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

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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

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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

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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.

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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)

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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

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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

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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

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ADSHE 7 principles

Multi-sensory learning Metacognition Modelling & monitoring Overlearning Relevance Little and often Motivation

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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

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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

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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

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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

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(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?

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Individual tutorial sessions (contd)

Importance of Assistive Technology Recognising non-academic factors Reflection on past year Case study

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(B) Professional considerations

Supervision CPD Confidentiality Working conditions and lone

working Insurance/CRB Record keeping

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(C) Institutional considerations

Initial screening Assessments Sharing information with colleagues Student feedback

Originally developed institutional audit as well – this on hold

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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

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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

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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

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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

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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

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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

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Continuous improvement

Quality assurance is not the destination, but a journey to continuously improve and exhibit excellence.

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Contact details

Janet Skinner, Chair of ADSHE Quality Assurance Working Party

Independent dyslexia consultant janetpskinner@googlemail.com 07799644094

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