Professional Recognition and Development Scheme handbook - portfolio... · achieve the status of Fellow of the Higher Education Academy (HEA) via the e-portfolio and professional

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Professional Recognition and Development Scheme

Fellowship (D2)

Handbook for e-portfolio and dialogue

route

September 2018

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Fellowship handbook: e-portfolio route by CLT, University of Brighton is licensed under a Creative Commons Attribution 4.0 International License. https://staff.brighton.ac.uk/clt/PD/Pages/Accredited/PRD-Scheme.aspx

https://staff.brighton.ac.uk/clt/PD/Pages/Accredited/PRD-Scheme.aspx

http://creativecommons.org/licenses/by/4.0/

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Contents

1. Introduction: the UoB PRD Scheme ................................................................................... 2

2. What are the requirements for submission? ..................................................................... 5

3. Advice on preparing the e-portfolio ................................................................................... 7

4. Case studies ...................................................................................................................... 14

5. Preparing for the professional dialogue: .......................................................................... 15

6. The development plan ...................................................................................................... 15

7. Referee statements .......................................................................................................... 16

8. Assessment procedures ..................................................................................................... 17

Appendix A: Mapping matrix ................................................................................................... 18

Appendix B: Guidance for referees .......................................................................................... 19

Appendix C: Assessment criteria for Fellowship ...................................................................... 23

Appendix D: Example development plans ............................................................................... 29

D2 handbook portfolio route CLT, 2018 1


1. Introduction: the UoB PRD Scheme The University has an overarching CPD framework, delivered via the Centre for Learning and Teaching (CLT), which co-ordinates all professional development for those staff with a teaching/supporting learning role (e.g. lecturers, those working in information services, PhD students with teaching responsibilities). The Framework includes initial development courses and modules such as the PGCertificate in Learning and Teaching in HE, as well as workshops in other areas such as: writing for academic publication, course leadership, supervision, and blended learning (see https://staff.brighton.ac.uk/clt/PD/Pages/PD.aspx for details). The CLT provision is supplemented by a PGCert course and two modules delivered by the School of Health Sciences, which have been specifically designed to meet the needs of health practitioners (and are also accredited by the relevant professional bodies). It is expected that UoB and partner college academic staff will achieve Fellowship of the Higher Education Academy (HEA), either via a PGCert course, or via our Professional Recognition and Development (PRD) Scheme. The PRD Scheme offers two routes to apply for Fellowship: a written-only submission route, and an e-portfolio and professional dialogue route (see table below). This handbook explains how you can achieve the status of Fellow of the Higher Education Academy (HEA) via the e-portfolio and professional dialogue route. A separate handbook is available for the written-only submission route.

Written route Equivalent

e-portfolio and professional dialogue route

Written APP of 3000 words, including mapping matrix of CKs and PVs across Areas of Activity

e-portfolio of evidence (including one or two case studies) + mapping of evidence to Dimensions + 30 minutes professional dialogue

Development plan (500 words)

Development plan (500 words)

Two referee statements Two referee statements

The PRD Scheme is accredited by AdvanceHE (formerly the HEA), and is based on the UK Professional Standards Framework (UKPSF). The UKPSF sets out three ‘Dimensions of Practice’ for teaching and supporting learning in HE (see following page for diagram). These three dimensions are:

Areas of Activity, undertaken by those teaching and supporting learning in HE

Core Knowledge, needed to carry out those activities

Professional Values, that should be embedded in professional practice.

The UoB’s PRD Scheme uses these Dimensions and we have added in an additional emphasis to one of the Areas of Activity (see diagram on the following page), to stress the importance of developing digital environments. NB: If you are new to teaching in HE, and have less than three years’ full-time experience (or equivalent), you will be asked to follow the alternative route to Fellowship (D2) of the HEA, which is to take our Post Graduate Certificate in Learning and Teaching in HE (PGCLTHE). If this applies to you, please see https://staff.brighton.ac.uk/clt/PD/Pages/Accredited/PGCLTHE.aspx and contact the Admissions Tutor, John Canning, for more details ([email protected]/01273642774).

https://staff.brighton.ac.uk/clt/PD/Pages/PD.aspx

https://staff.brighton.ac.uk/clt/PD/Pages/Accredited/PGCLTHE.aspx


The three dimensions of the Scheme/UKPSF [text in italics is specific to the UoB PRD Scheme]:

Areas of Activity A1 Design & plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments (including digital and/or blended 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

Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Core Knowledge K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching


At Fellowship level, you are required to meet Descriptor 2 as set out in the UKPSF, which is to: Demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.

This requires you to provide evidence of the following: 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.

Please note: As part of your submission, you need to reference how and why you implement blended learning in your practice. You also need to include a declaration that you have attained all the digital literacies as identified in the University of Brighton Digital Literacies Framework. Attainment means sufficient understanding of what each digital literacy is and why you would use it, in order to assess whether it is appropriate for use in your practice or not. The support available to attain the Digital Literacies is:

Blended Learning sessions IS workshops (see their website for details) The Digital Literacies website: https://blogs.brighton.ac.uk/digitalliteracies/

Your declaration should be included in the Introduction.

https://blogs.brighton.ac.uk/digitalliteracies/


2. What are the requirements for submission? The e-portfolio and dialogue route consists of two aspects:

1) The preparation of an e-portfolio (using studentfolio: www.folio.brighton.ac.uk)

2) A professional dialogue (the ‘conversation’) about your practice which enables you to demonstrate how you work across the Areas of Activity, informed by the Core Knowledge and Professional Values.

You should think of your submission as a process of connected events, which enable you to: collect a body of evidence about your practice; evaluate your practice against the UKPSF; explain how you evidence the UKPSF in your practice to an audience of peers (see diagram below).

1) The e-portfolio

Preparing the e-portfolio is the first stage in the process, and provides you with an opportunity to evaluate your practice, selecting pieces of evidence which will enable you to evidence the UKPSF. It might be helpful to think of this activity as your initial thinking space, as it will enable you to reflect on what you have achieved, how you go about designing, delivering and evaluating your teaching practices and what artefacts you can select which will best assist you in evidencing this to colleagues. In addition to helping you, the evidence in the portfolio will be seen by other staff:

firstly, your mentor may help you review the evidence

secondly, your referees will authenticate your evidence as part of the referee process

thirdly, the panel assessors will (briefly) look at your evidence before the professional dialogue process

Gather evidence of your teaching

practice (this will be your initial "thinking

process")

Map this evidence against the

Dimensions of Practice of the UKPSF

Via conversation with peers, explain and

justify your practice, indicating how it

evidences the UKPSF at Fellowship level

http://www.folio.brighton.ac.uk/


The portfolio, the evidence within it, and the mapping of evidence against the UKPSF will be the basis for the professional dialogue; remember that the panel assessors will not be making their judgement against the portfolio solely, but rather against the discussion of that evidence, and how it relates to your professional practice during the professional dialogue.

Your e-portfolio will consist of the following elements:

a) A collection of evidence of your practice

For each Area of Activity, you should include no more than three items of evidence (i.e. artefacts that are produced as an integral part of your teaching practice, such as: lesson plans, module specifications, assessment guidelines, a/v recordings of teaching sessions, feedback sheets). b) A mapping of the evidence to the Dimensions of the UKPSF

The overall mapping should take the form of a matrix (see appendix A) which clearly indicates which Areas demonstrate particular aspects of Core Knowledge or Professional Values. Under each Area of Activity, you should also provide a bullet-pointed list of the evidence used and how it demonstrates that your practice is informed by Core Knowledge or Professional Values (see also section 3 below on how to prepare the e-portfolio). c) Two case studies

Case studies should be clearly located within an Area of Activity and enable you to demonstrate how you evidence Core Knowledge and Professional Values. Word length: up to 350 words per case. d) A development plan

This will identify future goals for your continuing professional development and how you will achieve these. Word length: no more than 500 words.

e) Supporting statements from two referees

References should substantiate your submission, and therefore be from colleagues who are in a position to comment on your effectiveness in teaching or supporting learning. See additional guidance on page 16, and in Appendix B, which you should send to your referees.

2) The dialogue will consist of a structured conversation where you will be:

a. Asked to briefly introduce the portfolio and answer questions on it (the questions you are likely to be asked will be similar to the ones listed below in section 7 on how to prepare for the professional dialogue).

b. Asked to talk to (one of) your case study(ies) indicating how you demonstrate Core Knowledge and Professional Values within it.

c. Asked (if appropriate) to expand upon/clarify aspects of the e-portfolio which are not clear.

The dialogue will be conducted by two assessors, both of whom will hold a category of fellowship of the HEA (either Fellowship or Senior Fellowship). The professional dialogue will last 30 minutes.


3. Advice on preparing the e-portfolio NB: example portfolio pages can be found in the studentfolio area that supports the PRD Scheme.

3.1 Introduction: using studentfolio

You will be required to use studentfolio to collect and showcase the evidence for your teaching practice. Guidance on how to use studentfolio will be offered as part of the support for your application; you can also ask your local Learning Technology Advisor (LTA) for help. More assistance is also available within the studentfolio area that supports the PRD Scheme (see https://folio.brighton.ac.uk/group/professional-recognition-devel). You should put together a collection of pages, which includes the following: 1. An introductory page that explains the context of your work 2. A page providing an overall mapping of your evidence to the UKPSF 3. A page for each Area of Activity 4. A page for the development plan 5. A page for references

1. Introductory page – to cover:

your post and the main aspects of your role

the students with whom you work and the courses or modules they are studying

the main purposes or goals you pursue in your work with those students

the influence on your work of Professional, Statutory or Regulatory bodies. This introduction should not be more than about 250 words in length. Example 1 I have been a senior lecturer in the School of Health Professions at the University of Brighton since 2006 and was a lecturer-practitioner for three years prior to that. The main part of my teaching role is as part of a course team for the MSc Health through Occupation/Postgraduate Diploma in Occupational Therapist (MSc HtO/PgDipOT). Successful completion of this accelerated 2 year full-time programme enables graduates to register with the Health Professional Council (HPC) as an occupational therapist. Since this is a professional course the curriculum has to meet standards and benchmarks set by the Health and Care Professions Council (HCPC), and College of Occupational Therapists (COT) as well as the Quality Assurance Agency (QAA) for higher education. I have also taken a leading role at divisional, school and faculty level in planning and delivering inter-professional learning opportunities. Additionally I am involved in providing a range of post-registration and other post-graduate teaching predominantly to health and social care professions. Example 2 I am a Senior Lecturer in Psychology in the School of Applied Social Sciences at the University of Brighton. I teach at undergraduate and postgraduate level. I have been teaching since 2001 initially part-time while a Research Fellow and then full-time as a Senior Lecturer. Within my school we teach multi-disciplinary courses on the whole – with the introduction of two new single honours courses in the coming year – which means the structure of courses is subject led. I am currently acting Course Leader for the Criminology and Social Policy course. I have previously acted as Course

https://folio.brighton.ac.uk/group/professional-recognition-devel


Leader for the Applied Psychology and Sociology course and at postgraduate level, have acted as Course Leader for the MSc Applied Social and Community Research. My teaching consists of:

PG: (4 modules listed)

UG: (5 modules listed)

2. Page providing an overall mapping of your evidence to the UKPSF

Using the mapping matrix in appendix A below, you should provide an overview of which aspects of Core Knowledge and Professional Values are evidenced under which Area of Activity.

3. Page for each Area of Activity

This should include your mapping of the evidence provided to the Core Knowledge and Professional Values you are demonstrating, as well as the actual evidence itself, clearly labelled. Remember that you should include no more than three artefacts as pieces of evidence. What kind of evidence can I include? The evidence should take the form of ‘naturally occurring’ artefacts, such as lesson plans, module specifications, assessment guidelines, a/v recordings of teaching sessions, feedback sheets etc. The mapping should indicate which piece of evidence demonstrates which aspects of Core Knowledge and Professional Values (and why), as well as where to find it specifically. Example If you wanted to demonstrate good practice in Assessment, you might use a module specification as a piece of evidence for Area of Activity 3. Supposing you have introduced a new e-assessment and feedback process, which, (following good practice suggested by Nicol, 2007) allows for students to choose between a number of tasks to demonstrate the learning outcomes for the module, then this would enable you to evidence K4, V1, and V3. You might also have developed your skills in giving feedback to students (e.g. via a CLT workshop, or some reading), and have designed an activity which specifically requires them to engage with previous feedback (e.g. they have to include as an appendix a self-reflection document indicating how they have used previous feedback to improve their work this time around). Student feedback has indicated that this is valued by students as they can see the benefits to their learning. Therefore, your page might look something like this: Title of page: Area A3: Assess and give feedback to learners

Evidence Core Knowledge Professional Values

Module specification, page 8, assessment activities

K4 V1, V3

Example of your feedback to a student

K4; K3 V1, V2, V3

Example of a student self-evaluation, and feedback on the process

K5 V1

You would then link the module specification to that page; or perhaps even just include the relevant extract of the module specification, as well as the example of your feedback and the example student evaluation and feedback.


4. Page for the development plan

See guidance on development plans on page 15 below, and examples in Appendix D. 5. Page for the references

Both references should be uploaded into the portfolio as word or pdf documents; see section 9 and Appendix B below for further guidance on references.

3.2 The Areas of Activity Your Account should address each of the five Areas of Activity, together with the Core Knowledge and Professional Values. Your submission should demonstrate your engagement with the UKPSF at the level appropriate for Fellowship, namely:

a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.

When preparing evidence and mapping it to the Core Knowledge and Professional Values, remember that you do not need to cover all aspects of Core Knowledge and Professional Values in each Area, but you do need to ensure that you cover them all across the totality of the submission. The sections below indicate: a) what type of evidence you might add to the portfolio and b) what kinds of explanations you might give of your practice during the professional dialogue.

Area 1: Design and plan learning activities and/or programmes of study This Area of Activity refers to all your activities which involve preparing for teaching and learning.

a) The kinds of evidence you might provide:

Planning documents for different kinds of interaction with students in various contexts, whether for single sessions, modules or larger programmes (e.g. lesson plans, module specs, lecture outlines)

Participating in validation panels or professional body reviews (e.g. periodic review documents, Professional Body accreditation documents).

Contributing to the creation of learning resource packs and e-learning or open learning materials or the development of virtual learning environments (e.g. studentcentral resources, areas, activities).

b) The kinds of explanations you might give:

Your choice of subject material

Your choice of activities and techniques, including the use of learning technologies.

How your choices facilitate your students’ learning in general and within their subject area.

The elements of Core Knowledge and Professional Values that inform your work.

Area 2: Teach or support learning This Area of Activity is about your direct engagement with students whether in groups or individually. These encounters can occur in a wide range of environments, including classrooms,


seminar rooms, lecture theatres, labs, offices, learning support centres, workplaces outside the university and online. Teaching activities might include, for example, lectures, tutorials, seminars, supervision, laboratory demonstrations, studio performances and crits, placement visits, or the moderation of online discussions. The support you provide might include academic or personal tutoring, or mentoring less experienced colleagues.


Examples of activities (as evidenced by lesson plans, lecture outlines, recorded lectures on studentcentral, online sessions)

a/v recordings of (extracts from) actual sessions (e.g. lectures, seminars, tutorials, supervisions, lab sessions)


The selection of specific activities – why you chose them and how they suit the level/type of students you teach.

Why you think they are successful in supporting student learning and how they help to develop the students' understanding of the subject.


Area 3: Assess and give feedback to students This Area of Activity is about how you use assessment and feedback to foster learning, assess progress and make judgements about students’ achievements. The assessment may be formative or summative, formal or informal. Feedback may be given, for example, orally, in writing, or via podcasts and social media.


Examples of assessment tasks, assessment criteria, rubrics.

Examples of feedback you give to students; an outline of feedback activities you use to help students engage with feedback.


The selection of the specific assessment tasks – why you chose them and how they suit the level/type of students you teach.

What evidence you are drawing upon (e.g. feedback from students, external examiners; pedagogic literature).

How you use formative and summative assessments to support student learning.

How you ensure your assessments are valid indicators of what you want your students to learn, that your marking is reliable and the standards you use are appropriate.

How you give feedback to students, and how you ensure this helps them to improve their understanding of the subject, or their performance and development as students.


Area 4: Develop effective learning environments and approaches to student support and guidance

The term ‘learning environments’ is open to many interpretations, and can include all aspects of the study context for students, from the physical nature of teaching rooms, to library facilities, to online


environments, and can cover induction, personal tutoring, work placements, support provided by Student Services.

This Area of Activity is about how you:

Contribute to and work effectively in learning environments – physical, virtual, formal, informal – to facilitate learning

Contribute to the range of learning opportunities, support and guidance available to students. This might include activities like personal and academic tutoring, one-to-one advice, counselling, developing practice to meet the learning implications of widening access, or supporting students with specific learning needs.


Examples of studentcentral areas and other virtual learning environments.

Photos/pictures of physical learning environments.

Email correspondence (e.g. with personal tutees) (anonymized)


The types of educational environment in which you work and the kinds of support and guidance you give to students - formal or informal.

How you contribute to making the learning environment effective for students.

How you contribute to the support and guidance of students.

Why you choose particular strategies and how well they work.


NB: As part of your submission, you need to reference how and why you implement blended learning in your practice. You also need to include a declaration that you have attained all the digital literacies as identified in the University of Brighton Digital Literacies Framework. Attainment means sufficient understanding of what each digital literacy is and why you would use it, in order to assess whether it is appropriate for use in your practice or not. The support available to attain the Digital Literacies is:

Blended Learning sessions

IS workshops (see their website for details)

The Digital Literacies website: https://blogs.brighton.ac.uk/digitalliteracies/

You can include this declaration in your introduction.

Area 5: Engage in continuing professional development relevant to the subject and its pedagogy (this will include research, scholarship and the evaluation of professional practices.) This Area of Activity is about how you maintain and develop your ability to work effectively with students and colleagues. It includes:

How your practice is informed by subject and pedagogic research or scholarship

How you gather and use information to review, evaluate and improve your practice.

How your practice is informed by keeping your subject knowledge up to date.

Group or team activities are as relevant as individual activities. If you are not directly involved in research, consider how you enhance your work with students through other types of scholarly or

https://blogs.brighton.ac.uk/digitalliteracies/


professional activity. These activities are likely to be wide ranging, incorporating both formal and informal approaches to continuing professional development, and may include things you do outside the higher education context.


Research papers and conference presentations.

Evidence of attending workshops or training events

Evidence of conversations with colleagues, School meetings, visits to other institutions.

Reading you have done that has had an impact on your practice.


How you update and develop your ability to work effectively with students, including, for example, staff development activities, or conferences on learning and teaching, or participation in projects to develop learning methods.

How you used the outcomes from the above CPD activities to improve your working practice and the experience of the students with whom you work.

The elements of Core Knowledge and Professional Values that inform your work. NB a note about evidence – as well as the artefacts that make up the ‘evidence’ in your portfolio, you will need to also demonstrate evidence that your practice is successful. This type of evidence might be student feedback (from module evaluations, course boards, emails, NSS scores), feedback from colleagues (internal or external), or other types of evidence such as improved results in a module following changes you made, or changes made due to developments in the field or development in technology. It will be helpful to include this type of evidence in your portfolio as well as the other types listed in the sections above.

3.4 Detailed advice on Core Knowledge and Professional Values

Core Knowledge When selecting evidence for the portfolio, consider how referencing it will enable you to demonstrate the Core Knowledge and Professional Values in the professional dialogue. Some guidance on things to consider is given below: Core Knowledge 1: The subject material How do you use your understanding of the nature of the subject to inform the design and planning of learning activities and programmes of study, the teaching strategies, the assessment and feedback?. This would normally make reference to the distinctive nature, or culture, of the discipline and the particular expectations of teaching; the issues or challenges arising from the context in which teaching takes place, and the appropriate methods of delivering the subject at different levels (e.g. first year undergraduate to masters level). Core Knowledge 2: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme This is concerned with pedagogic approaches that are distinctive and/or characteristic of the subject, or what makes the teaching or support of learning in the subject distinct. It is also concerned with acknowledging that some approaches may be more appropriate than others given the nature of the learning desired, the level of the material being taught and the readiness of students. This is clearly linked to demonstrating Core Knowledge 1 with its focus on an understanding the subject material,


but is specifically concerned with the strategies and approaches used to teach or support the learning of the subject. Core Knowledge 3: How students learn, both generally and within their subject/discipline area You can provide evidence in this case by demonstrating how an understanding of the characteristics of different students (such as mature students, recent school leavers or research students) influences the decisions you make about how best work with those students. You might refer, for example, to different theories of, or approaches to learning and how these influence your use of different strategies for teaching and supporting learning. Core Knowledge 4: The use and value of appropriate learning technologies Here you need to make reference to how and why you use specific technologies, traditional and new, to support learning. The evidence you provide is likely to link to other areas of Core Knowledge, for example; how and why technology is used within a specific discipline, professional or vocational areas; for specific groups of students in specific learning contexts or environments. Core Knowledge 5: Methods for evaluating the effectiveness of teaching Here you should focus on the methods (formal or informal) you employ to gather information about the impact of teaching, including feedback from students, how you use that information and how this helps you to develop your work. This might include an account of how you obtain feedback other than relying on the institutional procedures already in place. Core Knowledge 6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching There are a range of institutional and external policies and practices you might also refer to here, including the range of QA systems (assessment procedures, moderation, processes for making module changes, external examiners, the academic health process, the Curriculum Design Framework, PSRB requirements, subject benchmarks for your discipline, NSS etc) and QE initiatives (e.g. the PASS Scheme, student engagement).

The Professional Values Professional values are often considered implicit within professional practice, but in your professional dialogue, you need to explain how they inform your work. It is acknowledged, however, that, individuals are likely to place different emphases and importance on particular Values depending on the nature and context of their work. Consider how the evidence you select for the portfolio will enable you to engage in dialogue about how the Professional Values inform your work. The principles behind including Values are threefold: a) to address your own differences, blind spots or cultural assumptions b) to address institutional or structural inequality and c) to demonstrate behaviours that indicate you understand how to put Professional Values, such as ‘Respect’, into practice. (See Example below)

Professional Value 1: Respect individual students and diverse learning communities This value is concerned with how teaching and supporting learning incorporate activities, actions and approaches which respect individual students. Your portfolio and dialogue should demonstrate how this value influences the way in which you communicate and interact with individuals and different communities in the context of teaching and supporting learning. The term ‘diverse learning communities’ might include campus-based groups of students, electronic communities, work based communities, or be defined on the basis of ethnicity, faith, social class, age.


Professional Value 2: Promote participation in higher education and equality of opportunity for students Here you should make clear how a commitment to participation in Higher Education and equality of opportunity for students informs your work, for example how you embed principles of inclusive practice. There is potential to cover a broad spectrum of activities, approaches and behaviours linked to all the Areas of Activity and Core Knowledge. Professional Value 3: Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development This value advocates the importance of direct professional involvement in enquiry. It is concerned with using the outcomes from research, scholarship and professional development to make principled, informed and considered judgements which enhance practice and the learning experience. So, you need here to demonstrate how you draw on sources of evidence to inform your work and how you contribute to those sources. The evidence you refer to might include consideration and application of the findings from studies, reading, personal enquiry regarding (for example) teaching, learning, students, the subject, the environment etc to enhance practice and the student learning experience. Using one’s own discipline based research to enhance the curriculum should be informed by reading or research about curriculum design, the nature of the subject itself and the students in order to provide a rationale for the design of the curriculum and its delivery. Professional Value 4: Acknowledges the wider context in which higher education operates recognising the implications for professional practice. This value is concerned with being alert to matters that may have an impact on institutional missions, or curriculum design, or personal and collective practice. This might for example include Professional Body requirements for your discipline, the employment agenda, or the widening access and participation agenda. Current agendas include; sustainability (the practice of sustainability and education for sustainability), global citizenship, and student engagement. Example: I organised my lecture material using lecture capture technology and hosted on studentcentral. This was beneficial for students with Dyslexia (as well as other students) who may take longer in a lecture, or indeed find it extremely challenging, to read, take notes and listen simultaneously due to short term memory and information processing issues. This also meant that all students could access the lecture material if they missed the session or for revision purposes. This has been shown to be effective (Karnad, 2013) and proved very popular with my students (V1, V3).

4. Case studies You will prepare two case studies as part of your portfolio, which should be located within an Area of Activity – these can be a maximum of 350 words, and should showcase an aspect of your teaching practice that you feel demonstrates a range of the Core Knowledge and Professional Values. Your case study can be presented as a narrative, or you can use bullet points, pictures or short pieces of text that present an overall idea of the case. Examples you might choose are: how you have developed e-learning within a module; how you have used CPD or your own research in your teaching; how you have adapted your teaching accordingly after feedback, or in response to particular student needs. You will be asked to discuss one case study during your professional dialogue.


5. Preparing for the professional dialogue: The professional dialogue will last 30 minutes. It is a dialogue, rather than a presentation (so you will not be expected to do all the talking) but it will take the form of a structured conversation, so you need to be prepared for it. When preparing for the professional dialogue, it is useful to consider the kinds of questions you may be asked. The panel is likely to ask you fairly open questions, which enable you to indicate the following in relation to each Area of Activity:

What you do (provide concrete detail and examples)

Why you do it in that way (clearly explain your reasons, and justify your choices and decisions, e.g. using relevant literature)

How you judge the effectiveness of what you do (clearly explain the criteria and kinds of ‘information’ you use to review and evaluate your work and the experience of the students with whom you work)

How you improve what you do (explain this clearly using various concrete examples).

The types of questions that may therefore be asked, could include:

Tell us what the key influences on your teaching practice are.

What was your thinking in the design of [module, teaching session referenced in the portfolio]?

How do you use student feedback to improve your practice?

What CPD activities have influenced your work? Consider also how you will be able to speak to the Core Knowledge and Professional Values and indicate how they shape and inform your practice. You will also need to demonstrate how your work is informed by relevant pedagogic literature, both generic and discipline-specific, so it is advisable to bring along some notes/prompts to refer to. Two assessors will carry out the dialogue; they will be Fellows or Senior Fellows of the HEA themselves; occasionally additional panel members may be present, either for moderation purposes (e.g. an internal moderator or external) or for training purposes (e.g. a trainee assessor).

6. The development plan You will have already addressed Area of Activity 5 (Engage in continuing professional development relevant to the subject and its pedagogy) in the portfolio. However, that is intended to refer primarily to past and current experience. The development plan differs in that it looks ahead and refers to intended development. In your plan you should:

1. briefly refer to your development to date

2. describe the developments you feel should be your priority during the coming months or years (the timescale will depend upon your particular circumstances). We suggest you refer to a small number of developments that are feasible priorities, rather than a long ‘wish’ list

3. explain how you intend to achieve these developments. We suggest you refer to specific

activities you intend to engage in to meet your plans


4. describe the outcomes that will enable you to recognise that the development is occurring or has been achieved.

Your plan should be informed by the three dimensions of the Professional Recognition and Development Scheme (i.e. the Areas of Activity, Core knowledge and Values). You should also indicate where your plan involves support provided by the University, for example, through the SDR process or the provision of courses and other learning opportunities. Do keep in mind that the plan should not be more than about 500 words long. You may therefore find it useful to use a combination of bullet points and elaborative comments, and to include some form of table (see examples in Appendix D). When identifying goals for their development plans, people often find it useful to use the acronym SMART: this is designed to help them devise goals that are: S specific and significant M measurable A attainable, agreed upon, achievable, appropriate R relevant, realistic T time-bound, tangible, track-able.

7. Referee statements Introduction This section explains the role of the two referees and who you should choose. We suggest you read this first, then provide each referee with the referee guidance in Appendix B (this is also available as a document to download from studentfolio). You need to provide two references to support your application, and these should be included as part of your collection in studentfolio. Choosing a referee Your referees should be colleagues, peers or senior staff who can substantiate the claims you make in your submission, so they need to know you and your work well. This might be a colleague you have taught with, or it may be your Course Leader, APL/Head of Division or other manager. In some cases, this will be a Deputy Head, or your Head of School/Department, though it does not have to be a senior manager. Using their knowledge of your work and the context in which you practice, their role is to:

provide an informed peer review of your experience

substantiate the information given in your Account of Professional Practice

make additional, relevant comments, as they wish. You should:

a) Contact them early on in the process, so that they know you are preparing a submission and

when you are aiming to submit.

b) Send them the guidance for referees.

c) Leave them plenty of time to read through your submission in order to write the reference –

they are supporting your submission rather than providing a general reference as, for

example, with a job reference.


Please note:

One of your referees must be from the University of Brighton or your current partner institution workplace (if a second referee is from a previous or external institution, their reference should be signed and presented on headed paper).

Ideally, one of your referees should already hold a category of HEA Fellowship.

8. Assessment procedures Your submission will be assessed by at least two colleagues – normally a member of CLT staff and also by one of our Panel Assessors, drawn from across the University, who will both be Fellows or Senior Fellows of the HEA. The assessors will view the e-portfolio of evidence and conduct the professional dialogue. These dialogues will be (audio) recorded so that moderation can take place. You will also receive a copy of the recording. Formal awarding of fellowships happens at our Recognition Panel meetings, which are held three times a year. You will receive feedback on your submission via email within a week of the dialogue (to allow for moderation). You will be assessed on whether or not you successfully evidence all areas of the UKPSF as appropriate to Descriptor 2 (Fellowship) of the HEA, as set out on page 4 of this document. Appendix C contains a copy of the marking guidance/assessment criteria that will be used by the panel assessors. Applications are marked on a pass/resubmit basis. To pass, you therefore need to achieve a mark of 7/7. It is useful to think of the assessment process as similar to the peer review process for submitting an article to a journal; if you are unsuccessful, you will be given guidance on how to re-submit. There are two types of re-submission:

If the assessors feel you need a little more work to, for example, clarify aspects of the submission, or to demonstrate Core Knowledge or Professional Values more fully, you will be offered the opportunity to write a short piece (500 words) addressing areas highlighted as needing more work (you will also be asked, where appropriate, to append further examples of evidence).

If the assessors feel the submission overall needs considerable work, you will be invite to re-submit the portfolio and have another professional dialogue within a suitable timeframe (this is likely to be six months to a year).

Feedback will be in the form of the written feedback; however, you will also be able to discuss this with a member of staff from the CLT who will advise you on how to address the feedback and what resources and workshops are available to help you meet any gaps identified. You will also be able to attend any further Scheme workshops. If you are unsuccessful on your resubmission, you will be advised to wait a year until making another application and to engage in relevant CPD plan in the interim. If your submission passes, you will be eligible for Fellowship of the HEA and your details will be passed on to AdvanceHE; you will then receive an email with a link to view and download your certificate. You will also be invited to celebrate your success at the CLT’s annual Learning and Teaching conference in July.


Appendix A: Mapping matrix

Areas of activity

K1 Subject material

K2 Appropriate methods for teaching and learning

K3 How students learn

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating effectiveness of teaching

K6 Implication of QA on practice and teaching

V1 Respect individual students and diverse learning communities

V2 Promote participation

V3 Use evidence informed approaches and research

V4 Acknowledge the wider context of practice on academia

A1 Focus activity: Design of Final Year Special Topic Module

A1Design and plan learning activities

A2 Focus activity: 2nd year placement students placement

A2 Teach or support learning

A3 Focus activity: Assessments for Special Topic Module

A3 Assess and give feedback to students

A4 Focus activity: Project supervision

A4 Develop effective learning environments

A5 Focus activity: CPD related to post as a Teacher Practitioner

A5 Engage in CPD


Appendix B: Guidance for referees Thank you for agreeing to act as a referee. Your colleague has compiled an account of their teaching or support for learning in higher education, as an e-portfolio. They will be engaging in a ‘professional dialogue about their practice, using the e-portfolio as a basis for establishing how they work across the Areas of Activity, Core Knowledge and Professional Values outlined in the Dimensions of the UKPSF (see below for details). Please take time to discuss their application with them and read the advice below before composing your reference. There is no standard form for references, but the guidance below may help you to structure your reference. This reference may differ from those you have provided in the past for promotion or job appointment, as your role here is to provide evidence of your colleague’s effectiveness in teaching or supporting learning. Therefore your reference should primarily refer to the applicant's commitment, experience and achievements in this regard. It should refer to their research record or other professional work only if this directly informs their teaching. Please provide practical examples to support your comments wherever possible. If you have been involved in peer observation of your colleague’s work (either formally or, for example, as a co-teacher), please draw on the evidence this provides. Similarly, please refer to any innovations, or contributions to developments in teaching and learning that your colleague has made. In their e-portfolio and professional dialogue, your colleague is expected to explain how their work incorporates certain core knowledge and professional values. (These are described below). It will be helpful if your comments can substantiate or amplify these aspects of your colleague’s Account. Please provide your colleague with an electronic copy of your reference, and ensure that it includes your name, job title and email address. The three dimensions of the Account of Professional Practice: The University Scheme has three main themes or dimensions, which are based on the HEA Professional Standards Framework (UKPSF):

1. Areas of Activity undertaken by teachers and supporters of learning within HE 2. Core Knowledge that is needed to carry out those activities at the appropriate level 3. Professional Values that someone performing these activities should embrace and

exemplify

(see details on the following page).


The three dimensions of the Scheme/UKPSF: [text in italics is specific to the UoB PRD Scheme]

Areas of Activity A1 Design & plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments (including digital and/or blended 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

Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Core Knowledge K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching


Levels of Fellowship: Associate Fellowship (D1) If you are providing a reference for a colleague applying for Associate Fellowship, they should have addressed Area of Activity 5 and two others, and relevant Core Knowledge and Professional Values. Associate Fellows are expected to demonstrate:

an understanding of specific aspects of effective teaching, learning support methods and student learning.

Fellowship (D2) Colleagues applying for Fellowship should have addressed all the Areas of Activity and all of the Core Knowledge and Professional Values. Fellows are expected to demonstrate:


Senior Fellowship (D3) Applications for Senior Fellowship should address all of the Areas of Activity, all the Core Knowledge and Professional Values. They should also include two case studies, and overall, the application should demonstrate leadership and management in learning and teaching in addition to the five Areas of Activity; specifically they have to meet the following criterion:

Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning

Senior Fellows are expected to demonstrate:

a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.

Example reference: NB: this reference demonstrates that the referee has worked with the applicant and knows their work well, and also clearly indicates where the Areas of Activity, Core Knowledge and Professional Values have been met. Names and other identifying details have been change (indicated by italic text). I am writing to offer my full support for John’s application. John started teaching as part of his role as a research fellow in 2003; then switched to a 50/50 teaching/ research contract in 2006 and then was appointed as a full time senior lecturer in 2009 (A2). I have worked extensively with John, including conducting his annual staff development reviews, and during this time he has proved himself to be a strong senior lecturer, module coordinator, course leader (and consequentially member of the Undergraduate Degrees Executive - UGE), researcher and international networker, and he has also undertaken ongoing staff development courses, as explained in his portfolio, all of which verify that he is well able to meet criterion A5. John is particularly strong in designing and planning learning activities (A1) and his innovative methods for teaching both research methods and [name of module ], explained especially in Activity 1 in the portfolio, affirm this; the XXX Project was particularly well received by students, and the other examples provided show how John meets K4 in his teaching. The second aspect of A1 is attested to in John having contributed extensively to the Periodic Review of our entire undergraduate programme […] this year as course leader of one of our half-degrees. The nature of designing half-degrees is more complex than single honours to ensure national benchmarks and other quality standards (K6) are addressed by both halves of the course and this requires firm


knowledge of the subject material (K1) and of how students learn (K3), and ensuring that the methods of learning, teaching and assessment are appropriate (K2). John’s teaching is underpinned by his strong professional values of equality of opportunity for students and this is best evidenced by his former work as our mature students’ admissions tutor where he advised and supported applicants prior to admission to promote their successful and confident participation in higher education (V2). As course leader, module coordinator and personal tutor John continues to offer such support and encouragement to all of his students showing great respect for the diversity of each individual student’s learning and personal needs and aspirations (V1) at both undergraduate and postgraduate levels. This support applies to the quality of feedback John provides to students, individually on the feedback sheets and collectively on studentcentral, in the modules he coordinates, which contains a firm balance of summative assessment and formative guidance (A3). In this manner John has always been keen to create effective learning environments (A4) and his blended learning activities testify to the way in which he draws upon good pedagogical and subject knowledge to engage students (V3). Further supporting John’s commitment to high standards, equitable treatment of students and collegiality, John holds regular meetings with his module teams, including leading strict moderation practices, to provide opportunities for discussion and critical reflection upon the learning and teaching as the module progresses (K5). Finally, as a member of the UGE which manages the undergraduate programme, John has held collective responsibility for ensuring that our programme is responsive to wider institutional and national policy imperatives (V4). This has ensured that our programme continues to develop according to the highest standards and national subject trends. Nothing epitomises how John has worked towards achieving this criterion more than our recent highly successful Periodic Review (June 2012) and our current student recruitment trends (up xx% on last year).


Appendix C: Assessment criteria for Fellowship Remember that Fellowship candidates are required to demonstrate:


And that they can evidence the six criteria below:

Criterion 1: Successful engagement across all five Areas of Activity

Please circle as appropriate Pass: The evidence in the portfolio and the professional dialogue demonstrates engagement across all five areas. Resubmit: The evidence in the portfolio and the professional dialogue fails to demonstrate (sufficient) engagement across all five areas.

Area of activity

notes/feedback

A1

A2

A3

A4

A5

Please highlight areas of good practice


Criterion 2: Appropriate knowledge and understanding across all aspects of Core Knowledge

Please circle as appropriate Pass: The evidence in the portfolio and the professional dialogue demonstrates knowledge and understanding of all aspects of Core Knowledge. Resubmit: The evidence in the portfolio and the professional dialogue fails to demonstrate (sufficient) engagement across all aspects Of Core Knowledge

Core knowledge

notes/feedback

K 1

K 2

K 3

K 4

K 5

K 6


Criterion 3 : A commitment to the professional values

Please circle as appropriate Pass: Frequent clear explanations and examples of how the professional values inform the Areas of Activity were provided Resubmit: There were not enough examples, and/or not enough evidence was provided of commitment to all of the professional values


Professional Values

notes/feedback

V 1

V 2

V 3

V 4



Criterion 4: Successful engagement in appropriate teaching practices related to the Areas of Activity

Please circle as appropriate Pass: Convincing explanations of why the teaching activities are appropriate to the students, subject and context, and how they were effective were provided during the dialogue. Resubmit: Teaching practices discussed do not adequately address the Areas of Activity and/or there is not enough evidence to demonstrate their success

Example of teaching activity/Area of Activity

notes/feedback [if resubmit recommended, please advise here which Areas of Activity need more examples/evidence of effectiveness; suggest examples of teaching activities that could be included]



Criterion 5: Successful incorporation of subject and pedagogic research and/or scholarship with the above activities, as part of an integrated approach to academic practice

Please circle as appropriate Pass: There is evidence of, and reference to, appropriate subject and/or pedagogic research in support of the teaching activities outlined. Resubmit: there is no/not enough reference to appropriate subject and/or pedagogic research and scholarship

Examples of pedagogic/subject research and scholarship

notes/feedback [if resubmit recommended, please indicate here where appropriate examples are needed/would strengthen the submission]



Criterion 6: Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

Please circle as appropriate Pass: the portfolio and dialogue demonstrates CPD has been ongoing; an appropriate development plan is included Resubmit: : the portfolio and dialogue do not demonstrate adequate ongoing CPD and/or an appropriate development plan is not included

Examples of ongoing CPD

notes/feedback



Appendix D: Example development plans Example 1:

Development Aims (Each addresses all ‘areas of activity’)

Methods [including reasoning/explanation] Core knowledge & professional values addressed

Indicators of achievement (including proposed timescale)

Enhance my research supervision skills so that I can support doctoral level research

Keep subject knowledge up to date. My areas of expertise lie in the areas of mental health and employment, occupational science and resilience. I plan to develop these by reading, conference participation and scholarly writing (included of my own completed PhD). Seek opportunities to shadow and/or participate in doctoral level processes and seek feedback on my contributions from more experienced colleagues. These may include transfer vivas, mock vivas. Identify and attend relevant doctoral supervisory training/workshops. The University offers formal training opportunities in this area as well as ad hoc seminars. Opportunities may also be available through bodies such as the HEA.

K1 V3, V4 K2, K6 V3 K2, K3 V1, V2

Notes of reading. Evidence in 2013/14 CPD record of conference participation and publications. Participation in doctoral processes during 2013/14 academic year and verbal/written reflection of and feedback from those. Attend introductory doctoral research supervision training and other relevant seminars etc.


Development Aims (Each addresses all ‘areas of activity’)

Methods [including reasoning/explanation] Core knowledge & professional values addressed

Indicators of achievement (including proposed timescale)

Develop my capacity to act as an external examiner

Seek guidance from colleagues already undertaking the role and actively monitor external examiner opportunities relevant to my subject area. I am interested to undertake this role not just for its own sake as a new area of expertise but because I hope I will be able to learn from the experience to enhance my own teaching by providing a comparative point of reference and by detailed engagement in reviewing assessment and evaluation processes. If successful attend relevant training and make full use of feedback opportunities.

K1, K5, K6 V1, V2, V3, V4

Speak with 2-3 colleagues who have undertaken role. Apply for any suitable positions (in 2013/14). Attend any introductory training that is provided.

Enhance my knowledge and skills in supporting effective inter-professional learning

Participate in formal and informal opportunities to share knowledge related to inter-professional learning. I will actively seek out such opportunities such as seminars, individual discussions and published literature. Implement developments aimed at improving current IPL sessions and if agreed new opportunities. With colleagues I will aim to implement strategies suggested by evidence as effective. I will also consider whether e-learning approaches may be appropriate as they potentially support distance and asynchronous collaborative learning which may both address barriers related IPL. The possible merger of my School of Health Professions with the School of Nursing and Midwifery may provide increased opportunities for this aim to be pursued.

K2, K3, K6 V1, V2, V3 K1, K2, K3, K4, K5, K6 V1, V2, V3, V4

Attendance at formal events such as seminars during 2013/14. Notes of informal discussions. Evidence of new or enhanced IPL sessions run in 2013/14 or planned for 2014/15. Feedback from student/peers of IPL sessions 2013/14.


Example 2:

Aims: What do I want to learn/achieve?

Actions: What will I do to achieve this?

Resources: What resources or support will I need?

Measurement: What will my success criteria be?

Review & Time Scale: Date and method of review

Placement student supervision from July 2103 to renew experience of industry and company setting and the application of current practice and skills in business.

Have already added my name to Virginia’s list of supervisors for 2013/14 and to Gary Priddis for timetabling purposes

Details of placement project requirements/visits schedule

Student experience of my supervision: useful/supportive/challenging. Company experience of relationship: Useful/supportive/helpful.

End of academic year 2014. Student progress on placement project and relationship between BBS and employing company. SDR with SH review.

Working on new year 2 elective – ‘Working Across Cultures’

Liaise closely with VR regarding content and delivery. Share materials/activities and assist module leader where needed.

Write up lecture and seminar materials with module team. Core text selection required

Student evaluation of module and module team assessment.

On-going and end of academic year.

Research Masters programme – aim to develop and write up my current research on the impact of PASS on 1st year Accounting and Finance students and/or Acceptance of article by Journal of Accounting Education

Need to set up meeting with CLT – Juliet Eve to discuss this. Write up work – set aside time and ring-fence

Keep up my reading of the current literature and bring together this year’s data.

Acceptance on programme based on research ideas and work. Approval of Dean of BBS.

Initially next month and on-going. Deadline to be determined.

Am part of the BBS team which is, in turn, part of the University team being funded by the Higher Education Academy. Our project is to initiate new teaching and learning activities in

Attended initial workshop at HEA in York. Team meetings to develop idea and discuss their implementation.

Training on more advanced features of student folio or FB.

A well-written challenging digital artefact assignment for first year students which encourages reflection and promotes self-efficacy. How

On-going through to June 2014. Will expect to review throughout the year.


year 1 that might benefit continuation on the Business programmes. Am bringing in my expert knowledge of the student retention literature and research and my knowledge of the variables which impact on 1st year retention in particular. Wish to further this through publication

Design and write up a new assessment. Establish an appropriate method to ‘measure’ or record impact on students.

well the first years respond to the task. Data analysis being undertaken by Mantz Yorke.

PASS – build on first two years to ensure that PASS beomes part of the fabric of A&F and F&I first year

Continue to take part in recruitment and training of leaders and the supervision of year 2 leaders and final year, senior leaders

Time on timetable for training, supervision and debriefs as well as activity planning

First year participation levels and investigation of benefits of attendance

On-going through to end of academic year.

Documents

Professional Recognition and Development Scheme handbook - portfolio... · achieve the status of Fellow of the Higher Education Academy (HEA) via the e-portfolio and professional