantial causes for concern. The manager will be asked at the end of the professional practice period to write an assessment of the student's work. Details regarding this are laid out in the section on assessment. As the nominated Line Manager responsible for the student in the organisation, you should not normally be in the dual role of also being a student, currently studying on any of the Undergraduate programmes at the YMCA George Williams College.

17 It is the responsibility of Supervisors, Line Managers and Tutors to register concern about student's performance with the Programme Committee. Concern is taken to mean: failure to meet Programme Requirements; this includes regular and agreed sessions of attendance at the practice setting. The student is required to complete 360 hours of face-to-face work with the appropriate client groups for each level of their full time study inability to use the Programme for learning serious failures of professional judgement on the part of the student significant weakness in particular areas of professional practice. Line Managers who have concerns about a student s performance should register them promptly by contacting either the Tutor or the Administrator for Professional Practice, so that early action may be taken. If necessary these concerns will need to be put into writing and be sent to the Full Time Programme Committee or the Distance Learning Programme Committee at the College, via the Administrator for Professional Practice. Students must be informed of any intention to inform the respective Programme Committees of concerns about the student or their practice. The College reserves the right to inform the agency/organisation s nominated Line Manager of any occurrence of professional misconduct or malpractice that comes to light during the student s time at the College. Should this course of action be undertaken, the College will also notify the student.

18 Students are required to manage working relationships with a variety of people whilst undertaking the programme, including their interaction with Line Managers. It is important that managers have some appreciation of the roles that these different people play and the boundaries of these roles. There are four key people with whom students have working relationships: The Supervisor The Line Manager The Course Tutor The Programme Organiser Supervisors: are not directly connected with the organisations in which the students work. They are appointed and employed by the College. The focus of supervision is students' professional practice. Supervisors write assessments of students learning. Line Managers: through a normal process of managerial supervision, contribute to professional development and provide an appropriate policy framework. They provide an assessment concerning the student's performance as a practitioner. The Course Tutor: is the key point of reference on all issues connected to the practice setting. The Full Time Programme Organiser: is the key point of reference on issues related to the operation of the full time programme and is responsible for the administration of the programme and acts on behalf of the Programme Committee. The Distance Learning Programme Organiser: is the key point of reference on issues related to the operation of the distance learning programme and is responsible for the administration of the programme and acts on behalf of the Programme Committee. The Professional Practice Administrator: is the first point of contact for line managers on issues relating to the administration of professional practice and should be contacted if any changes occur to the details of students professional practice.

19 Every attempt is made to place students at the centre of relationships with the above. It is the student who must take responsibility for their own learning and work. The student is the only person who can be in possession of all the information about themselves at any one time. The student is the College's client and hence the College's primary working relationship is with them. Tutors and Supervisors do not communicate with each other about students, nor do they discuss students with Line Managers. This is because of the concern to provide a framework which cultivates professionalism and which enables students to take responsibility for their own learning (appropriate professional triangulation). Line Managers communicate directly with the student as their role requires. The main communication with the College concerning the student is the Line Manager's assessment. Line Mangers may also want to talk to the Course Tutor or the Programme Organisers or one of the other full-time Tutors about general matters relating to the programme, or about their own role in managing the student or in writing the assessment. However, given the fact that it is the student who is the College's client, the Course Tutor, Programme Organisers and Tutors are not in a position to discuss particular aspects of a student's performance. The College does recognise that agencies/organisations do sponsor students to study. Moreover, it is likely that they will want to be made aware of the students progress, given their investment. In these circumstances the College recommends the student and the sponsoring agency come to a confidential agreement for monitoring the students progress. It should be noted therefore that individual student results from the Board of Examiners at all levels of the Programme (including any deferral, sit, resit or repeat conditions attached to the results) will be made available to sponsoring agencies and/or line managers and supervisors, after the student has received their results The Programme focuses on students, as adults, taking responsibility for their own learning. As such they are at the centre of the relationship with their tutor, line manager and supervisor. The supervisor, line-manager and tutor do not usually communicate with one another about student practice/progress. In exceptional circumstances the college will contact the agency about the student but only after all avenues of communication with the student have been exhausted. Line Managers' central source of information about student progress is the student. They are the only people who are in full possession of all the information at any one time. We would suggest that students' experience of, and progress in, the programme forms a regular item on any Line Manager's agenda.

20 It can be seen from the above, that communication about students goes via students. They are seen as responsible for communicating appropriately with Line Managers, Supervisors, Tutors, Course Tutor and the Programme Committees (via the Programme Organisers).

21 At level 4 and level 5, the programme is structured around an exploration of what it is to be a reflective practitioner of informal education when: working with individuals; working with groups; working within communities; working in and with organisations. At level 6 the programme is centred more around the development of a critical understanding of informal and community education, which should provide students with a framework in which to analyse practice.

22 This section discusses the function and production of assessments. A lot of every day self evaluation might be relatively straightforward. We may say 'That was a good job' or, 'I could do better if I...' The assessments and evaluations that take place in professional discussions (for that is what line management is) are a structured form of asking the same type of things. Every time we identify the need to develop a particular skill we have, implicitly or explicitly, made an assessment of the kind; 'My work would be better if...'. Assessment is reflection after the event in consideration of the direction of future practice. The manager's assessment explicitly names and declares what has been assessed in writing (in order that it might provide evidence). The Line Manager's assessment is one of the documents considered by the Board of Examiners when it makes decisions about qualification and progress through the programmes. While in theory it is no more important than the other documents the Board considers, in practice it represents the views of someone who has spent many hours working individually with the student and who has direct insight into student's practice. It is helpful to remember what the Board of Examiners does. It confers a licence to practice as a professional and as a consequence it makes statements about what is an acceptable standard of practice and what is not. Put another way, it has a duty to care for the profession as a whole. Your assessment is a part of this gate-keeping exercise. In the writing of the assessment the Line Manager is involved in cataloguing their professional judgements in a clear, explicit manner. A professional judgement is more than a mere opinion; it is an opinion supported by evidence drawn from practice. As the assessment is written it is a permanent record of professional judgement, and as such a definite commitment to the same. To this extent it may be thought of as a quasilegal document. To provide a common framework for assessment we have developed a set of criteria to which the student, the Line Manager and supervisor adhere. These allow participants to both focus on particular areas and to attend to the overall professional capacity of the student.

23 As indicated above, any statement you make about the student, needs to be supported by evidence. It is therefore very important that evidence is as precise and as concrete as possible and that the situation is made clear. This is more than asserting that the student has learnt a particular skill or is able to do something. Indeed, it sometimes happens that when we search for evidence it becomes apparent to us that either they have not learned or we do not know whether they have learnt or not. Overall the Line Manager s assessment should provide a concise analysis of the student s performance and learning, within the placement setting, as a practitioner in training. It may be helpful to include an emphasis on areas that the student might work on in the future, with the aim of developing their practice and/or enhancing their learning, knowledge, skills and awareness. The assessments are required to be in with the College by a due date. This is set out at the beginning of the handbook under term and key dates. The College believes it is important to adhere to these dates, both for the efficient progress of the student but also to provide a model of disciplined and efficient management/professional practice. You must let the student have a final copy of your assessment at least three working days before the date that they have to present the assessment package to the College. It is then the responsibility of the student to lodge the documents with the College together with any additional notes. What follows are some general notes concerning the layout and shape of the Line Manager's assessment. You may think our requests are rather formal but they promote consistency, equality of opportunity and help the Board of Examiners reach fair and accurate conclusions. Heading: Please write at the beginning; PRIVATE AND CONFIDENTIAL TO THE STUDENT, LINE MANAGER AND MEMBERS OF THE BOARD OF EXAMINERS College assessments usually have this written in the right hand corner of the top sheet Please head the assessment: LINE MANAGER'S ASSESSMENT - (DATE)

24 STUDENT: (NAME) LINE MANAGER: (NAME) The opening paragraph should make clear the status of the document. For example, it should make clear the organisational relationship, and any organisational changes (changes of manager, of the job being undertaken and so on): Line Managers, students and supervisors are required to write their assessments according to the structure of the assessment criteria. This is to ensure uniformity, equality of opportunity and to help the Board of Examiners carry out its task more effectively. We have detailed the learning outcomes for informal and community education (Index of Evidence) and enclosed a copy with this handbook that relates to your student(s). Whilst you are writing your assessments to the four headings, we would also ask you to consider commenting on any of the learning outcomes you feel might be appropriate under any individual heading. The focus of your assessment should be the identification of the student s learning through their professional practice. This learning will become evident to the student and the line manager in their changed behaviour or thinking. The noticing of this change informs the line manager of what can be written in the assessment. You are asked to shape your assessment around the four headings given below. a) The students learning with regard to what is important to them (their attitudes, values or beliefs) in relation to making professional judgements as an informal educator. (For example What has the student learnt, how have they changed and why would that be significant to them? What evidence have they provided in support of this?) b) The students learning about themselves from participation in supervision sessions at this level. (For example What has the student learnt, how have they changed and why would that be significant to them? What evidence have they provided in support of this?) c) The students learning from significant professional and academic experiences at this level. (For example What has the student learnt, how have they changed and why would that be significant to them? What evidence have they provided in support of this?) The final section of the assessment should critically explore and reflect on:

25 d) How the students future practice will be affected by this learning. (For example How will the students future practice change in the light of their learning? What further development is needed?) At the end, of the assessment you should include any emphases for the future. This can be very helpful for the student. If the student does not agree with specific points, they may write a letter of disagreement on a separate sheet. This is then appended to the relevant assessment or statement which also must contain a note, signed by the student, stating that the document is appended. A copy of the letter must be given to the writer of the assessment/statement. Any letters of disagreement must be lodged with the College by the due date or within three working days of the student receiving the assessment or statement, if it has been acquired after the due date. Please write on A4 paper, one side only, in black ink or preferably typed (to ease photocopying problems). Do not staple pages together and please leave good margins on each side of the page.

26 For Line Managers with students at level 4 of the programme, you are only asked to provide the Statement of Student Learning and Attendance by completing the first copies of appendix 1 (Interim Level 4: Attendance at Line Management Supervision & Face to Face Sessions) and appendix 2 (Interim Level 4: The Student as a Professional Practitioner) only. Please detail the number of line management supervision sessions conducted since the start of the level. Any substantial interruptions (other than course breaks) or any mitigating circumstances for absence should be noted. These documents should be signed and dated and then given to the student by the appropriate due date. The second copies of appendix 1 and 2 will require completion at the end of the level and will need to be attached to your main assessment document. Please ensure that you have signed and dated your assessment and both appendices. The student must also sign and date the assessment and the two appendices to indicate that they have seen them.

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