QUALITY ASSURANCE AND PROFESSIONAL PEER SUPERVISION ADSHE Professional Peer Development Day 22 nd September 2013 Shirley Dow, Janet Skinner, Julia Tait and Tanya Zybutz

Overview Session 1: Introduction Importance of questions 1:1 supervision Session 2:Choice of 2 ‘experiential sessions’ Coaching model Group Supervision Session 3: Action learning – experiential session Plenary: Feedback from sessions Q& A

Overview of session 1 Introduction to PPS What is PPS? Why is it important? General principles; confidentiality; structure Different ways of approaching PPS The importance of questioning

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) and dyslexia professionals Our QA is designed to be accountable, transparent and consistent with the clear aim of ensuring best practice across the sector

ADSHE QA Policy ADSHE 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

Applying to be on the Register Provide 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 this (self-audit tool; professional peer supervision) if/when required Provide evidence of recent specialist 1:1 tutorial experience

CPD Reflection on practice e.g. self-audit toolSupervision (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 tool A 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 10

Structure of PPS Group sessions 1:1 Shared session 1 supervisor; 4-6 supervisees Team – colleagues working together 11

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? 12

Uses of PPS Reviewing practice with a colleague/s Considering specific case studies Identifying professional goals Working through workplace conundrums Rehearsing sensitive scenarios Updating knowledge

Challenges Being focussed – not just ‘chatting’ Setting goalsConfidentialityStructureFormatKeeping records

ABC Model A wareness of issue B eliefs about issue C onsequences – emotional and behavioural. It will then be possible to work through: D isputing beliefs related to the issue and then try to plan E ffective response to issue

CLEAR model C 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 model 7 stages Problem identification Realistic Relevant goals Alternative solutions Consider the Consequences Target most feasible solutions Implementation of Chosen Solutions Evaluation Stephen Palmer (2008)

References and further information Hawkins P, Shohet R: Supervision in the Helping Professions. Berkshire, McGraw Hill Education 3 rd edition (2011) McGill I, Brockbank A: The Action Learning Handbook. Oxon, Routledge (2004) Rogers, J: Coaching Skills - A Handbook. Berkshire, Open University Press 3 rd edition (2012)

Any questions?