ADSHE QUALITY ASSURANCE POLICY
September 2013
Overview
Why is QA important?
ADSHE REGISTER
Self-audit tool
Professional Peer Supervision
Background
Quality Assurance Working Party set up in June 2010 to build on work from Guidelines for establishing Quality Assurance protocols
To design CPD self-audit tools
To introduce peer supervision (PPS) models
To set up a register of dyslexia specialist tutors
To provide good practice guidelines and set up standards for dyslexia specialists to follow
The Wider ContextSetting standards in the
sector
Ways of ensuring quality assurance for non-medical helpers across the sector
Business Innovation & Skills
Student Finance England
Eventually some form of QA mandatory
Crucial that ADSHE sets the standards for QA in HE
Why is QA important?
To demonstrate that dyslexia specialists have a variety of effective ways of monitoring and quality assuring dyslexia support
across HEIs
Interested parties: students; funding
bodies; institutions; Dyslexia Professional
Body (ADSHE)
QA is accountable, transparent and
consistent with the clear aim of ensuring best practice across
the sector
ADSHE QA PolicyADSHE Quality Assurance Policy Professional
Standards
An ADSHE Register of professionally qualified tutors who undertake regular CPD including
supervision
A list of ADSHE registered tutors available for freelance work
Demonstrates that dyslexia specialists have a variety of effective ways of monitoring and
quality assuring dyslexia support across HEIs
Policy Appendices
Membership Code of Ethics
Complaints Procedure
Appropriate qualification
s
Membership categories
4. Invited memberProfessionals (including Educational Psychologists and Disability Officers) working in the field of dyslexia/SpLDs, who are not
necessarily Specialist SpLD tutors.
3. Student member
2. ADSHE registered member
1. Ordinary member – individualProfessionals qualified to work in a 1:1 tutorial support
capacity with SpLD students in higher educationSpecialist tutors with experience of working in a 1:1 tutorial support capacity with SpLD students in higher education
Applying to be on the RegisterProvide evidence of qualifications
Agree to abide by ADSHE QA procedures (Code of Ethics, Quality Assurance Policy and Guidelines)
Keep a log of CPD activities and provide evidence of CPD (self-audit tool; professional peer supervision
Provide evidence of recent specialist 1:1 tutorial experience
ADSHE Freelance List
Registered members can opt to be put on ADSHE
Freelance List of Specialist SpLD tutors
Evidence required on yearly basis:• current CRB clearance• professional indemnity
insurance• Evidence of teaching
CPD
Reflection on practice e.g. self-audit tool
Supervision (e.g.PPS)
Updating skills
Attendance at conferences/training days
Research into relevant topics
Critical reading e.g. review chapter in book, newsletter contribution; current research;
presentation
Self-audit toolA tool for self-reflection on
your own professional
practice
Questions are designed to trigger reflection
No right or wrong ‘answers’
Note action you need to
take
Can be used individually or in groups
What is PPS?
A way of using reflective practice
and shared experiences
Part of continuing professional development
(CPD)
It can provide opportunities for
reflection/ developing expertise
Gaining professional
support
Identifying concerns/issues to
enable practitioners to strive for best
practice
Benefits of PPS
Mutual support
Share common experiences
Solve complex tasks
Learn new techniques/strategies
Increase insight
Evidence engagement in peer supervision
14
Structure of PPS
Group or 1:1?
1 supervisor;
1 supervisee
1 supervisor;
4-6 supervisee
s
Team – colleagues
working together
15
Format
What type of topic/discussion?
How record the session?
How to evaluate?
How to offer feedback?
16
Good questions to ask yourself before embarking on PPS
What do I want to get out of
my PPS sessions?
What can I bring to the
PPS role?
How might I go about
preparing myself?
How often do I meet and where?
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Active listening
Resist offering advice solutions or personal anecdotes (unless requested)
Ask open, objective questions to help speaker clarify own thoughts
Importance of careful listening, focussing on the other person
SOLERS – face the presenter SQUARELY, in a positive manner which shows you are giving your full attention.
O – Adopt an OPEN posture to show that you are ready to listen and engage with what the presenter is saying. L – If appropriate, LEAN towards the presenter to show that you are engaging fully. E – Maintain EYE contact. R – Keep a RELAXED attitude i.e. not fidgeting or distracting the presenter in any way and showing that you are comfortable with the presenter.
McGill and Brockbank (2004)
Careful questions:
Open questions
Contracting
questionsClarifyingquestions
Challenging
questionsCatalytic questions
ABC Model • Awareness of issue
• Beliefs about issue
• Consequences – emotional and behavioural.
It will then be possible to work through:
• Disputing beliefs related to the issue and then try to plan • Effective response to issue
CLEAR modelC
• Contract: Agreeing basic ground rules and roles; establishing outcomes.
L• Listen: Active listening by supervisor to understand supervisee and work.
E• Explore: Working together to create different responses to issues through questioning, reflection and offering fresh insight and awareness.
A• Action: After exploring different options, the supervisee chooses a way forward and agrees the first steps. ‘Fast-forward rehearsal’
R• Review: Review the actions. Feedback about the supervision process. Planned future action.
GROW model
G• Establish the GOAL• What do you want?
R• Examine the reality• Uncover real issues; what has/has not worked
O• Consider all the Options• Consider the• Draw out all possible solutions; selected preferred options
W• Confirm the Will to Act / Way Forward• Discuss possible implications; commit to action/plan; identify
support; check goal achieved
PRACTICE coaching model7 stages
Problem identificationRealistic Relevant goalsAlternative solutionsConsider the ConsequencesTarget most feasible solutionsImplementation of Chosen SolutionsEvaluation
Stephen Palmer (2008)
Action learning
Professor Revans introduced the concept of Action Learning to the
business world in the 1940s.
"Action learning is not new; like all organic growth it depends more upon the reinterpretation of old and familiar ideas than upon the
acquisition of new cognitive knowledge” Revans (2011).
Background
Action Learning was originally intended for managers but it is ideally suited for experienced
dyslexia practitioners
Now used in many different contexts: business, education and the church
Based on coaching models of supervision
“There can be no learning without
action and no action without
learning” Revans (2011)
.…… an opportunity to
have regular and purposeful
conversations about current
uncertainties with the absolute intention of
discovering new options
Revans (2013)www.3dcoaching.com
What the action learning process can offer you:
A personal and professional
development tool
A ‘safe’ environment to explore new ways of thinking and practising
Space for individual reflective learning which can lead to
action
A fresh perspective on your working practices and time to think about
creative ideas which you can incorporate in
your regular work
Insight into how others achieve different
solutions
Support and challenge from peers.
How does it work?
Small groups (sets) of professionals work together on real life issues/situations to examine and challenge current ways of
working.
The presenter describes a situation, problem or challenge that they are currently working
with.
The facilitator keeps focus, reflects back and summarises.
The set members help the presenter review his/her options. This helps the presenter reflect and come to a deeper or different
understanding and decide on action.
Details
Other group members also ask
questions – the facilitator prompts
responses; comments on any
questions which are not helpful
At the end of the session the
facilitator sums up what has been discussed and
asked the presenter what they have learnt and what action they will
take in consequence.
The presenter takes what s/he has
learnt back to their workplace –
initiating changes and trying new
ideas or approaches
At the next meeting the presenter reports on the
action they have taken.
The role of the facilitator
The facilitator initiates the meeting by asking
the presenter what s/he wants to think
about and what s/he hopes to gain from the meeting. (This is the
contract).
The facilitator ensures that the questioning is
focussed and specific and that it is
relevant to the Presenter and not the
Set Members.
The Role of the Set Members
Set members ask questions, make observations and ensure that the Presenter has
sufficient time for reflection.
Set members should focus solely on listening to the
presenter and what s/he is saying and helping him/her to gain clarity, not on
how they would react in a similar situation.
Before asking questions, it is helpful to think how useful the
question is to the presenter.
General Principles
Group members do not give advice, tell anecdotes, pass judgement or talk about their own situations – their task is to stay focussed on the Presenter and his/her issue
Each group member is responsible for resolving his/her own issues
Other group members support and enable the Presenter to explore issues
Empathy and confidentiality are essential
Diagram to describe the Action Learning Journey
References
Hawkins P, Shohet R: Supervision in the Helping Professions. Berkshire, McGraw Hill Education 3rd edition (2011) McGill I, Brockbank A: The Action Learning Handbook. Oxon, Routledge (2004) Revans, R ABC of Action Learning (2011) Tower Publishing Limited: Farnham
Rogers, J: Coaching Skills - A Handbook. Berkshire, Open University Press 3rd edition (2012)