LEARNING & TEACHING PRACTICE PROGRAM FELLOW HANDBOOK … · In this program you will reflect on your teaching and learning practice using the Dimensions of the Professional Standards

LEARNING & TEACHING

PRACTICE PROGRAM

FELLOW HANDBOOK

2020

An accredited pathway to recognition as a

HEA FELLOW.

Version 1.0

L&T Practice Program – FHEA Handbook 1

Welcome and Introduction

Welcome to the Griffith Higher Education Academy (HEA) Fellowship Scheme.

Griffith University and Learning Futures is committed to enhancing your professional learning and to

recognising staff for their achievements in learning and teaching. The University is also committed to

supporting staff in the development of their capabilities in learning and teaching, and to supporting this

development in alignment with the Griffith Learning and Teaching Capabilities Framework (GLTCF). One

of the ways in which this commitment is facilitated is by ensuring staff are supported in the development

and recognition of their practice. The HEA Fellowships@Griffith Scheme provides programs of staff

development and recognition accredited by Advance HE (an organisation formed to encompass the

Higher Education Academy, and to coordinate HEA fellowships). These programs lead to recognition as

HEA Associate Fellow, Fellow or Senior Fellow.

This handbook introduces you to the L&T Practice Program - a program accredited by Advance HE and

designed for Fellow (FHEA) and Senior Fellow (SFHEA) recognition. This handbook is specifically

designed to support those people applying for recognition in the category of HEA Fellow (FHEA), it

explains the relationship between the UK Professional Standards Framework (UKPSF) and HEA

Fellowship.

Your success in this program is outlined in this handbook.

Best wishes

HEA Fellowships@Griffith Team

Learning Futures


Contents

HEA Fellowships@Griffith Contacts .............................................................................................................. 3

The Griffith HEA Fellowship Scheme - Learning Futures ...................................................................... 3

HEA Fellowships in the Griffith Context ........................................................................................................ 4

What are the benefits of being a HEA Fellow? .......................................................................................... 4

Why be a Fellow of HEA at Griffith? .......................................................................................................... 4

The Professional Standards Framework (PSF) ............................................................................................. 5

What are the aims of the PSF? .................................................................................................................. 5

How is the PSF structured? ....................................................................................................................... 5

Fellow - L&T Practice Program ...................................................................................................................... 7

Program steps to FHEA ............................................................................................................................. 8

Step 1: Information session .................................................................................................................... 8

Step 2: Enrol in the introductory workshop - “Engaging with the Process” ............................................ 8

Step 3: The FHEA Application Process ................................................................................................. 9

Step 4: Submit your Application ........................................................................................................... 10

How will your application be assessed? .................................................................................................. 11

Operation of the assessment panel ..................................................................................................... 11

Assessor training and quality enhancement ........................................................................................ 12

Conflicts of interest ............................................................................................................................... 12

The appeals process ............................................................................................................................ 12

Stages of the assessment process – FHEA ......................................................................................... 13

Maintaining good standing ....................................................................................................................... 14

Fellowship of the Higher Education Academy Code of Practice ............................................................. 14

Appendices .................................................................................................................................................. 15

Appendix A – Dimensions of the UKPSF Professional Standards Framework ....................................... 15

Appendix B – The UKPSF: Descriptor 2 Fellow ...................................................................................... 16

Appendix C – Pre-writing planning matrix ................................................................................................ 17

Appendix D – Types of Evidence for Your Portfolio: D2 FHEA ............................................................... 18

Appendix E – Peer Mentor Role in the L&T Practice Program ................................................................ 21

Appendix F – Application Form - FHEA ................................................................................................... 22

Appendix G – A Suggested Model for Success ....................................................................................... 25

Appendix H – Lead Assessor Feedback Summary Form: FHEA ............................................................ 26


HEA Fellowships@Griffith Contacts

The Griffith HEA Fellowship Scheme - Learning Futures

Role Name Contact Details

HEA Fellowships@Griffith Scheme, Director

Prof. Ruth Bridgstock (PFHEA) [email protected]

HEA Fellowships@Griffith Scheme, Leader

Dr Paula Myatt (SFHEA) [email protected]

HEA Administration Officer Ms Tina Hodson [email protected]

Griffith Academy of L&T Leigh Sawyer (AFHEA) [email protected]

Other Learning Futures team members who can provide support and guidance in respect to the various

accredited pathways at Griffith include:

Program Leader Contact Details

Program 1: Teaching for Learning

Dr Jude Williams (SFHEA) [email protected]

Program 2: Curriculum Design for Learning

Louise Maddock (SFHEA) [email protected]

Program 3: Graduate Certificate of University Learning and Teaching

Prof. Ruth Bridgstock (PFHEA) [email protected]

Program 4: Learning and Teaching Practice

Dr Paula Myatt (SFHEA) [email protected]

mailto:[email protected]









HEA Fellowships in the Griffith Context

HEA Fellowships are a means of acknowledging your commitment to professionalism in learning and

teaching in higher education. They are based on the Professional Standards Framework (PSF) developed

in the United Kingdom, which sets out the knowledge, skills and values demonstrated by those teaching

and/or supporting learning in higher education. HEA Fellowships are globally recognised and portable

across universities, and are increasingly considered by universities as part of the appointment and

promotion process.

There are four categories of Fellowship: Associate Fellow, Fellow, Senior Fellow and Principal Fellow.

These categories span the wide range of practice carried out by teaching staff and/or those supporting

learning in higher education. They incorporate staff who have a partial role in teaching/supporting learning

through to those with strategic impact on learning and teaching within the institutional, national and/or

international context. The UKPSF for teaching and supporting learning in higher education document

provides descriptors for each category of fellowship and information about the typical role/career stage

indicative of the category. Specific information about each category can be found via the HEA.

What are the benefits of being a HEA Fellow?

● HEA Fellowship gives you global recognition across the higher education sector

● Fellowship encourages you to review, develop and demonstrate your practice across the

Professional Standards Framework

● Being a HEA Fellow provides opportunities for you to engage in ongoing professional learning

through mentorships and professional networks

● Fellowship entitles you to use post-nominal letters: AFHEA – Associate of the Higher Education

Academy; FHEA – Fellow of the Higher Education Academy; SFHEA – Senior Fellow of the

Higher Education Academy; PFHEA – Principal Fellow of the Higher Education Academy.

Why be a Fellow of HEA at Griffith?

Griffith has a strong tradition in recognising and rewarding teaching. Working towards obtaining HEA

Fellowship is recognition of your commitment to learning and teaching, and is strongly encouraged. To

encourage this, Griffith provides a range of Programs and pathways to help you to reach the goal of HEA

Fellowship.

In addition, once you obtain recognition as a Fellow of HEA, you will be invited to become a member of

the Griffith Learning and Teaching Academy (GLTA). This Academy recognises exemplary learning

and teaching practice and enhances the profile of learning and teaching at Griffith. As a

member of the Academy you will also have the opportunity to mentor future HEA Fellows

and contribute to this growing community.

At Griffith, being a Fellow of the HEA is an important form of recognition, where recognition

and reward form a part of the overall fabric of learning and teaching.

https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf


https://www.heacademy.ac.uk/individuals/fellowship

https://www.heacademy.ac.uk/individuals/fellowship


The Professional Standards Framework (PSF)

The PSF provides a description of the dimensions of the roles of teaching and supporting learning within

the Higher Education environment. It is written from the perspective of the practitioner and outlines a

framework for comprehensively recognising learning and teaching within Higher Education.

What are the aims of the PSF?

The UK Professional Standards Framework:

1. Supports the initial and continuing professional development of staff engaged in teaching and

supporting learning

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous

development in diverse academic and/or professional settings

3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to

teaching and support for student learning

4. Acknowledges the variety and quality of teaching, learning and assessment practices that support and

underpin student learning

5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to

teaching and supporting learning, often as part of wider responsibilities that may include research and/or

management activities

How is the PSF structured?

The Framework has two components:

1. The dimensions of practice: These are a set of statements outlining the:

Areas of Activity undertaken by teachers and supporters of learning within HE

Core Knowledge that is needed to carry out those activities at the appropriate level

Professional Values that someone performing these activities should embrace and exemplify; and

2. The descriptors: These are a set of

statements outlining the key characteristics

of someone evidencing four broad

categories of typical teaching and learning

support roles within Higher Education. The

descriptors correspond to the four

categories of HEA Fellowship (Associate

Fellow, Fellow, Senior Fellow and Principal

Fellow).

Below is a diagram summarising the PSF. The

full version can be accessed via UKPSF for teaching and supporting learning in higher education.

Areas of Activity

Core Knowledge

Professional Values





Fellow - L&T Practice Program

Who should consider embarking on this program?

This pathway is intentionally designed to be inclusive of the activities and experiences which already make

up your career in higher education. In this pathway you are going to examine, and reflect on, your career

through the lens of the PSF. In particular the L&T Practice Program gives you the opportunity to

demonstrate and achieve the recognition that you meet the expectations of Descriptor D2 of the UK

Professional Standards Framework (Appendix A).

This program is designed for people who have already undertaken 3 or more years teaching and/or

supporting learning experiences within a higher education context. If you are completely new to teaching

in a university then this program is not for you and instead you should consider one of the other Griffith

HEA accredited programs for a more structured route to enhance your professional learning.

By successfully engaging with the L&T Practice Program, it is hoped that you will also gain an insight into

future career development possibilities - such as targeting increased leadership opportunities in learning

and teaching.

Typically you are likely to be able to demonstrate Descriptor 2 if you fit within the following role or career

stage:

Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and

supporting learning role(s). Such individuals are likely to be established members of one or more

academic and/or academic-related teams. Typically, those likely to be at Descriptor 2 (D2) include:

a. Early career academics

b. Academic-related and/or support staff holding substantive teaching and learning responsibilities

c. Experienced academics relatively new to higher education

d. Staff with (sometimes significant) teaching-only responsibilities including, for example, within

work-based settings

Why would I choose this program?

The L&T Practice Program provides a reflective, practice-based route. You would choose this program

because you already have experience in learning and teaching and this program provides an opportunity

for you to examine and reflect on those experiences to gain professional recognition. As part of the

prewriting-planning stage, as you examine the breadth and diversity of your professional experiences, you

may also identify additional professional learning to undertake to enhance your career.

The L&T Practice Program provides the opportunity for you to reflect on your learning and teaching

practices, using the PSF. The program has a prescribed beginning (when you enrol) and a prescribed

conclusion (your submission), but the experiences on which you reflect are yours.

Program process and details

In this program you will reflect on your teaching and learning practice using the Dimensions of the

Professional Standards Framework (PSF) as a lens to examine that practice (Appendix A). You will delve

deeper to reflect on your teaching and learning practice using the Descriptors of the PSF to highlight and

examine that practice (Appendix B). You will also audit your own experiences using a pre-writing planning

activity (Appendix C), and write about those experiences using the PSF for structure and to guide your

reflections (Appendix D). Throughout this process you will be supported by: online modules (short, self-

paced units), face-to-face sessions (including a peer mentor and feedback) and the HEA team. Ultimately


you will present your writing and reflections as a “Reflective Portfolio of L&T Practice” for assessment by a

panel of assessors. The figure below illustrates this route to FHEA:

Program steps to FHEA

Step 1: Information session

Griffith HEA Fellowship Scheme Information Sessions are offered on a regular basis (see the Learning

Futures/Griffith HEA Fellowships website for details/dates). At this session you will be introduced to the

UKPSF, the fellowship programs at Griffith and be guided on the requirements for the L&T Practice

Program. These sessions are designed for staff considering recognition, from a range of positions and

roles across Griffith. Following this session you will know more about the PSF and the program, which

Fellowship category is best for you and, importantly, when will be the best time for you to commit to writing

and completing this important reflective application.

To apply for recognition as a Fellow through the L&T Practice Program, you will need to use the FHEA

Application Form as a template for your application (a copy of this form can be found in Appendix F). The

Application Form can be accessed via the Learning Futures/Griffith HEA Fellowships website.

You are encouraged to read this handbook fully and consider the application requirements outlined in the

Application Form. Please seek further support and advice from a member of the Griffith HEA Fellowship

Team (see contact details on page 4) if required.

Step 2: Enrol in the introductory workshop - “Engaging with the Process”

The “Engaging with the Process” workshop is offered in Trimester 1 and 2, and dates and times are

available on the Learning Futures/HEA website. This workshop is provided by the Griffith HEA Fellowship

Team within Learning Futures, and builds on your understanding of the PSF and the specific application

process requirements.

Once you enrol in this workshop you have enrolled in the L&T Practice Program and you will join a cohort

of participants for the 12 weeks of the program. By becoming a member of a cohort you will meet and

network with peers from across Griffith and you will be linked to a peer mentor (an existing HEA Fellow or

Senior Fellow) from the Griffith Learning and Teaching Academy. You are strongly encouraged to engage

with your mentor, and use the suggested model of support (see Appendix G) – a model of engagement

which has been shown to increase the benefits and success from engaging with this Program.


Once you enrol in this workshop you will also receive access to online modules to support you in writing

your application. Prior to attending the first workshop you need to complete online Module 1 - “Introducing

the PSF” and Module 2 (online) “Preparing your application”. The workshop then provides the opportunity

to examine previous successful applications, answer your questions and establish personal plans leading

to the successful completion of your application within the prescribed time-frame of 12-16 weeks.

Step 3: The FHEA Application Process

Your application is structured in this way:

Part I Reflective Portfolio of Learning and Teaching Practice

Teaching Philosophy Statement 500 words

Reflection on Learning & Teaching Practice 2500 words

Reflection on Engagement in Professional Learning 500 words

Part II Referee’s Reports

Two Referees Reports 1 page each

Please submit your application using the Fellowship Application Form as a template to guide your writing.

The form can be downloaded from the Learning Futures/ HEA website (see Appendix H for an outline of

the form.) The form clearly labels the components of your application.

The application is based on evidence that you meet the requirements of the Professional Standards

Framework (PSF) for Descriptor 2 (D2) Fellow. Details of the Dimensions of the PSF can be found in

Appendix A, details of D2 are provided in Appendix B, and a copy of the PSF can be accessed here.

Support is available

You are supported throughout your application process with online modules, a workshop and face-to-face

peer mentoring. All of the support you need can be accessed from the Learning Futures/ HEA website,

and some items are also available as appendices within this handbook.

Modules Modules in bite-sized pieces to support your success! (See below)

Introductory Workshop Delve deeper into: the PSF, examples of writing, pre-writing planning and strategies for success.

Pre-writing planning An audit document for planning your writing. (See Appendix C)

Types of evidence Guidance on the activities and roles you might discuss and examples of the evidence you might cite to demonstrate effective practice. (See Appendix D)

Peer Mentoring Learning Futures will put you in contact with a peer mentor. You can work with your mentor to discuss your ideas and gain feedback on your writing and your progress. (See Appendix E)

Application Form A template to scaffold your application process. (See Appendix F)

A model for success A structured, week-by-week model for success. (See Appendix G)

The L&T Practice Program Coordinator is able to advise you if you have any queries on the process, or

contact any member of the HEA Fellowship Team. Remember that your application should focus primarily

on the last three to five years of your career.

https://www.heacademy.ac.uk/download/uk-professional-standards-framework-ukpsf-pdf-708kb


Modules

These modules will be made available to you when you enrol in the introductory “Engaging with the

Process” workshop. The modules support all aspects of your application development:

Module 1 Introducing the PSF

- PSF dimensions, HEA fellowship categories and Descriptors

Module 2 Preparing your application

- The application process and pre-writing planning - How to write a Teaching Philosophy

Module 3 Writing your application

- How to write your Reflection on Learning and Teaching Practice - Models of writing and reflection, tools for encouraging reflective writing

Peer mentoring

An important part of this process is working with a peer mentor who is an existing HEA Fellow or Senior

Fellow and a member of the Griffith Learning and Teaching Academy (GLTA). Learning futures will put

you in contact with a peer mentor, and you can work with your mentor to discuss your ideas and gain

feedback on your writing and your progress. A suggested model for successfully working with your mentor

is provided in Appendix G. (After you become a HEA Fellow you might consider a future role as a peer

mentor yourself!)

Referee’s Reports

Your application also includes two Referee Reports which serve as an authentication of your practice.

Referee Reports are normally only 1 page. Details regarding these reports and the role of the referee can

be found in Module 2. There are Guidelines and a Template to assist referees, and these can be found on

the Learning Futures/HEA website.

Referee Reports must be from people who are in a position to comment on your teaching and learning

support practice. Their statements should supplement the information you are providing in your reflective

portfolio and should demonstrate how you meet the PSF dimensions at the category of fellowship for

which you are applying. For Fellow applicants one or more referees should be Griffith colleagues.

Please make sure that your referees have had a chance to read your application. To support your

referees, please provide them with the resources: Guidelines for Referee Reports and Template for

Referee Reports. You should also provide them with the criteria for the level of fellowship for which you

are applying. The Referee Reports should primarily refer to your experience and achievements in teaching

and learning and should refer to your research record only where it relates to your learning and teaching

practice.

It is your responsibility to collect the Referee Reports and submit them as part of your application.

Applications must not be submitted (and will not be assessed) until two reports have been received.

Step 4: Submit your Application

Your Fellowship Application is a reflective portfolio supporting your claim that you meet the recognition

standards of Descriptor D2.

This application consists of:

● Fellowship Application Form

● Including 2 Referee Reports


Please submit your application as a PDF via email to: [email protected]. If you have any

problems with your submission please email Tina Hodson ([email protected]), HEA Fellowship

Scheme Administrator

You may submit your application at any time however applications will only be assessed at two points in

the year – at the end of Trimester 1 and at the end of Trimester 2

How will your application be assessed?

Your application will be independently assessed by a panel of three assessors. Each Panel of Assessors

is comprised of appropriately experienced and trained assessors, where one assessor is assigned as

Lead Assessor. Panels are convened two times a year (at the end of Trimester 1 and end of Trimester 2).

Applications are due two weeks before the panel convenes (see the Stages of Assessment Diagram

below). Assessors provide their judgment using the FHEA Feedback Summary Form (See Appendix H),

and will assess applications as being:

Awarded - where the application meets Descriptor 2 (D2) of the PSF for recognition as FHEA; OR

Additional evidence needed

- where the application does not fully meet Descriptor 2 (D2) for recognition as FHEA within one or more of the descriptors of the PSF. In this situation you will be asked to provide either minor additional written evidence or more major additional evidence. The minor or major additional evidence will be made clear in the feedback provided by the assessment panel members.

If you have not yet evidenced that you meet the criteria, you will be provided with detailed feedback.

Additional evidence requirements may range from 500 words of additional evidence (minor) to substantial

changes (major). Additional evidence supplied within 28 days of assessment notification will be assessed

by the original Panel of Assessors. If additional evidence is supplied after 28 days then it will be added to

the original application, combined with all assessment panel documentation, and will be resubmitted to

another panel when panels convene at the end of the next Trimester. The application will then be judged

using the additional evidence requested from the resubmission feedback from the original panel. In the

case of a request for major additional evidence, you may choose to substantially revise your application.

Operation of the assessment panel

Panels of Assessors will convene twice a year, corresponding to the end of Trimesters 1 and 2 (eg June

Assessment Panels meet after Trimester 1 and November Assessment Panels meet after Trimester 2).

You may submit your application at any time however applications will only be assessed at the end of

Trimester 1 and at the end of Trimester 2.

Each panel is comprised of three members, so each application is assessed by three assessors, with the

experience of the Assessors commensurate with the level of the Fellowship application being assessed

(see assessment and moderation table below). All assessors are drawn from within the University,

however moderation is conducted by an external assessor. You will receive a compilation of feedback

from your panel via the Lead Assessor Feedback Summary Form (see Appendix H). All applications and

assessments will be retained/archived for a period of at least three years.




Descriptor Assessment Panel Moderation of Panel Decisions

D2 (FHEA) Three assessors, all recognised to a minimum of D2 (FHEA). One designated as “Lead Assessor”. Note: From 2020, D2 Assessment Panels may reduce to 2 members.

All applications will be independently assessed by three appropriately experienced and trained assessors against the criteria of Descriptor D2. Moderator accredited to a minimum of D3 (SFHEA). Moderation normally performed by external assessor in collaboration with Program 4 Leader. (An appropriate level of internal/external moderation will be undertaken.)

Assessor training and quality enhancement All assessors undergo professional learning in the assessment process to ensure consistency and

reliability of judgements. Professional learning workshop(s) are organised by the HEA Fellowship Team

and draw upon external expertise as appropriate. The panel of assessors are also encouraged to provide

feedback to the HEA Fellowship Team regarding ongoing enhancements to the scheme, improvements to

resources for applicants and improvements to training of assessors and mentors.

Conflicts of interest Please notify the Program Coordinator immediately of any possible conflicts of interest or any concerns.

This may relate to assessors and/or mentors. You will be quickly allocated a new mentor (or new assessor

or panel) if required. Conflicts of interest may include, for example, if you are a personal friend or a relative

of your mentor/assessor work closely with the applicant. (Please be aware that your mentor will not

assess your application.)

The appeals process You will receive a formal assessment outcome and specific feedback aligned to the Descriptor

assessment requirements and PSF criteria.

If you disagree with the outcome following assessment you may apply to have a review of the recognition

decisions taken by the Assessment Panel. The grounds upon which you may request a review of a

recognition decision are limited to the following:

a) The assessment of the submission was not conducted in accordance with procedures as outlined

in this handbook;

b) There was an administrative error or some other significant procedural irregularity that impacted

the decision.

Note: Disagreement with the judgement of the Assessment Panel in assessing the merits of an individual

submission for recognition cannot in itself constitute grounds for a request by an applicant for a review of

the decision.

The process will be to write to the Deputy-Director, Learning Futures clearly outlining:

1. Which specific part(s) of the assessment feedback are disputed; and

2. Why the assessment outcome is disputed.

At the discretion of the Deputy-Director, Learning Futures, the application may be forwarded to a new

Panel of Assessors for reassessment. In the case of an administrative error, this will be checked and

corrected if needed.


Stages of the assessment process – FHEA


Maintaining good standing

It is important that as a learning and teaching professional, you continue to develop your skills and

knowledge as well as supporting and influencing the practice of others by engaging internally (and

externally) with professional learning. There are many ways in which you may choose to do this including:

continuing to participate in formal professional learning offerings, or via Griffith peer enhancement of

teaching opportunities, or informal mentoring and support of colleagues. Additional opportunities exist for

HEA Fellows to contribute to the Griffith HEA Fellowship Scheme through mentoring and/or assessing.

Training exists for these roles and details can be found on the Learning Futures/HEA Fellowships website.

You are also encouraged to continue to reflect on your day to day practice, and explore the possibility of

applying for recognition as a HEA Senior Fellow in the future.

As a HEA Fellow you will also be invited to become a member of the Griffith Learning and Teaching

Academy (GLTA). The Academy is based on a collegial ethos and provides members with rich

opportunities for networking, leadership and mentoring, practice sharing, collaboration, and career

development. Your membership of GLTA provides a community for strategic conversations about issues

and opportunities in learning and teaching.

Fellowship of the Higher Education Academy Code of Practice

The following global Fellowship of the HEA Code of Practice establishes a set of principles and

expectations for individuals gaining HEA Fellowship throughout the world:

In our professional practice, as Fellows we will:

1. Act with respect, integrity and honesty.

2. Monitor and review regularly our work in order to maintain good standing.

3. Engage in appropriate activities to remain up to date with knowledge of learning and teaching, subject

matter and assessment.

4. Be open to and conscientious in considering feedback from appraisals, peer and student

observations.

For the benefit of learners, as Fellows we will:

5. Demonstrate our respect for learners by paying due regard to the way we conduct ourselves in our

professional lives.

6. Be fair and impartial in our engagement with learners.

7. Encourage the free exchange of ideas between ourselves and learners.

For the benefit of colleagues, as Fellows we will:

8. Show due respect for the opinions of colleagues in the exchange of constructive criticism and ideas.

9. Support and actively assist in the professional development of colleagues to ensure the maintenance

and enhancement of good practice and to protect learners from poor practice.

10. Be aware and take account of, the educational goals, policies, standards and regulations of our

employing institution and beyond.

https://www.heacademy.ac.uk/system/files/downloads/Code_Of_Practice_0.pdf


Appendices

Appendix A – Dimensions of the UKPSF Professional Standards

Framework

Areas of activity

1. Design and plan learning activities and/or programmes of study (A1); 2. Teach and/or support learning (A2); 3. Assess and give feedback to learners (A3); 4. Develop effective learning environments and approaches to student support and guidance

(A4); 5. Engage in continuing professional development in subject/disciplines and their pedagogy,

incorporating research, scholarship and the evaluation of professional practices (A5).

Core knowledge

1. The subject material (K1); 2. Appropriate methods for teaching learning and assessing in the subject area and at the level

of the academic programme (K2); 3. How students learn, both generally and in the subject/disciplinary area(s) (K3); 4. The use and value of appropriate learning technologies (K4); 5. Methods for evaluating the effectiveness of teaching (K5); 6. The implications of quality assurance and quality enhancement for academic and professional

practices with a particular focus on teaching (K6).

Professional values

1. Respect for individual learners and diverse learning communities (V1); 2. Promote participation in higher education and equality of opportunity for learners (V2); 3. Use evidence-informed approaches and the outcomes from research, scholarship and

continuing professional development (V3); 4. Acknowledge the wider context in which higher education operates recognising the

implications for professional practice (V4).


Appendix B – The UKPSF: Descriptor 2 Fellow

Descriptor 2 Typical individual role/career stage

Demonstrates a broad understanding of effective

approaches to teaching and learning support as

key contributions to high quality student learning.

Individuals should be able to provide evidence of:

I. Successful engagement across all five Areas of

Activity

II. Appropriate knowledge and understanding

across all aspects of Core Knowledge

III. A commitment to all the Professional Values

IV. Successful engagement in appropriate

teaching practices related to the Areas of Activity

V. Successful incorporation of subject and

pedagogic research and/ or scholarship within the

above activities, as part of an integrated approach

to academic practice

VI. Successful engagement in continuing

professional development in relation to teaching,

learning, assessment and, where appropriate,

related professional practices

Individuals able to provide evidence of broadly

based effectiveness in more substantive

teaching and supporting learning role(s). Such

individuals are likely to be established members

of one or more academic and/or academic-

related teams.

Typically, those likely to be at Descriptor 2 (D2)

include:

a. Early career academics

b. Academic-related and/or support staff holding

substantive teaching and learning

responsibilities

c. Experienced academics relatively new to

higher education

d. Staff with (sometimes significant)

teaching-only responsibilities including, for

example, within work-based settings


Appendix C – Pre-writing planning matrix

This matrix is useful for you for pre-writing planning, and to audit your experiences using the PSF as a lens. This matrix is one of the resources within online

Module 2. You can also download the matrix (in Word format) from the Learning Futures/ HEA Fellowship website (and print it on A3 paper!!).

Pre-Writing Planning – consider your career in L&T…

Areas of Activity What did you do? Why did you do it? How do you know it was

successful? (Evidence?) Which Core Knowledge does

this activity demonstrate?

Which Professional Value does

this activity demonstrate?

A1. Design and plan learning

activities &/or programmes of

study.

A2. Teach and/or support learning.

A3. Assess and give feedback to

learners.

A4. Develop effective learning

environments and approaches to

student support and guidance.

A5. Engage in continuing

professional development in

subjects/disciplines and their

pedagogy, incorporating research,

scholarship and the evaluation of

professional practices.


Appendix D – Types of Evidence for Your Portfolio: D2 FHEA

Areas of Activity

(A1 - A5)

How you can demonstrate your engagement with the Areas of Activity

A1 Design and plan learning activities and/or programmes of study

This is about what you do to plan and prepare learning activities, whether face-to-face or in a virtual learning environment. You will have different approaches to this activity, based on factors such as the HE level being taught, the learning outcomes for a module, programme of study or individual teaching activity (which may, for example, involve working with individual research students).

Activities could range from the design of a series of private study sessions, a module or a whole programme of study and may involve:

● designing a new course or programme of study or the redesign of an existing curriculum;

● designing new modules for an existing course or programme;

● developing new tailored courses or programmes for learning support, individual study skills materials, student support or professional development materials, learner induction;

● contributing to the development and improvement of courses/programmes as part of a team, making clear what your role was within the team.

You need to identify and plan different kinds of interactions with learners within different contexts and these could be sessions, or a series of sessions with individual learners and/or small groups. This might include, for example: seminar, laboratory, library activities, learning support, online support or fieldwork. You need to show that you understand that what you have planned is appropriate for your learner/s.

A2 Teach and/or support learning

This is about your direct engagement and interaction with learners, whether in groups or individually, remotely or face-to-face.

This may consist of formal, timetabled approaches or it might be outside of scheduled classes and more informal in nature, but nevertheless essential to learning and taking place in a wide range of contexts including: classrooms and lecture theatres; seminar rooms; in the field; learning support centres;

Offices; virtual environments; in studios; creative practice environments/performance spaces;

You might draw examples from a range of activities to illustrate the appropriate and effective teaching approaches you use with your learners, for example:

● specific approaches you use in your teaching or support of learning (in classroom lectures, seminars, in the field, labs, or library etc);

● working with learners on a one-to-one basis, including activities covered for Associate Fellow above;

● contributing to in-house professional learning and teaching programmes;

● developing research and information support on a one-to-one basis or in groups;

● supervision of postgraduates; ● creative studios; ● practice workshops; ● developing approaches to demonstrate high level subject

skills; ● contributing to learner practical skills; ● developing services, tools and technologies to support a

virtual learning environment; ● supporting learning, specific to the context, for example

professional, resource based, library, work-based or technology-based learning.


or libraries and resource centres.

A3 Assess and give feedback to learners

This is about how you:

● assess and give feedback to learners, to foster and encourage their learning;

● assess learners’ progress and make judgements about their learning during and on completion of their study with you.

The assessment you undertake may be formative and/or summative, formal and/or informal. Feedback may be face-to-face, written, or using electronic means such as podcasts and social media. As assessment and feedback are not always ‘formal’ and ‘summative’ you can include work with research students, colleagues and peers and activities relating to learners in learning support contexts. They must however, relate to HE provision. This does not therefore require the summative marking of student work for degree classification but can relate to informal formative assessment of learners within the HE setting.

Your application needs to demonstrate:

● a routine use of feedback and feed-forward approaches to improve learning and develop learner autonomy. This may be regarding specific pieces of assessed work or assignments (written or practical), approaches developed or changed over a period of time to adapt to increasing learner autonomy;

● how assessment and feedback contributes to students’ and/or others’ learning; this might be about approaches developed or used to enhance the learning of specific attributes or skills (individuals working in groups, self-reflection, critical thinking, personal learning strategies, research skills, library skills, digital literacy etc);

● an awareness of an appropriate range of assessment methods and the rationale for their use. This might include focus on the combination of assessment approaches used to develop and assess specific outcomes or aims, changing assessment and feedback approaches to ensure they are more effective for different types of learners, at different levels, in different contexts etc;

● an understanding of the implications of quality assurance and a commitment to quality enhancement (links to K6). This might be about approaches used within the context of a new/revised module, course or programme where subject benchmarking and/or professional standards are integral, or in a service learning support activity where timeframes or other restrictions influence the approaches you are able to use. Evidence of how you have applied this knowledge to your practice should feature within your application;

● feedback and assessment related to diagnostic activities such as informal assessment of learning, review of documentation in preparation for placements etc for staff in learning support roles.

A4 Develop effective learning environments and approaches to student support and guidance

This is about how you effectively use both formal and informal learning environments to facilitate learning and how you meet the needs of your learners for educational support and guidance.

The examples you might use will vary greatly depending on the physical and virtual environments in which you teach or support learners, the nature of the subject or discipline and the nature of the learner/s. All these points need to be considered in evidencing how you:

● utilise and manage the range of physical or virtual learning environments so that they are appropriate to your learners’ needs;

● work with learners, service providers and/or teaching staff to ensure that your learners can access and use a broad range of learning opportunities.

A Fellow will typically draw on a wide range of activities, clearly showing links between environments and learning and explaining how and why the environment is appropriate within your context and/or discipline.


You will draw from a range of activities such as:

● creating new approaches to utilise the spaces in which you have to teach and/or support learners;

● developing resources and interactivity for a virtual learning environment;

● developing interdisciplinary or professional/work-based resources;

● work-based learning and placements; ● bringing in aspects of professional practice to the learning

environment; ● using digital literacies; ● developing pro-active ways for students to positively

engage with student services.

A5 Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

This is about how you maintain and continue to develop your capability in teaching and learning support and, for the Senior Fellow, your leadership activities and roles. It includes:

● how you gather and utilise information on the effectiveness of your own practice;

● how you engage with and use your own CPD activities to enhance your practice;

● how you incorporate subject and pedagogic research and/or scholarship within your professional practice as a teacher/supporter of learning;

● how the activities you undertake as part of a group or team impact on your approaches and practices and that of others, such as colleagues engaged in teaching and learning, in your discipline or more widely.

You do not have to be directly involved in research but you do need to indicate how you use scholarly and/or professional activity to maintain your teaching and support of learning.

In your application, evidence of ‘scholarship’ should include a focus on pedagogy and your subject knowledge. It should typically cover a range of exchanges with peers operating at a variety of levels – this might be informal dialogue, conversations and classroom experiments; action research; conferences and seminars; grants and publications, all of which potentially provide evidence of good scholarly practice through critique and reflection.

This would minimally include using the work of others to inform your practice and identifying areas in which you have made a difference, or a contribution, locally. For example:

● using the experience of peer observation of teaching to reflect upon and change aspects of your own teaching;

● reading and making use of the published pedagogic literature to inform your practice;

● conducting a piece of action research and disseminating the findings at a teaching and learning conference;

● writing a research paper on the approaches to supporting learners with learning difficulties;

● contributing to staff development/staff research events; ● engagement with your professional association;


Appendix E – Peer Mentor Role in the L&T Practice Program

Peer mentors in the L&T Practice Program are HEA Fellows at FHEA, SFHEA or PFHEA standing. They support colleagues who are developing an application for recognition as a HEA Fellow or Senior Fellow. Mentoring is an important part of the overall learning and teaching network at Griffith and is closely associated with the Griffith Learning and Teaching Academy. Mentors will:

● Guide and support staff, encouraging them to reflect on their practice, meet the requirements of

fellowship application and submit their application.

● Provide general feedback and advice on early drafts.

● Choose to mentor individually (1:1) or in a small group.

● Be available to mentor applicants within Trimester 1 and/or Trimester 2.

● Meet with applicants at least twice (virtually or face to face) to work on the application - total

mentor time commitment per applicant = 4-5 hours.

● Be members of the Griffith Academy of Learning and Teaching (GLTA) and will be supported

through Professional Learning (workshops and online modules) and a detailed Mentoring

Handbook.

● Be supported broadly by the Griffith HEA Fellowship Team within Learning Futures and the

Coordinator of the L&T Practice Program.

Details of mentoring and a suggested mentoring approach can be found in “Guidance Notes for Mentors

and Applicants” which is a resource available on the Learning Futures/ HEA Fellowship website.


Appendix F – Application Form - FHEA

(DO NOT USE THIS AS A TEMPLATE - Please download from the HEA Fellowships@Griffith website)

L&T Practice Program – HEA Fellowships@Griffith Scheme

2020 Application Form: FHEA

APPLICANT INFORMATION

Family name First name Title Staff No.

Please indicate your Griffith affiliation below (✓):

Arts, Education, Law Griffith Business School Other, please specify:

Griffith Health Griffith Sciences

Campus:

Role/job title:

Length of employment at Griffith University:

Total years’ experience of teaching in HE:

EXISTING TEACHING QUALIFICATIONS

Qualification Institution Date completed

Please indicate if you hold an existing HEA Fellowship, and what category:

CHECKLIST Yes/No

Have you met with your peer mentor?

Has your peer mentor read and commented on drafts of your writing?

Have you reviewed the reflective writing resources? (ie L&T Practice Program Module 3)

Does your application integrate relevant literature throughout the Reflective Portfolio and include a list of references?

Does your application include annotations to the PSF? (ie annotations to all Core Knowledge (K) and Values (V) dimensions of the PSF; distributed throughout your Reflective Portfolio after the sentences to which they apply.)

https://www.griffith.edu.au/learning-futures/hea-fellowships


Part I

REFLECTIVE PORTFOLIO OF LEARNING AND TEACHING PRACTICE

TEACHING PHILOSOPHY STATEMENT

In no more than 500 words describe your teaching philosophy. This brief statement should convey your overall view of yourself as a university teacher/learning support professional. Your teaching philosophy underpins the way you teach, your beliefs, intentions and actions. Your statement may refer to the PSF in terms of Core Knowledge (K) and Professional Values (V).

(Please write here)

(Total words in this section = /500)

REFLECTION ON LEARNING & TEACHING PRACTICE

In no more than 2500 words, use your professional practice to describe, evidence and reflect on your effectiveness in teaching and supporting learning. Your portfolio should include a range of examples to show the breadth of your experience commensurate with Descriptor 3(i-v), demonstrating a broad understanding of effective approaches to teaching and learning support as key contributors to high quality student learning. Your portfolio should demonstrate how your professional practice is underpinned by appropriate Core Knowledge (K) and Professional Values (V) as in the PSF. You may wish to use Areas of Activity A1-A4 as headings.

(Please write here)


REFLECTION ON ENGAGEMENT IN PROFESSIONAL LEARNING (PROFESSIONAL DEVELOPMENT)

In no more than 500 words describe, evidence and reflect on the professional learning (professional development) activities in which you have engaged within the last 3 years. Reflect on how they relate to the development of your professional practice in teaching and learning. Your writing should provide evidence of “Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic and professional practices.” (PSF defined Descriptor 3(vi))

(Please write here)



Part II

REFEREES REPORTS

DETAILS OF REFEREES

Name & Position of referee #1 Please indicate the HEA Fellowship category of your referee (if appropriate):

Institution

Email

Name & Position of referee #2 Please indicate the HEA Fellowship category of your referee (if appropriate):

Institution

Email

REFEREES REPORTS

I confirm that:

☐ Two Referees Reports are attached and my referees have had an opportunity to read my

application.

STATEMENT

I hereby certify that:

☐ I am an employee of Griffith University.

☐ The contents of this application are my own work.

☐ The information I have provided in this application is true and correct, meets all standards of

academic integrity, and does not breach anyone’s rights to privacy or confidentiality. If I am successful in this application, I will commit to:

☐ upholding the HEA Code of Practice;

☐ remaining in good standing as a HEA fellow by continuing my professional development and the

enhancement of my teaching skills, knowledge and practice; and

☐ contributing to the Griffith University HEA Scheme (e.g. as a mentor/assessor) as appropriate.

Signed: Name: Date:


Appendix G – A Suggested Model for Success

Below is a suggested generic approach you might consider to structure your writing over 12 weeks as you

apply for FHEA. You are strongly encouraged to engage in this blended process including an introductory

face-to-face workshop supported by modules and peer mentoring. The schedule below is only a

suggestion - you will need to negotiate your own times and dates to suit you and your mentor!

HEA week

Suggested Support Activities – a possible schedule Feedback Points & Mentoring

support

1&2 Complete modules:

3 Introductory Workshop: Engaging with the process

Before workshop: Complete Modules 1&2. Outline a Teaching Philosophy Statement Commence your pre-writing planning matrix. This workshop delves deeper into: the PSF, examples of writing, pre-writing planning and strategies for success.

Learning Futures will connect you with a mentor from the Griffith Learning and Teaching Academy.

4 Complete Module 3 Develop a writing plan for your portfolio.

5 Writing week At the end of this week try to finish two Areas of Activity and/or your Teaching Philosophy Statement for feedback.

6 Feedback week Meet with your mentor.

Feedback Point #1 With your Mentor

7-8 Writing Finish another two Areas of Activity for your mentor.

9 Feedback week Meet with your mentor.

Feedback Point #2 With your mentor

10 Writing This week send an almost complete draft to your referees.

11 Finalise your portfolio. Finalise Referee’s Reports.

12 Completed portfolio due. (Submit to: [email protected])

Always confirm this date!!

This process is supported through the Program 4 Handbook and the following Modules:

Module 1 “Introducing the PSF” Module 2 “Preparing your application” Module 3 “Writing your application”


Appendix H – Lead Assessor Feedback Summary Form: FHEA

Recognition as a Higher Education Academy Fellow (FHEA) requires an applicant to meet Descriptor 2

(D2) of the Professional Standards Framework (PSF). Recognition as a FHEA acknowledges that an

applicant has evidenced sustained effectiveness in teaching and enhancing the student learning

experience, combined with scholarship, educational research and/or other professional activities. In

making your assessment, you are asked to look for holistic evidence that the applicant is fulfilling the

requirements of all elements of D2.

Applicant name: Griffith Affiliation (eg Group):

Date:

Lead Assessor to indicate overall recommendation (consensus ✓):

Award FHEA

Resubmit (minor) (4 weeks to submit additional evidence)

Resubmit (major) (significant revisions and mentoring needed )

D= Demonstrated B= Borderline ND = Not Demonstrated

Descriptors relating to Areas of Activity D B ND

D2 (i) Successful engagement across all five Areas of Activity. Assessor 1

Assessor 2

Assessor 3

D2 (iv)

Successful engagement in appropriate teaching practices related to the Areas of Activity

Assessor 1

Assessor 2

Assessor 3

Descriptors relating to Core Knowledge D B ND

D2 (ii) Appropriate knowledge and understanding across all aspects of Core Knowledge (K1-K6)

Assessor 1

Assessor 2

Assessor 3

D2 (v) Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice

Assessor 1

Assessor 2

Assessor 3

D2 (vi)

Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

Assessor 1

Assessor 2

Assessor 3



Descriptors relating to Professional Values D B ND

D2 (iii) A commitment to all the Professional Values (V1-V4) Assessor 1

Assessor 2

Assessor 3

Referee Reports Yes No

Do the referee reports broadly corroborate (authenticate) the applicant’s account?

Assessor 1

Assessor 2

Assessor 3

SUMMARY FEEDBACK to be supplied TO APPLICANT This is a compilation of the feedback from the panel. Applicants will receive feedback collated from all three (3) Assessor Feedback Forms. If “award FHEA” - use this section to provide the applicant with any constructive feedback that would be valuable for them to know in terms of their claim and/or future development FROM THE PANEL. If “more evidence required” - use this space to list the recommendations FROM THE PANEL regarding the additional evidence, or improvements needed to the application, or further work the applicant needs to undertake, in order to attain Fellowship. Additional evidence requirements may range from 500 words of additional evidence (minor) to substantial changes (major). Additional evidence supplied within 28 days of assessment notification will be assessed by the original panel.

Feedback for applicant here from all three assessors…

Documents

LEARNING & TEACHING PRACTICE PROGRAM FELLOW HANDBOOK … · In this program you will reflect on your teaching and learning practice using the Dimensions of the Professional Standards