Perspectives on Continuing Professional Development Programs

Moderator:

Leisa Askew, LCSW

Presenters:

Tim Brown, LCSW, ACSW
Chelsea Cooledge, BA, BSW, MSW, RSW
Abi Gaskins, MPA

Implementation of a Social Work Jurisprudence Exam in Texas

After a Sunset Commission review in 2005, the Texas State Board of Social Worker Examiners was required to develop and implement a jurisprudence exam. The process of development and implementation of the exam will be presented to attendees.

This presentation will present the British Columbia’s Continuing Professional Development (CDP) program, which is based on a self-directed, reflective learning and output model of planning and recording.

Hear about Colorado’s approach to continuing professional competency for social workers. This presentation will provide a brief overview of Colorado’s Continuing Professional Development (CPD) program, review the Professional Practice Rubric for social workers and look at Reflective Self-Assessment Tool (RSAT) forms utilized by other professions in Colorado.

Learning objectives:

At the conclusion of this presentation, attendees should be able to:

  1. Become familiar with Colorado’s Continuing Professional Development (CPD) program for social workers and the categories of acceptable professional development activities in which hours can be earned.
  2. Suggest two methods of developing a jurisprudence exam.

References:

Jurisprudence Exam – Texas Department of State Health Services
www.dshs.texas.gov/socialwork
https://www.dshs.texas.gov/socialwork/sw_Jurisprudence.shtm

Jurisprudence Exam – Colorado Department of Regulatory Agencies
https://www.colorado.gov/pacific/dora/Social_Work_Applications_Docs#LSW

Jurisprudence Exam – Oregon Board of Licensed Social Workers
http://www.oregon.gov/blsw/Pages/forms.aspx

Jurisprudence Exam – New Mexico Board of Social Work
http://www.rld.state.nm.us/boards/Social_Work_Forms_and_Applications.aspx

Development Milestones of a CDP Program in British Columbia

This presentation will present the British Columbia’s Continuing Professional Development program which is based on a self-directed, reflective learning and output model of planning and recording.

Learning objectives:

At the conclusion of this presentation, participants should be able to:

  1. Be familiar with the strengths and challenges of implementing a fair and effective professional development program for a unique profession in a vast and diverse geographical region.
  2. Review Colorado’s Professional Practice Rubric for social workers and several other Reflective Self-Assessment Tools (RSATs) and see how these self-assessment forms are used by Colorado licensees to create learning goals.

References:

AASW Australian Association of Social Workers (2006). Continuing Professional Education Policy. Retrieved from http://www.aasw.asn.au/document/item/89 on 20 February 2013.

HCPC Health Care Professions Council (2012). Standards for Continuing Professional Development.  Retrieved from http://www.hpc-uk.org/registrants/cpd/ on 18 February 2013.

Madden C.A. & Mitchell V.A. (1993). Professions, Standards and Competence: a survey of continuing education for the professions. Bristol: University of Bristol.

NASW National Association of Social Workers (2002). Standards for Continuing Professional Education. Retrieved from http://www.socialworkers.org/practice/standards/cont_professional_ed.asp#ce on 20 February 2013.

O’Sullivan, J. (2006). Continuing Professional Development. In R. Jones & F. Jenkins (Eds.) Developing the Allied Health Professional (pp. 1-20). Abingdon, UK: Radcliffe Publishing Ltd.

Peer Feedback guide: Adapted with permission from CRPNBC Peer Feedback: Learning from Each Other @ http://www.crpnbc.ca/wp-content/uploads/2011/11/CCP-Peer-Feed-back-web-2012.pdf

Colorado’s Approach to Continuing Professional Competency

Hear about Colorado’s approach to continuing professional competency for social workers.  This presentation will provide a brief overview of Colorado’s Continuing Professional Development (CPD) Program, review the Professional Practice Rubric for social workers and look at Reflective Self-Assessment Tool (RSAT) forms utilized by other professions in Colorado.

Learning objectives:

At the conclusion of this presentation, attendees should be able to:

  1. Become familiar with Colorado’s Continuing Professional Development (CPD) Program for social workers and the categories of acceptable Professional Development Activities in which hours can be earned.
  1. Review Colorado’s Professional Practice Rubric for social workers and several other Reflective Self-Assessment Tools (RSAT) and see how these self-assessment forms are used by Colorado licensees to create learning goals.

References:

Research basis for using a rubric to assess competency

Finocchio L J, Dower C M, McMahon T, Gragnola C M, and the Taskforce on Health Care Workforce Regulation. Reforming Health Care Workforce Regulation: Policy Considerations for the 21st Century. San Francisco, CA: Pew Health Professions Commission, December 1995.

Center for Creative Leadership  https://www.ccl.org/

Society for Human Resource Management https://www.shrm.org/

Association for Talent Development https://www.td.org/

Reference site for the Reflective Self-Assessment Tool (RSAT)

The Professional Practice Rubric for Colorado social workers can be found at https://www.colorado.gov/pacific/dora/Mental_Health_CPD_Forms.

References for choosing and how to use a Continuing Professional Development program

More information on the continuing professional development program for Colorado social workers can be found at https://www.colorado.gov/pacific/dora/Mental_Health_CPD.

Muijs, Daniel, and Geoff Lindsay. “Where are we at? An empirical study of levels and methods of evaluating continuing professional development.” British educational research journal 34.2 (2008): 195-211.

McArdle, Karen, and Ian McGowan. “Professional development through reflective inquiry.” Flexible Learning in Action: Case Study in Higher Education (2014): 61.

Panadero, Ernesto, and Margarida Romero. “To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy.” Assessment in Education: Principles, Policy & Practice 21.2 (2014): 133-148.

Young, Karen, Kimberley James, and Sue Noy. “Exploration of a Reflective Practice Rubric.” Asia-Pacific Journal of Cooperative Education 17.2 (2016): 135-147.

Roessger, Kevin M. “But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development.” Journal of Education and Work 28.1 (2015): 83-105.

Presenter information:

Tim Brown has an MSW from Baylor University. He is a Licensed Clinical Social Worker in the state of Texas. Tim is the associate chief social work at VA North Texas Health Care System. He is the chair/presiding officer of the Texas State Board of Social Worker Examiners and is the president-elect of ASWB.

Chelsea Cooledge, RSW, has worked with the British Columbia (BC) College of Social Workers since 2012 in the role of director of professional practice and she has recently been appointed to the position of registrar and CEO. During her time with the college, Chelsea has worked with a number of its committees, including taking a lead role in the implementation of the Continuing Professional Development program in BC in 2013 and is currently involved in the revision of the standards of practice. Chelsea has always had a passion for learning and is currently completing her Master of Law degree with a specialization in health law. Prior to her employment with the college, Chelsea worked in health care and was the co-chair of the regional Social Work Professional Practice Council and chair of the Education Committee within the hospital in which she worked, where she implemented the Older Adult Shared Work team. She continues to seek opportunities to engage in personal growth and to share her learnings with others.

Abi Gaskins, MPA, division wide programs manager, Colorado Department of Regulatory Agencies (DORA), manages division-wide programs in the Division of Professions and Occupations (DPO) for DORA, including continuing competency programs (social work, professional counselors, marriage and family therapy, addiction counselors, physical therapists, occupational therapy, podiatry, speech-language pathology, and electricians), the Healthcare Professions Profiling Program (HPPP), and the Professional Review of Health Care Providers Program. Previously, she was the compliance monitor for the Colorado Board of Examiners of Nursing Home Administrators, Colorado Dental Board, and the Colorado State Board of Veterinary Medicine. Abi earned her master’s degree in public administration from the University of Colorado at Denver.