Pee Quality Assurance for dyslexia specialist 1:1 tutors

Janet Skinner, Chair of ADSHE QA working party Devon and Cornwall ADSHE regional group 22 nd November 2011

Supervision;

the pilot

Overview What is QA?

Why bother?

Background to pilot Self-audit tool Professional Peer Supervison pilot Next 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) 6

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 27