ADSHE QUALITY
ASSURANCE POLICY
September 2013
Overview
Why is QA important?
Professional
Peer
Supervision
ADSHE
REGISTER
Self-audit tool
Background
Quality Assurance Working Party set up in June 2010 to build on
work from Guidelines for establishing Quality Assurance protocols
To design CPD self-audit tools
To introduce peer supervision (PPS) models
To set up a register of dyslexia specialist tutors
To provide good practice guidelines and set up standards for
dyslexia specialists to follow
The Wider Context
Setting standards in the
sector
Ways of ensuring quality
assurance for non-medical
helpers across the sector
Business Innovation &
Skills
Student Finance England
Eventually some form of
QA mandatory
Crucial that ADSHE sets
the standards for QA in HE
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)
QA is 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
Policy Appendices
Membership
Code of
Ethics
Complaints
Procedure
Appropriate
qualifications
Membership categories
1. Ordinary member – individual
Professionals qualified to work in a 1:1 tutorial support
capacity with SpLD students in higher education
Specialist tutors with experience of working in a 1:1 tutorial
support capacity with SpLD students in higher education
2. ADSHE registered member
3. Student member
4. Invited member
Professionals (including Educational Psychologists and Disability Officers) working in the field of dyslexia/SpLDs, who are not
necessarily Specialist SpLD tutors.
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
CPD (self-audit tool; professional peer supervision
Provide evidence of recent specialist 1:1 tutorial
experience
ADSHE Freelance List
Registered members can
opt to be put on ADSHE
Freelance List of Specialist
SpLD tutors
Evidence required on
yearly basis:
• current CRB clearance
• professional indemnity insurance
• Evidence of teaching
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
14
Benefits of PPS
Evidence
engagement in
peer supervision
Mutual support
Increase insight
Share common
experiences
Learn new
techniques/strategies
Solve complex tasks
15
Structure of PPS
Group or
1:1?
1
supervisor;
1
supervisee
1
supervisor;
4-6
supervisees
Team –
colleagues
working
together
16
Format
What type of
topic/discussion?
How
record
the
session?
How to
offer
feedback?
How to evaluate?
17
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?
Active listening
Importance of careful listening,
focussing on the other person
Ask open, objective questions to help
speaker clarify own thoughts
Resist offering advice solutions or
personal anecdotes (unless requested)
SOLER
S – face the presenter SQUARELY, in a positive manner
which shows you are giving your full attention.
O – Adopt an OPEN posture to show that you are ready to
listen and engage with what the presenter is saying.
L – If appropriate, LEAN towards the presenter to show that
you are engaging fully.
E – Maintain EYE contact.
R – Keep a RELAXED attitude i.e. not fidgeting or distracting
the presenter in any way and showing that you are
comfortable with the presenter.
McGill and Brockbank (2004)
Careful questions:
Open
questions
Contracting
questions
Clarifying
Challenging
questions
questions
Catalytic
questions
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)
Action learning
Professor Revans introduced the
concept of Action Learning to the
business world in the 1940s.
"Action learning is not new; like all
organic growth it depends more
upon the reinterpretation of old
and familiar ideas than upon the
acquisition of new cognitive
knowledge” Revans (2011).
Background
Action Learning was originally
intended for managers but it is ideally
suited for experienced dyslexia
practitioners
Now used in many different contexts:
business, education and the church
Based on coaching models of
supervision
“There can be no
learning without
action and no
action without
learning”
Revans (2011)
.…… an opportunity
to have regular
and purposeful
conversations
about current
uncertainties with
the absolute
intention of
discovering new
options
Revans (2013)
www.3dcoaching.com
What the action learning process can offer you:
A personal and
professional
development tool
Support and challenge
from peers.
A ‘safe’ environment
to explore new ways of
thinking and practising
Insight into how
others achieve
different solutions
Space for individual
reflective learning
which can lead to
action
A fresh perspective on
your working practices
and time to think about
creative ideas which
you can incorporate in
your regular work
How does it work?
Small groups (sets) of professionals work
together on real life issues/situations to
examine and challenge current ways of
working.
The presenter describes a situation, problem
or challenge that they are currently working
with.
The facilitator keeps focus, reflects back and
summarises.
The set members help the presenter review
his/her options. This helps the presenter
reflect and come to a deeper or different
understanding and decide on action.
Details
Other group
members also ask
questions – the
facilitator prompts
responses;
comments on any
questions which are
not helpful
At the end of the
session the
facilitator sums up
what has been
discussed and asked
the presenter what
they have learnt and
what action they will
take in consequence.
The presenter takes
what s/he has learnt
back to their
workplace –
initiating changes
and trying new ideas
or approaches
At the next meeting
the presenter
reports on the action
they have taken.
The role of the facilitator
The facilitator
initiates the
meeting by asking
the presenter
what s/he wants
to think about and
what s/he hopes
to gain from the
meeting. (This is
the contract).
The facilitator
ensures that the
questioning is
focussed and
specific and that
it is relevant to
the Presenter and
not the Set
Members.
The Role of the Set Members
Set members ask
questions, make
observations and
ensure that the
Presenter has
sufficient time for
reflection.
Before asking
questions, it is helpful
to think how useful
the question is to the
presenter.
Set members should
focus solely on
listening to the
presenter and what
s/he is saying and
helping him/her to
gain clarity, not on
how they would react
in a similar situation.
General Principles
Group members do not give advice, tell anecdotes, pass
judgement or talk about their own situations – their task is
to stay focussed on the Presenter and his/her issue
Each group member is responsible for resolving his/her
own issues
Other group members support and enable the Presenter to
explore issues
Empathy and confidentiality are essential
Diagram to describe the Action Learning Journey
References
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)
Revans, R ABC of Action Learning (2011) Tower
Publishing Limited: Farnham
Rogers, J: Coaching Skills - A Handbook. Berkshire,
Open University Press 3rd edition (2012)