Valuing Freelancers: Supporting Off Site Practice Assessors to Provide Quality Practice Learning

Abstract

This study considers the conditions of service for freelance Off Site Practice Assessors and Teachers (OSPA/Ts) in England, who work with social work degree students during their practice learning experience, also known as placement. It analyses the current situation regarding the quality of practice learning opportunities in England relevant to this role and shows the findings of a small survey of freelance OSPA/Ts in the south west of England. The study identifies the issues to ensure this uniquely flexible role is robust enough to attract and retain OSPA/Ts and safeguard their continued quality.

The freelance OSPA/Ts in the project identified issues with their current circumstances and considered possible solutions, including model contracts for agencies and universities working with freelance OSPA/Ts, support networks for professional and academic development, standards for determining freelance OSPA/Ts, and accessible information to facilitate self-employed working.

An examination of the current systems in the UK for supporting and developing practice learning suggests that recognition of the professional value and requirement for continuing professional development for practice assessors and teachers would benefit freelance OSPA/Ts, but they require additional structures in place to challenge the isolation and insecurity of the role.

Keywords:

• Continuing Professional Development
• Practice Learning
• Practice Teaching
• Qualifying Training
• Teaching