Sarah Williams & Lynne Rutter 
The Practice Educator′s Handbook 

Practice education has never had a more important role in the development and delivery of quality social work practice. Updated to include the BASW refreshed (2019) Practice Educator Professional Standards, this Fifth Edition provides step-by-step guidance and support to those undertaking practice educator awards and to those new to the practice education role.

Table of Content

Chapter 1: Practice educators and work-based learning

Part One Domain A: Work with others to organise an effective working environment

Chapter 2: Managing learning: taking a partnership approach

Chapter 3: Effective planning and preparation (Element 1)

Chapter 4: Organising learning (Elements 2–7)

Part Two Domain B: Teaching, facilitating and supporting learning and professional development in practice

Chapter 5: Understanding learners

Chapter 6: Developing learning objectives

Chapter 7: Considering learning theories

Chapter 8: Designing learning opportunities

Part Three Domain C: Manage the fair and transparent assessment of students in practice

Chapter 9: Understanding the assessment of social work practice

Chapter 10: The assessment process

Chapter 11: Assessment methods and their use in the workplace

Part Four: Applying learning from Domains A–C to address challenging practice situations

Chapter 12: Applying learning from Domains A–C to develop an effective supervisory relationship

Chapter 13: Applying learning from Domains A–C to support the development of resilience in learners

Chapter 14: Applying learning from Domains A–C when working in marginal or failing placements

Part 5 Domain D: Developing knowledge and continuing performance as a practice educator

Chapter 15: Continuing learning and development

About the author

Lynne specialises in professional educational development within post-qualifying (PQ) and continuing professional development (CPD) programmes at the National Centre for Post Qualifying Social Work and Professional Practice at Bournemouth University. Here she has helped design and develop a number of units for both health and social care markets. She facilitates learning about critical thinking, professional reasoning and judgement, evidencing professional learning, leading and enabling others, and service improvement methodology. Lynne’s professional and research interests focus on the nature and development of professional reasoning and judgement, and her Professional Doctorate has helped create a unique set of assessment criteria for their development and evaluation within academic written work.