Level 2 - Supervision should be seen as a learning process at the start with evidence that the student takes more responsibility for sharing in the process of supervision as the practice learning period progresses. One might expect a Level 2 student to require more guidance from the practice teacher regarding their learning and development though the student should be taking more responsibility for this as their practice learning period progresses. Level 3 - One would expect to see the student share in the responsibility for the supervision process from the outset and clearly demonstrate their ability to prepare for supervision. The student should be able to articulate their learning needs from the outset, drawing on feedback from their 1st Practice Learning Opportunity and objectives cited in their Individual Learning Plan. One would also expect to see the student critically analyse and reflect on their practice and learning. A more pro-active approach to learning and development should be evident. The student at level 3 should require less direction and be able to work more autonomously as the practice learning period progresses though still making use of supports and supervision as appropriate to the decisions they are making. In relation to knowledge, skills, values and AOP, it may be useful to consider research undertaken by Jenny Secker (1993) and findings which suggest that we might expect a more approach at Level 2 and a ‘fragmented’ more approach at Level 3. Alongside this we already have some useful documents as enclosed, i.e., ‘integrated’ of Differential for Levels of Practice Learning” and for Tuning In for Level 2 and “Statements “Guidelines Level 3 Students”. Therefore information here should be read in conjunction with these two documents. Positive and Negative Indicators of Progression to Competence
Level 2 - Supervision should be seen as a learning process at the start with evidence that the student takes more responsibility for sharing in the process of supervision as the practice learning period progresses. One might expect a Level 2 student to require more guidance from the practice teacher regarding their learning and development though the student should be taking more responsibility for this as their practice learning period progresses. Level 3 - One would expect to see the student share in the responsibility for the supervision process from the outset and clearly demonstrate their ability to prepare for supervision. The student should be able to articulate their learning needs from the outset, drawing on feedback from their 1st Practice Learning Opportunity and objectives cited in their Individual Learning Plan. One would also expect to see the student critically analyse and reflect on their practice and learning. A more pro-active approach to learning and development should be evident. The student at level 3 should require less direction and be able to work more autonomously as the practice learning period progresses though still making use of supports and supervision as appropriate to the decisions they are making. In relation to knowledge, skills, values and AOP, it may be useful to consider research undertaken by Jenny Secker (1993) and findings which suggest that we might expect a more ‘fragmented’ approach at Level 2 and a more ‘integrated’ approach at Level 3. Alongside this we already have some useful documents as enclosed, i.e., “Statements of Differential for Levels of Practice Learning” and “Guidelines for Tuning In for Level 2 and Level 3 Students”. Therefore information here should be read in conjunction with these two documents. Positive and Negative Indicators of Progression to Competence
appendix-13-progression-to-competence-differentials-statements.docx