Transcript ADSHE QUALITY ASSURANCE POLICY

QUALITY ASSURANCE AND
PROFESSIONAL PEER
SUPERVISION
ADSHE Professional Peer Development Day
22nd 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
The
importance of
questioning
What is PPS?
Different ways
of approaching
PPS
Why is it
important?
General
principles;
confidentiality;
structure
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 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
Self-audit tool
A tool for selfreflection 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
10
Benefits of PPS
Evidence
engagement in
peer supervision
Mutual support
Increase insight
Share common
experiences
Learn new
techniques/strategies
Solve complex tasks
11
Structure of PPS
Group
sessions
1
supervisor;
4-6
supervisees
1:1
Shared
session
Team –
colleagues
working
together
12
Good questions to ask yourself before
embarking on PPS
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?
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 goals
Confidentiality
Structure
Format
Keeping records
ABC Model
• Awareness of issue
• Beliefs about issue
• Consequences – emotional and behavioural.
It will then be possible to work through:
• Disputing beliefs related to the issue and then try to plan
• Effective response to issue
CLEAR model
C
L
E
A
R
•Contract: Agreeing basic ground rules and roles; establishing outcomes.
•Listen: Active listening by supervisor to understand supervisee and work.
•Explore: Working together to create different responses to issues through
questioning, reflection and offering fresh insight and awareness.
•Action: After exploring different options, the supervisee chooses a way
forward and agrees the first steps. ‘Fast-forward rehearsal’
•Review: Review the actions. Feedback about the supervision process.
Planned future action.
GROW model
G
R
• Establish the GOAL
• What do you want?
• 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 3rd
edition (2011)
• McGill I, Brockbank A: The Action Learning
Handbook. Oxon, Routledge (2004)
• Rogers, J: Coaching Skills - A Handbook.
Berkshire, Open University Press 3rd edition (2012)
Any questions?