Transcript ADSHE QUALITY ASSURANCE POLICY
ADSHE QUALITY ASSURANCE POLICY
ADSHE Conference May 2013 Janet Skinner and Tanya Zybutz
Overview
Questions and Answers Background to ADSHE QA policy ADSHE REGISTER Applications Professional Peer Supervision CPD
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 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
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
Increase insight
Benefits of PPS
Evidence engagement in peer supervision Mutual support
7
Learn new techniques/strategies Share common experiences Solve complex tasks
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:
9 What do I want to get out of my PPS sessions?
How often do I meet and where?
What can I bring to the PPS role?
How might I go about preparing myself?
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 Presenter decides on action Group role = support and enabling Each member responsible for own learning Share knowledge only if invited
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)