Professional Recognition and Development Scheme written route 2018-19.pdf · all the digital literacies as identified in the University of Brighton Digital Literacies Framework. Attainment

Professional Recognition and Development Scheme

Associate Fellowship (D1)

Handbook for written route

September 2018

Associate Fellowship handbook: written 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

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Contents

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

2. What are the requirements for submission? ......................................................... 3

3. Advice on writing your submission ......................................................................... 5

4. The development plan .......................................................................................... 16

5. Referee statements .............................................................................................. 16

6. Submitting your application ................................................................................... 17

7. Assessment procedures ......................................................................................... 18

Appendix A: Example mapping matrix ......................................................................... 19

Appendix B: Guidance for referees .............................................................................. 20

Appendix C: Assessment criteria ................................................................................. 24

Appendix D: Example development plans ................................................................... 25

D1 Handbook written route CLT Sept2018 1 | P a g e

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 institution 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 Associate 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 Associate Fellow of the Higher Education Academy (HEA) via the written-only route. A separate handbook is available for the submission via the e-portfolio and professional dialogue route.

Written route Equivalent

e-portfolio and professional dialogue route

Written APP of 1700 words, including mapping matrix of CKs and PVs across Areas of Activity Must cover: 3 Areas (A5 plus 2 others); all PVs and at least K1, K2, K5

e-portfolio of evidence (including one or two case studies) + mapping of evidence to Dimensions + 20 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: there is also a taught, credit bearing route to gaining Associate Fellowship via the first module on the PGCert in Learning and Teaching in HE course, which may be taken as a

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


standalone module if you are able to demonstrate the necessary prerequisites (90 hours teaching time, including preparation and assessment time if appropriate). If you are interested in taking this route instead, please contact the Course Co-ordinator, John Canning, for more details ([email protected]/01273642774). 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

mailto:[email protected]/01273642774


2. What are the requirements for submission? There are 3 parts to your submission:

1. An Account of your Professional Practice (APP)

The main part of your application will be an Account of your Professional Practice as someone who teaches or otherwise supports learning in HE. In this you should explain how you meet the requirements of the Scheme, by evaluating your practice in three of the five Areas of Activity, which must include Area A5, referencing (some of ) the Core Knowledge and all Professional Values. Word length: your account must be no more than 1700 words.

2. A development plan

This will identify future goals for your continuing professional development and how you will achieve these. Word length: up to 500 words

3. 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.

At Associate Fellowship level, you are required to meet Descriptor 1 as set out in the UKPSF, which is to: Demonstrate an understanding of specific aspects of effective teaching, learning support methods and student learning.

This requires you to provide evidence of the following: I. Successful engagement with Area of Activity 5 and two others II. Successful engagement in appropriate teaching practices related to these Areas of Activity III. Appropriate Core Knowledge and understanding of at least K1 and K2 IV. A commitment to appropriate Professional Values in facilitating others' learning V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities. Please note that an Associate Fellowship application does not need to cover all aspects of the UKPSF – what must be included is:

Coverage of three Areas of Activity (including A5)

Evidence of all Professional Values

Evidence of at least three aspects of Core Knowledge (K1, K2 and K5)


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/

Your declaration should be included in the Introduction.

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


3. Advice on writing your submission This section uses examples from previous submissions to the Scheme. They are not models to be copied, simply illustrations of how people have written their Accounts. We are very grateful to the colleagues who have generously allowed us to reproduce these extracts.

3.1 Introduction

You should preface your Account with a short introduction that explains the context of your work, including:

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 will avoid the need to explain these matters when you refer to the Areas of Activity. This introduction should not be more than about 250 words in length, and is not included in the 1700 word count. Example 1 I have been working as a Research Officer at the University of Brighton since 2009 where I have had a role in supporting learning and teaching across the university, specifically in the area of ‘Education for Sustainability’ (EfS). As part of this role I have run a series of ‘introduction to sustainability’ workshops for students in diverse schools and levels of study and also coordinated the recent ‘audit’ of EfS across the university (1). Since October 2013, I have been more directly involved in designing and delivering teaching. This includes working with XX in the School of Environment and Technology (SET) to propose ways forward for the Community Engagement modules in the Faculty of Science and Engineering, and working as a visiting lecturer in collaboration with colleagues in SET to re-develop and deliver a first-year Geography module (GY175). Example 2 I have worked for the School of Education (SoE) at the University of Brighton since 2010 with my role based in the Curriculum Centre, a specialist resource collection for student teachers and Education lecturing and research staff. I began as the Learning Resources Assistant providing information support and progressed to the role of Senior Learning Resources Assistant in 2013. I now have sole responsibility for the children’s literature resources and act as the liaison for the English subject team in the SoE. I support learning for students at all levels in the SoE with the majority of these studying on either the BA (Hons) Education with Qualified Teacher Status (QTS) or the Postgraduate Certificate of Education (PGCE). My role is wide ranging, but primarily involves the researching, sourcing, organisation and promotion of quality children’s literature to support learning in the courses covered by the School of Education. I aim to inspire our students to use a range of children’s literature representing our diverse world to make connections across subject areas. My resource selection and organisation is also influenced by statutory changes made by the Department for Education (DfE)


3.2 The Areas of Activity Your Account should address three of the five Areas of Activity (including Area A5) together with at least three aspects of the Core Knowledge (K1, K2, K5) and all the Professional Values. Your submission should demonstrate your engagement with the UKPSF at the level appropriate for Associate Fellowship, namely:

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

We advise you to use the Area of Activity statements as sub-headings for your Account. Aim to write 500-600 words about each Area, though some flexibility in length of each section is acceptable (and no more than 1700 in total). In your comments on a particular Area you should refer to relevant aspects of the Core Knowledge and Professional Values. You should also ensure that overall your Account makes reference to at least three aspects of the Core Knowledge (including K1, K2, K5) and all the Professional Values. Remember that this is a personal account, so you should focus throughout on your own practice and decision-making. However, you should also demonstrate how your work is informed by relevant pedagogic literature, both generic and discipline-specific. In summary, your Account of each Area should explain:

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).

Your Account should illustrate how your work is informed by Core Knowledge, Professional Values, professional experience and research or scholarship (subject and pedagogic). The evidence you provide will be dependent on the context in which you are working and the nature of the subject, discipline or profession which you teach.

You should also explain in your commentary how you have engaged in relevant professional development. (Activities may include those you engage in outside the higher education context, for example in other work-based settings or within professional associations). They are likely to be wide ranging, incorporating both formal and informal approaches to continuing professional development. Examples are given below.)

Working within the constraints of the word limits It is difficult, perhaps impossible, to provide a detailed account of a busy, complex professional role in 1700 words, especially if your account must also demonstrate how your work is informed by specific aspects of the Core Knowledge and Professional Values. The following advice is intended to help you write effectively within these constraints.


1. Accept that you won’t be able to offer a comprehensive account of your work, even though you may find this frustrating.

2. Either at the end of the Introduction, or in your commentary on the various Areas

briefly explain that your work is complex and varied. (This will probably already be evident in your Introduction.) Therefore you will discuss selected aspects that best exemplify your work in a particular Area, and allow you to illustrate how it is informed by specific elements of the Core Knowledge and the Professional Values.

3. In your commentary on a particular Area, it can be effective to combine a brief

overview with more elaborated discussions of selected examples (e.g. 2 or 3).

4. Don’t try to include all the Core Knowledge and Professional Values in your commentary on each Area. Instead, select aspects of the Knowledge and Values that are particularly relevant to your work in that Area.

NB the word count for the APP excludes the introduction and your bibliography. Before you start writing your Account, you may find it helpful to draw up a simple plan in which you:

(i) consider each Area you are writing about in turn, and identify a small number of specific examples you could use as the focus of the commentary in that Area

(ii) select the particular elements of Core Knowledge and Professional Values that are most relevant to that Area

(iii) check to ensure that at least three aspects of the Core Knowledge and all Professional Values are well represented across the Account as a whole.

5. Keep in mind that you need to clearly indicate how the Core Knowledge and

Professional Values inform your work. A simple way to do this is to include appropriate notation at the end of the relevant section of commentary – e.g. (CK2) or (PV3).

6. Please include a simple mapping matrix showing how the Core Knowledge and

Professional Values map onto the Areas. (There is an example at the end of this document in Appendix A).

7. Be sure you are familiar with the assessment criteria, which you will find in

Appendix C.

3.3 Detailed advice relating to the Areas of Activity

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. These may include, for example:


Designing or redesigning teaching sessions; contributing to the design of modules

Planning different kinds of interaction with students in various contexts, whether for single sessions, modules or larger programmes

Contributing to the creation of learning resource packs and e-learning or open learning materials or the development of virtual learning environments.

We suggest you explain: How you design and plan learning activities and/or programmes of study, with focus on:

1. Your choice of subject material 2. Your choice of activities and techniques, including the use of learning

technologies. 3. How your choices facilitate your students’ learning in general and within their

subject area. 4. The elements of Core Knowledge and Professional Values that inform your work.

The evidence you provide is likely to refer to individual activities and/or sessions, and may include module design.

Examples I worked with two colleagues to re-design the existing geography module GY175 ‘Citizenship for the Environment’. […] After this initial mapping, I worked with the module leader to re-define the learning outcomes for the module, drawing on constructive alignment theory (Biggs 2007) as well as level descriptors for first year undergraduate teaching (K2). We also had to prepare a new module descriptor for approval; however, the time constraints limited the level of re-design we were able to do – for instance changing assignments - and thus planned to integrate any learning from the 2013/14 academic year into further enhancement processes (K6).

I also included a diversity of activities within my sessions (speaking in twos, in small groups, role playing, open questions, videos as well as traditional delivery), providing opportunities for students to discuss concepts and relate them to their own experiences (Ramsden 2003). This also helps to diversity the types of learning environments to accommodate diverse learning styles (V2, K4). I also spent considerable time developing bespoke hand-outs that were not merely a repetition of lecture slides, to provide a different learning ‘space’ for students and contribute to ‘deep learning’ (K3, V2). However, student feedback on these was mixed: many felt they weren’t clear enough and said that it was difficult to take notes (K5). This has helped me gain more insight into the capacities and expectations that students have, especially when the latter are already set by practices in other modules (V1, V2). I think it may have helped to be more explicit about the purpose of my approach, and provide some guidance for note-taking, especially at level 4 (K5, V2, V1). I make a concerted attempt to orientate all of my teaching around key areas that arise out of the professional standards set down by the QAA’s Quality Code, as well as the University’s teaching and learning strategy (2012) (K2, K6). Delivery focuses on ‘student-centred’ learning, with an ‘active learning model’ (Kolb, 1984) that can enhance the student experience (K3). Course design and session planning consistently address the following questions (K3, K6): • Are the resources meaningful and relevant to the learners’ experience? • How can I increase engagement and independent thinking amongst learners? • How can I enhance peer support and collaborative learning?


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 also include academic or personal tutoring, and mentoring or supporting students in other ways (e.g. as part of a Learning Support Plan). We suggest you explain: 1. The activities or techniques you use to teach or support students’ learning.

2. How you came to use them.

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

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

The evidence you provide should demonstrate an awareness of different approaches to, and methods of teaching and supporting learning, as well as an ability to choose the most appropriate approach for the achievement of curriculum aims.

Examples EP402 is a large scale module for first year students where a learning objective is to compile a children’s literature bibliography (CLB) for submission at the end of their course. I used the module outline and liaised with the module tutors to plan how I could support this objective from the outset. With only one timeslot allocated to me in the module timetable, I decided on a mix of face to face and online methods. Guided by Warren’s (2002) three-dimensional approach to curriculum design, which advocates the development of fundamental skills, I aimed to support the student’s learning by providing them with the skills to find suitable texts for use in their CLB (K3). I devised and delivered a short classroom-based lesson at the beginning of the module on sourcing and recognising quality children’s literature. This was followed by a subject specific tour of the Curriculum Centre where they were also presented with recommended booklists which they could refer to when searching for books. As first year students, they are working in a relatively predictable context with limited autonomy and defined booklists such as these are suitable to support their learning at level 4 (K2).

I facilitate a practical session where students analyse interview data and work with students in action learning sets to apply their knowledge to their own research proposals. Powerpoint presentations are uploaded to studentcentral prior to any sessions to assist those students with learning needs who like to have information in advance (V1). My summative assessment of their proposal, and post-assessment personal tutorials, also help students identify further learning / development needs. This variety of approaches is congruent with the aims of the University Teaching and Learning Strategy 2012-15 in terms of engaging with students face to face in learning communities; developing students that are fit for practice, self-directed, researchers and critical thinkers (V4).


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. We suggest you explain:

1. How you assess students – formatively, summatively, informally, formally. 2. How and why these approaches and methods were chosen. 3. 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. 4. 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. 5. The elements of Core Knowledge and Professional Values that inform your work.

The evidence you provide should show an understanding of:

the importance of assessment and feedback

the criteria for making informed, formative judgments about students’ work

the role assessment and feedback play in supporting learning through various activities

how feedback and feed-forward can be used to improve learning and develop learner autonomy.

Examples Medical and pharmacy performance assessment tools were critically appraised to identify the appropriate tools to assess how students apply the pharmaceutical care process to patients (Noricini 2007). Assessment tools such as case based discussion and care plans addressed the needs to the module outcomes best mirroring workplace post graduate assessment tools (V3). Marking criteria had been derived previously from Pharmacy Post Graduate course and this was peer reviewed by academic module leaders for their suitability for this module. Their reliability is ensured by the Lead Surgical Pharmacist sampling a defined number of the assessments (K6). By setting short tasks in group supervision (e.g. writing a research question), I introduce low-stake tasks which can improve students’ motivation and self-esteem (Juwah et al., 2004) and provide opportunities for peer feedback. Students give feedback on each other’s developing research questions which helps to develop their autonomy, to enlarge the sources of feedback available, to develop less reliance on the tutor, and to enhance confidence in their own knowledge (Dochy, Segers and Sluijsmans, 1999). Formative tasks such as writing plans, outlines or short pieces of writing are particularly helpful for students who have difficulties organising their ideas (such as students with dyslexia) for whom a long document poses particular challenges (V1, V2). Formative tasks provide me with information about each individual student’s needs so that I can tailor my guidance appropriately (K5). Yet, to be effective, feedback must be understood and internalised by students through dialogue in which students actively construct meanings about assessment tasks (Juwah et al., 2004) (K2, K3). To encourage this dialogue I set up supervisory contracts which invite students to feedback whether they are getting what they want/need from supervision. Students indicate


what kind of feedback they would like on their work in a form of ‘structured reflection’ (Juwar et al., 2004).

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

NB: 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.

We suggest you explain:

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

2. How you contribute to making the learning environment effective for students. 3. How you contribute to the support and guidance of students. 4. Why you choose particular strategies and how well they work. 5. The elements of Core Knowledge and Professional Values that inform your work.

Examples I am part of an HEA project exploring how digital technology can be used to enhance PBL (Scenario based learning interactive: SBLi). I am currently re-designing paper based ‘triggers’ to ensure they are relevant for current practice and, in line with the University’s academic theme of digital transformation, incorporating more digital media. For example, within a research module I have designed a trigger that requires students to carry out a literature review to explore the occupational needs of the first generation of people surviving and living with HIV. This is a topic that OT students need to develop their understanding of as there are increasing numbers of older people living with HIV and being referred to OT services (CK1; V4). The ‘trigger’ is brought to life via a web link (a Professor is being interviewed on a news channel about his research (CK4)). In 2012, I wrote a tutorial handbook, which, with feedback and help from the EL/AS department, was given to every student and tutor. The handbook was used for two years, developing into separate handbooks for each intake of student, as they have different needs as they progress through the college: first term students need help organising their time; final term students require information about what university is like (V1). In 2014, using feedback I obtained using Survey Monkey from staff and students (K4) (K5), I moved the material onto the Virtual Learning Environment (VLE) (K4), organised into weekly sessions. I also asked module tutors to incorporate tutorial material into schemes of work to highlight the relevance of tutorials to lessons. The material includes information about Brighton, forms such as Exceptional Extenuating Circumstances and practice English language exam


material, which has been seen to encourage attendance (Sleigh, 2002 cited in Lantz, 2007) (V3). Having access to this material has helped increase student attendance and student independence (V1), and reduced the burden of information in induction (Denton and Brown, 2010, p. 54). It also prepares students to use Student Central at the University of Brighton (V2). In autumn 2014, I asked one of the BHTSS tutors as part of the staff development programme to deliver a workshop on using the VLE to other tutors to increase participation (V2).

Remember: 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 (see guidance on page 4 above).

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 /professional practice

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, please indicate how you enhance your work with students through other types of scholarly or 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.

Examples include:

presenting or participating in conferences on teaching and learning (often discipline-specific);

attending workshops or training events;

involvement with your professional body

engaging in peer observation or peer review of teaching;

regular departmental meetings where the discussion is about learning and teaching;

bidding for and involvement in projects or research on teaching and learning;

implementing new approaches;

subject and other network activities;

reading;

visits to other institutions/organisations.

We suggest you explain:

1. 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.


2. 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.

3. The elements of Core Knowledge and Professional Values that inform your work. Evidence will demonstrate how you have improved your practice through continuing professional development, research or scholarship and deliberate evaluation. Examples In 2013 I co-ordinated the delivery and design of an ‘audit’ of EfS across all University of Brighton curricula drawing on previous internal work led by [name of colleague] and pedagogical research in the areas of general and subject-specific EfS (e.g. Elliott, 2007; Jickling & Wals, 2012; Sterling, 2012) (K5, V3). This work was carried out in the context of the university’s new Strategic Plan, and related milestones in the ‘Sustainable Development’ and ‘Learning and Teaching’ Strategies (V4). I purposefully designed the audit to provide an opportunity for real dialogue with colleagues in different Schools and disciplinary areas around how EfS is understood in different contexts, how it links to existing ‘best-practice’ in Higher Education pedagogy and what support colleagues may need to further consider issues such as EfS in their curricula (K2, V2).

During the United Kingdom Literacy Association (UKLA) conference in July 2014, I attended a seminar which explored the benefits of incorporating social media into a children’s literature module taken by PGCE students at the University of East London (K4, V3). This inspired me to devise a blog which could act as both an information source and as a platform for student discussion on using children’s literature in their teaching practice (V2).

3.4 Detailed advice on Core Knowledge and Professional Values

Core Knowledge You can most easily provide evidence of your Core Knowledge in your commentary on the Areas of Activity. For example, designing and planning a learning activity (Area of Activity 1) effectively requires the use of appropriate teaching and learning methods (Core Knowledge 2), an understanding of how the particular students learn (Core Knowledge 3) and the use of appropriate learning technologies (Core Knowledge 4). Linking the Core Knowledge to Areas of Activity provides greater coherence and depth to the evidence and more accurately reflects the reality of practice. Core Knowledge 1: The subject material You should provide evidence of how 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/profession 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 area; 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/supporting learning, 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 in addition to 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 Examples 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 Account 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), 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. The development plan In addition to your Account of Practice you need to provide a development plan relating to your teaching or support of learning. You will have already addressed Area of Activity 5 (Engage in continuing professional development relevant to the subject and its pedagogy) as part of your Account. However, that section of your Account 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 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 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.

5. Referee statements Introduction This section explains the role of the two referees and provides guidance on whom 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 studentcentral) and your Account of Practice.


You need to provide two references to support your application, and these should be included as appendices at the end of your submission, so that it can be submitted via Turnitin as one document. 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 line manager. If you work within a professional services department, it may be lecturers or other colleagues you have worked with. 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. 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. 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 which is available to download from

studentcentral.

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.

6. Submitting your application You need to submit your application electronically, via Turnitin in the studentcentral area; you should submit everything as one document (i.e. including development plan and your references). Please clearly state the word length for the introduction (up to 250 words), the APP (up to 1700 words) and your development plan (up to 500 words). Please do not include appendices, e.g. CVs or lists of your publications, which contain additional information as these will not be read by markers (but may irritate them!). NB: If your APP exceeds the word limit you will automatically be asked to resubmit.


7. Assessment procedures Your submission will be assessed by at least two colleagues – a member of CLT staff and also by one of our Panel Assessors, drawn from across the University, both of whom will hold at least Fellowship category themselves. 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 Turnitin; you will be emailed when feedback is available. You are assessed on each of the six assessment criteria and the word length detailed in Appendix C. 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 by your peers 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 resubmit the original application with additional material (highlighted via ‘Track Changes’ or something similar).

If the assessors feel the submission overall needs considerable work, you will be invited to re-submit the whole application as a new submission.

Feedback will be in the form of 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 Associate 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: Example 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

A1Design and plan learning activities

A2 Teach or support learning

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, an Account of Professional Practice (APP). Please take time to read this account and 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, and to substantiate the content of their APP. 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 APP, 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:

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

Criterion Pass Resubmission

1 Successful engagement across all three Areas of Activity, including Area A5

Submission clearly demonstrates engagement with three Areas of Activity in the UKPSF, including A5

The submission either fails to demonstrate engagement with three Areas of Activity, and/or lacks evidence to support the engagement with the Areas of Activity

2 Appropriate knowledge and understanding across aspects of Core Knowledge (at least K1, K2, K5)

Appropriate aspects of the Core Knowledge are demonstrated

Not enough of the aspects of Core Knowledge are sufficiently demonstrated

3 A commitment to all the professional values

There are frequent clear explanations and examples of how an appropriate range of the professional values inform the Areas of Activity

Either the submission fails to demonstrate enough of the professional values, and/or there is not enough evidence of commitment to them

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

There are convincing explanations of why the teaching activities are appropriate to the students, subject and context, and how they were effective

Teaching practices discussed do not adequately address the Areas of Activity and/or there is not enough evidence to demonstrate their success

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

There is evidence of, and reference to, appropriate subject and/or pedagogic research in support of the teaching activities outlined

Submission lacks (enough) reference to appropriate subject and/or pedagogic research and scholarship

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

The submission demonstrates CPD has been ongoing; an appropriate development plan is included

Submission does not adequately address ongoing CPD and/or does not include an appropriate development plan

7 Word count (APP of 1700 words - excluding intro (250 words) and bibliography

Submission is within word count

Submission is too long as needs to be edited to fit word count


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

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

discuss their implementation. 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 written route 2018-19.pdf · all the digital literacies as identified in the University of Brighton Digital Literacies Framework. Attainment