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PeeQuality Assurance for dyslexia specialist 1:1 tutors
Janet Skinner, Chair of ADSHE QA working party
Devon and Cornwall ADSHE regional group
22nd November 2011
Supervision; the pilot
Overview
What is QA?Why bother?Background to pilotSelf-audit toolProfessional Peer Supervison pilotNext steps
2
What is QA?
No single model Different professions have
developed different models Often an assumption that
experienced specialists tutors do not need quality assurance or supervision
3
What is QA (contd)?
QA for dyslexia specialists often informal rather than formal
Way of evaluating practice and ensuring that all work is of best standard / CPD
Way of maintaining high professional standards
QA is accountable, transparent and consistent
4
Why bother?
Increasing professionalism Fits in with national initiatives Demonstrates that we are doing a
good job Demonstrates that dyslexia
specialists have effective ways of monitoring and quality assuring dyslexia support across HEIS.
5
Background to QA working party
Set up in June 2010 to build on work from Guidelines for QA
To research and benchmark existing QA procedures
To draft Code of Ethics To design self-audit tool for tutors &
institutions for CPD To introduce Professional Peer
Supervision(PPS)
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Members of QA working party
Shirley Dow (University of Essex) Mary Edelmann (freelance tutor) Janet Skinner, consultant assessor
and tutor (formerly University of Southampton)
Tanya Zybutz (Central School of Speech and Drama)
7
What has happened so far?
Disseminated to ADSHE membership in variety of ways
Series of workshops and consultation meetings
Version 10 of self-audit tool Presentation at conferences Self-audit tool & PPS pilots
8
Register
ADSHE plan to set up register of dyslexia specialist tutors
Hope to work collaboratively with other dyslexia professional bodies
Aim to integrate QA across sector
9
Register (contd)
Tutors commit to ADSHE principles & code of ethics Undertake self-audit and CPD on
regular basis Engage in PPS Tutors opt to go on register
10
ADSHE 7 principles
Multi-sensory learning Metacognition Modelling & monitoring Overlearning Relevance Little and often Motivation
11
ADSHE Code of Ethics
Our code ensures that members are committed to:
Maintaining high professional standards
Evaluating their practice Engaging in a self-determined
programme of CPD Respecting confidentiality of student
12
ADSHE Guidelines
Support agreed by student & tutor Students responsible for their own
learning: tutors as facilitators Individual differences Flexibility – changing priorities Specialist v generic support
13
Self-audit tool
Institutions to trial the tool and make comments for improvements
Starting point for tutors to reflect on and evaluate their own practice
Identify any CPD / Supervision needs
14
Ways of using self-audit tool
Tutors within institutions + freelance tutors
Can be completed individually or collectively
Can be completed in one go or separate sessions
15
(A) Individual tutorial sessions
SpLD profiles/engaging students Promoting independent learning Incorporating ADSHE 7 principles Establishing a structure Managing student expectation Specific or general difficulties?
16
Individual tutorial sessions (contd)
Importance of Assistive Technology Recognising non-academic factors Reflection on past year Case study
17
(B) Professional considerations
Supervision CPD Confidentiality Working conditions and lone
working Insurance/CRB Record keeping
18
(C) Institutional considerations
Initial screening Assessments Sharing information with colleagues Student feedback
Originally developed institutional audit as well – this on hold
19
PPS – what is it?
New concept for dyslexia tutors Draw on clinical & other supervision models
and adapt for tutor purposes SFE support Mutual benefit Confidential Flexible format
20
PPS: What is it? (contd)
Focussed listening – opportunity for peers to reflect on their experiences/work, as part of CPD
Collaborative Dyslexia tutors working together
to pool experience
21
Different approaches
Peer pairs - swap roles (or not) 1 supervisor & several supervisees Team supervision – colleagues
working together Network – working with colleagues in
different institutions e.g. ADSHE regional group
22
1:1 Peer supervision
Both colleagues have opportunity to reflect on current practice, particular issues and/or specific work
Supervisor not intended to challenge or offer advice unless asked
23
Groups: pre-agreed topic for discussion
Aspects of 1:1 support Areas of study skills Supporting particular students Brainstorming sessions e.g. ways to improve practice Research paper Staff awareness
24
Next steps of QA working party
Assimilate comments from pilot Revise self-audit tool Introduce early 2012 Trial supervision training session
January 2012 Review supervision training and offer
on regular basis Continue to work with other
professional dyslexia organisations
25
Continuous improvement
Quality assurance is not the destination, but a journey to continuously improve and exhibit excellence.
26
Contact details
Janet Skinner, Chair of ADSHE Quality Assurance Working Party
Independent dyslexia consultant [email protected] 07799644094
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