ADSHE QUALITY ASSURANCE POLICY ADSHE Conference May 2013 Janet Skinner and Tanya Zybutz

Overview Background to ADSHE QA policy ADSHE REGISTER CPD Professional Peer Supervision Applications Questions and Answers

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

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 7

Structure of PPS Group or 1:1? 1 supervisor; 1 supervisee 1 supervisor; 4-6 supervisees Team – colleagues working together 8

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? 9

Action learning Small groups of professionals Different roles in supervision session: presenter; responder; observer/s Presenter describes a particular work-based issue Responder asks open-ended, constructive questions to challenge perceptions/assumptions Share knowledge only if invitedPresenter decides on actionGroup role = support and enablingEach member responsible for own learning

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?