Professional Recognition and engagement in continuing professional development: Why bother and what is in it for me?Changemaker@Northampton – Development OpportunitiesDr Sally Bradley 22 May 2014

Yes, C@N-DO

did it !

Practical Courses for staff new to

teaching in HE

< Level 7

Practical courses for both new

and existing staff

reflecting the UKPSF

< Level 7

Courses in Supporting ProfessionalDevelopme

nt, Academic

Leadership, Mentoring, Assessing

for Fellowship, HE Policy, Research

Supervision etc

Level 7

EdD modules

Level 8

Associate Fellow

Fellow

Senior Fellow

PGCAP60 credits EdD

GuidanceScholarship

Peer Support

Level 8Level 7

HEA Recognition

Academic Qualifications

Congratulations

5. That future will require higher education in the UK to: …be at the leading edge of world practice in effective learning and teaching; 6. To achieve this, higher education will depend on:professional, committed members of staff who are appropriately trained, respected and rewarded;

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1997: National Committee of Inquiry into Higher Education – The Dearing Report

The origin of the UKPSF consultation lay in the proposal in the White Paper, The Future of Higher Education (DfES, 2003) that 'from 2006 all new teaching staff should obtain a teaching qualification that incorporates agreed professional teaching standards'.

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2003: The Future of Higher Education

Teaching Qualifications: An old conversation or a recent development?

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Dimensions of Quality

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01 Successfully completed an institutional provision in teaching in the higher education sector accredited against the UK Professional Standards Framework

02 Recognised by the HEA as an Associate Fellow

03 Recognised by the HEA as a Fellow

04 Recognised by the HEA as a Senior Fellow

05 Recognised by the HEA as a Principal Fellow

06 Holder of a National Teaching Fellowship Scheme Individual Award

07 Holder of a PGCE in higher education, secondary education, further education, life long learning or any other equivalent UK qualification

08 Accredited as a teacher of their subject by a professional UK body

09 Other UK accreditation or qualification in teaching in the higher education sector

10 Overseas accreditation or qualification for any level of teaching

90 Not known

99 No qualification held

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UK or International?

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Something new?

2011

The UK Professional Standards Framework for teaching and supporting learningin higher education

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Answers on a post it note!

One minute, starting now ….14

What do we do as academics and student support?

• Teach and support learning• Assess and give feedback• Design and plan learning activities• Create environments in which

students learn and are supported• Engage in CPD

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What do we do as academics and student support?

Design & plan (A1)

Teach/support learning (A2)

Assess & feedback (A3)

Evaluate & Develop (A5)

Environment Support

Guidance (A4)

The Areas of Activity

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Core Knowled

geSubject

material (K1)

Methods for T&L (K2)

How students learn (K3)

Use and value of learning

technologies (K4)

Evaluating effectiveness of teaching

(K5)

Quality assurance

and enhancemen

t implications

(K6)

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The use and value of appropriate learning technologies

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Professional

Values

Respect learners and

diverse learning

communities (V1)

Equality of opportunity for learners (V2)

Use evidence –informed

approaches to teaching (V3)

Acknowledge wider context

of higher education and

the implications for

professional practice (V4)

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AshokaU UK PSF Professional Values

Responsibility for social change

V2 Promote participation in highereducation and equality ofopportunity for learners

Making a difference for the better

V3 Use evidence-informed approachesand the outcomes from research,scholarship and continuingprofessional development

Innovations and collaboration for maximum impact

V3 Use evidence-informed approachesand the outcomes from research,scholarship and continuingprofessional development

Living according to values V4 Acknowledge the wider context inwhich higher education operatesrecognising the implications forprofessional practice

Empathy without judgement V1 Respect individual learners anddiverse learning communities

What does this mean to you?

What does this mean for your practice?

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Continuing Professional Development

Continuing Professional Development

participating in meetings, conferences and seminarspresenting internal seminarspostgraduate studydiscussion and networkinglearning from students (feedback)mentoring and supervisionpeer supported reviewupdating, and delivery of teachingcritical review and preparation of teaching materials

reading and reviewing journal articles secondment and work shadowingconsultancy activityundertaking research and the presentation of papersobserving and reviewing teaching practiceextending range and scope of teaching practice – new activitiesundertaking research ethics trainingexternal examining.

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That’s me! I am a professional in learning and teaching and student support

But what about me, I’m a researcher …

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• PhD supervision• Planning researcher development

training • Leading Research Supervisor training• Leading on PhD Examining training• Examining PhDs• Delivery of research methodology

training

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Researcher supporting students?

• AFHEA / FHEA – the individual’s personal practice activity

• SFHEA – the development and mentoring others in learning and teaching

• PFHEA – the demonstrable impact in learning and teaching activity by influencing policy and strategy

• Recognition decisions made against the descriptor.

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Descriptors

Practical Courses for staff new to

teaching in HE

< Level 7

Practical courses for both new

and existing staff

reflecting the UKPSF

< Level 7

Courses in Supporting ProfessionalDevelopme

nt, Academic

Leadership, Mentoring, Assessing

for Fellowship, HE Policy, Research

Supervision etc

Level 7

EdD modules

Level 8

Associate Fellow

Fellow

Senior Fellow

PGCAP60 credits EdD

GuidanceScholarship

Peer Support

Level 8Level 7

HEA Recognition

Academic Qualifications

Is teaching or learning support a significant element

of your role?

Which Descriptor is appropriate for you?

No Do you have at least 1 year HE teaching /support experience ?

Associate Fellowship D1

Is L&T Mentoring & Leadership a significant element of your role?

No

Yes

Yes

Do you have at least 2 years FTE teaching / support experience?Fellowship D2

Are you able to demonstrate sustained impact & influence on L&T practice over a period of 3

years+ ?

Senior Fellowship D3

Which Route is appropriate for you?

No

Yes Direct Submission to C@N-DO for D1

C@N-DO participation, leading toC@N-DO submission for D1

Yes

No

Direct submission to C@N-DO for D2

C@N-DO participation, leading toC@N-DO submission for D2

Yes

No

Direct submission to C@N-DO for D3

C@N-DO participation, leading toC@N-DO submission for D3

Which category of Fellowship is appropriate for you, and how can you obtain recognition?

Have you already successfully completed Module 1 of the UoN PGCTHE?

YesClaim Associate Fellowship (D1) from HEA

How?

Have you already successfully completed both modules of the (old) UoN PGCTHE?

How?

How?

Claim Fellowship (D2) from HEAYes

Some examples from colleagues at Sheffield Hallam:

• Contribution to Professoriate application for Learning and Teaching

• Demonstration of leadership within a job application for Head of Department

• Claim for National Teaching Fellowship • Raising the profile of support staff and

their contribution to the student experience

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What’s in it for me?

HEA Application?! It’s one of those things you do unwillingly- realise it was worth it- and will others to do it!

I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.

Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.

I've come through this process feeling it was a genuinely rewarding process - not a means to an end.

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And the benefit to me?

84% said UKPSF had led to change to : • Academic

development• Learning• Teaching• Student experience

But few individuals recognised the UKPSF

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Impact of UKPSF

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What the HEA has to offer

• Raising the status of teaching, and professionalisation of teaching;

• Support for disciplines;

• Employability;• Education for

sustainable development (ESD);

• Internationalisation;• Assessment and

feedback;

• Student engagement and working with students as partners;

• Technology enhanced and flexible learning;

• Widening participation, inclusivity, retention and success, including a focus on differential attainment issues;

• Postgraduate provision.

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2014 – 2015 HEA support for:

 Programme One: Curriculum Designgraduate attributes including employability, inter-culturalism and global citizenship, digital literacies and education for sustainable development; specific discipline skills and curriculum priorities; interdisciplinary learning.

Programme Two: Innovative Pedagogies recognising that students' engagement with learning is key to their learning gain and achievement

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Programmes

Programme Three: Student Transitions issues of inclusivity, flexibility, widening access, equality and diversity, retention and social mobility, impact of HE policy reform in relation to student transitions into, through and out of HE.

Programme Four: Staff Transitions (Teaching excellence, professionalisation and CPD)

build on the HEA’s current work on teaching excellence, professionalisation, reward and recognition, including the use of the UK Professional Standards Framework (UKPSF) in promotions criteria and remaining in good standing.

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Programmes: continued

You C@N-DO it!

And the HEA C@N (help you) DO it

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What now?

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So all that’s left to do is ….