|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||20|
To provide students with opportunities to observe and work alongside fully qualified Educational Psychologists in Local Authority (Children’s Services) settings;
To experience professional supervision and coaching and begin to develop requisite skills for professional practice and reflection.
The portfolio should show that over the course of the placement the TEP has gained understanding about how to:
Establish the requirements for and benefits of the services of an educational psychologist;
Establish, develop and maintain good professional relationships with clients;
Plan, deliver, monitor and evaluate appropriate services;
Demonstrate a critical and ethical stance toward their professional work; and to
Evidence (using the Core Competency Framework) and reflect on learning through the achievement of professional competence.
This practice placement portfolio requires students to show that they have considered how they have undertaken, reflected on and reported the early stages of the development of their professional practice. In doing so, a student will need to demonstrate a critical awareness of ethical professional issues. This will involve analysing and evidencing how professional involvement was formulated, negotiated and undertaken. Students will also be expected to summarise the evidence of the development of their professional competence with reference to the framework of competency derived from the BPS’ draft National Occupational Standards.
|Guided Independent Study||Assessment preparation and completion||1||80:00||80:00||N/A|
|Placement/Study Abroad||Employer-based learning||1||160:00||160:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||10||1:00||10:00||N/A|
|Guided Independent Study||Independent study||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Dissertation/project related supervision||10||1:00||10:00||Tutorial|
Rationale and relationship to learning outcomes: Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.
The format of resits will be determined by the Board of Examiners
Written formative and summative feedback is given to each student. Students are then required to indicate in the next portfolio how they have addressed points for development.
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.