The UK Professional Standards Framework and Professional Recognition by the Higher Education Academy

Dr Adrian Brockett SFHEA January 2016

Session aims...

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The Higher Education Academy The UK body for enhancing learning and teaching in HE

Committed to excellent learning and teaching, supporting individuals and institutions

“Inspiring Teaching, Transforming Learning”

To improve learning outcomes by raising the quality and status of teaching in HE as

an essential driver for student success

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The Higher Education Academy

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Helps teaching professionals to realise their talent

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Supports institutions to achieve their strategic ambitions to enhance learning and teaching

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Works across the sector to shape the future of HE

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Recognition services

CPD opportunities

National Teaching

Fellowship Scheme

Helping institutions and teaching professionals to realise their talent

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Accreditation Student surveys

Consultancy services

Supporting institutions to achieve their strategic ambitions…

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Working across the sector to shape the future of HE

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• Transforming assessment

• Embedding employability

• Student access

• Retention, attainment and progression in higher education

• Internationalising higher education

• Flexible learning

• Student engagement through partnership

• Technology enhanced learning

• Education for Sustainable Development

Supporting individuals, institutions,

sector

Enhancement

– UKPSF

benchmark of excellence

Innovation– curriculum, pedagogy,

practice

Workstreams – curriculum design,

innovative pedagogies, student

transitions, staff transitions

Resources – enhancement

events, frameworks, toolkits

Networks- discipline and professional

Research & Scholarship –

funding, publication,

dissemination

Partnership – students,

stakeholders and policy makers

Influence &

perspective–collective voice to influence policy

and opinion

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Benchmark standards in teaching excellence and professional development in HE

Standards criteria, developed with the sector, against which:

Institutions align provision (accreditation)

Individuals receive recognition for practice and expertise

https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf

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UK Professional Standards Framework

• PSF provides a set of descriptors, developed with the sector, against which institutions can benchmark their approaches to the professional development of staff.

• Managed by the HEA for the sector

• Offers HE providers criteria which support the initial and continuing professional development for staff who teach and support student learning.

• Flexible framework that is adaptable to the needs of the individual and of the institution.

• Many institutions use the PSF and seek external validation of their approaches to professional development against the framework.

• Not mandatory.

• Has potential to be a key indicator of UK HE’s ongoing commitment to teaching, as well as giving confidence that minimum threshold standards have been met by academic staff.

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Professional Standards Framework

A framework for higher education providers to:

• Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in higher education

• Inform progression, promotion and reward criteria

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The PSF

Individuals recognised against UKPSF (Jan 2015)

Total number Fellows

58,515

Associate Fellows - 9,666

Fellows - 46,602

Senior Fellows - 1944

Principal Fellows - 303

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2004-5 2005-6 2006-7 2007-8 2008-9 2009-10 2010-11 2011-12 2012-13 2013-142014-15 (asJan 2015)

D1 A 235 298 418 715 1,232 2,161 3,103 4,393 5,955 7,798 9,666

D2 F 14,715 15853 16,959 18,928 21,323 24,163 27,553 32,127 36,923 41,857 46,602

D3 SF 34 387 969 1,944

D4 PF 3 78 180 303

0

10000

20000

30000

40000

50000

60000

70000

D1 A

D2 F

D3 SF

D4 PF

Individuals recognised against UKPSF and year

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Aligning provision to the PSF • 135 HEIs align provision to the UKPSF, accredited by the HEA

(c.80% of UK HEIs)

• Over 90 HEIs now have aligned CPD provision accredited by the HEA (c.50% of UK HEIs)

• 6 international subscribers: (Bahrain, Malaysia, Australia, China, Thailand) 1000+ Fellows

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Benefits of Fellowship

1. Recognition - distinguished mark of quality, consolidates personal development and professionalism

2. Entitlement - post-nominals: AFHEA, FHEA, SFHEA, PFHEA

3. Reflective, critical, analytical process inherent within Fellowship application process

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

HEA Application?! It’s one of those things you do

unwillingly - realise it was worth it - then will others to do it!

…time to reflect on areas of expertise and impact. Renewed sense of purpose, rarely have time to think about and talk about learning and teaching

…enabled me to think about how my values / passion [for teaching] and original motivation has matured and developed, but not been lost ...

…a valuable, though very challenging, pause for critical reflection and next steps planning that I would not have done otherwise.

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UKPSF 2011

The UK Professional Standards Framework for teaching and supporting learning in higher education

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Comprises :

• Dimensions (Areas of Activity, Core Knowledge and Professional Values)

• Descriptors (D1, 2, 3 and 4) equivalent to Associate Fellow, Fellow, Senior Fellow and Principal Fellow

The PSF

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Professional Values Someone performing these

activities should embrace and exemplify

Areas of Activity Undertaken by teachers and

supporters of learning within HE

Core Knowledge Needed to carry out those

activities at the appropriate level

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Design & plan (A1)

Teach/support learning

(A2)

Assess & feedback (A3)

Evaluate

& Develop (A5)

Environment

Support

Guidance

(A4)

The Areas of Activity

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Core Knowledge

Subject material

K1

Methods for T&L

K2

How students learn

K3

Use and value of learning

technologies K4

Evaluating effectiveness of teaching K5

Quality assurance &

enhancement implications K6

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Professional Values

Respect learners and diverse

learning communities

V1

Equality of opportunity for

learners

V2

Use evidence –informed

approaches to teaching

V3

Acknowledge wider context of

HE and implications for

professional practice

V4

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AFHEA /D1

} - personal practice activity

FHEA /D2

SFHEA /D3 - development and mentoring others in L&T

PFHEA /D4 - demonstrable impact in L&T by influencing policy and strategy

Descriptors

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AFHEA D1 – any 2 A, all V and at least K1 & K2

FHEA D2 – ALL A, K and Vs

SFHEA D3 – ALL A, K, V plus...

PFHEA D4 – ALL A, K, V plus...

• Recognition decisions are made against the Descriptor

Descriptors

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Words of challenge and subtlety:

D3 Key Words – implications

What do they mean to you? 26

Conceptualising your Descriptor

Scope of

Activity & Role

Sphere of

Influence

Source of

Evidence

Who, What, How?

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• Role, type of work/activities

• Enhance student learning / teaching quality

Scope of Activity

• Extent of reach – individuals +/or teams

• Discipline or generic?

• Co-ordination, support, supervision, management

and/ or mentoring of others

Sphere

of Influence

• Sustained record of effectiveness

• D3vii as a ‘lens’ for Dimensions of Practice ???

• Select evidence to showcase your practice

Source

of Evidence

Conceptualising D3

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

Able to provide evidence of:

i-iii. All A, K and Vs

IV. Successful engagement in appropriate teaching practices related to As

V. Successful incorporation of subject & pedagogic research &/or scholarship, as part of an integrated approach to academic practice

VI. Successful engagement in CPD in relation to teaching, learning, assessment and, where appropriate, related professional practices

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

Descriptor 3: Senior Fellow

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Individuals able to provide evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating e.g., organisation, leadership +/or management of specific aspects of teaching and learning provision. Likely to lead or be members of established academic teams.

a. Typically, those likely to be at D3 include:

b. Experienced staff able to demonstrate, impact and influence through, e.g., responsibility for leading, managing or organising programs, subjects and/or disciplinary areas

c. Experienced subject mentors and staff who support those new to teaching

d. Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities within an institution

D3: Typical individual role/career stage

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Identify 3-5 of your recent activities

Consider:

• Scope / Influence / Evidence

• Are they a good fit with D3?

• How do they map to A,K,Vs?

Descriptors – ‘best fit’ reflection

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Developed initiatives to implement learning and

teaching strategy within faculty

Initiated and conducted a dept-

wide peer review of teaching project

Led development of innovative L,T&A

approaches within a program in response

to student need

Led program revalidation or quality review / enhancement

initiatives related to L,T&A

SF example activities

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Supported colleagues through

mentoring/coaching plans, supported

new staff

Implemented reward, recognition,

promotion policies within program/ dept

/ faculty

Undertook/led appraisal /evaluation of teaching and the support of learning

Led dissemination of pedagogic innovation at cross / institutional

events

More SF example activities

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• Read the example applications provided.

• Discussion:

- Sustained record of effectiveness

- D3vii as a lens

• Share with colleagues

Considering Examples

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The application is a claim that the Descriptor requirements have been met

It should be :

• Personal, include your values, CPD, scholarship/research

• A good fit with the selected Descriptor

• Reflective and critically evaluative

A demonstration of:

• Your engagement in all Dimensions (A,K,V)

• An appropriate evidence-based

• Your commitment to learning and teaching.

Key Principles for All Categories

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Individuals able to provide evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision.

D3.7

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

SFHEA – Who?

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

All in the context of D3.7 –

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

SFHEA – What?

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Account of Professional Practice

Senior Fellow

Synoptic approach (a wide view)

A reflective commentary on your education roles and experience

Two case studies outlining contributions you have made to learning and teaching in HE

c 6k words

Two referees + confirming institutional signatory

Assessed independently by three accreditors

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• Identify which categories of educational engagement you will include in your RAP and which you will include as two Case Studies of Professional Practice.

• Take two or three of your engagements and identify the Areas of Activity (A), Core knowledge (K) and Professional Values (V) which you will illustrate in discussing the engagements

Reflection for SF (1)

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Categories of educational engagement at a) department, b) faculty, c) institutional and d) external levels e.g.

• Career milestones

• Areas of research, scholarship and/or professional practice which relate to teaching and learning

• Involvement in teaching and learning initiatives;

• Recognition and reward;

• Collaborating with others;

• Educational and staff development activity;

• Leadership, management and organisational roles within institution or wider higher education context

• Others

Reflection for SF (2)

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Four reflective questions:

1. What did you do? Concise description of engagement including own role

2. How and why did you do it? Explanation of approach/methodology employed plus evidence and rationale for choices made (CK + PV)

3. What difference did it make? Impact on learners/teachers/self/institution/beyond

4. What did you learn? How might practice have been changed as a result?

Reflective alignment

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• Applications should relate to the positive impact on student learning

• Claims should evidence successful engagement with appropriate dimensions of UKPSF

• Learning may also take place through reflection on experiences which have not worked

• Claims should not be based on role, job description or status of individual

• Outcomes, impact and influence (and reflection of evidence of same) much more important than role activities per se

Key principles (2)

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In addition to preparing your own application, you need to consider who will provide you with your references / advocate statements.

• AFHEA / FHEA / SFHEA - 2 references from colleagues who are in a position to comment on your record of effectiveness in relation to teaching and learning.

References / Advocate Statements

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Colleagues who are able to personally comment on your

record of effectiveness in T&L

Guidance notes for referees provided

Function is to provide a peer review of your

eligibility for the category of Fellowship

applied for

Have known knowledge of the effectiveness and

success of your work in T&L

All referees need to be familiar with The

UKPSF

2 Referees (SFHEA)

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• A written Account of Professional Practice (APP): - reflective commentary & 2 case studies (total APP word count = 6000 words)

• TWO references

• Guidance documents available on HEA website

• https://www.heacademy.ac.uk/recognition-accreditation/fellowships/become-senior-fellow-hea

• Online submission via ‘MyAcademy’

• Peer review decision-making process

The SF Application Process

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1. Tell a structured story in the first person, not necessarily chronological; consider using sub-headings; avoid it reading like an annotated cv

2. Choose a range of examples rather telling your life story;

3. Avoid being over descriptive; include analysis, rationale and reflection on what worked and equally important what lessons you took from things which did not work so well

4. Answer the so what question - what is the evidence of impact / difference made?

5. Make explicit where you have presented evidence of meeting each of the A (1-5), K (1-6) and V (1-4)

6. Include rationale / evidence based on T&L literature – e.g. Gibbs, 2010. Avoid disciplinary/institutional specific language and acronyms;

7. Choose your referees/ advocates with care.

Application - key points

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1. Applicant creates a MyAcademy account and completes application in ‘recognition online’ HEA portal

2. Referees write supporting advocate statements. Applicant collates and saves these as PDF.

3. Applicant completes all relevant sections of the application, submits and pays using debit/credit card

4. Acknowledgment of application automatically sent on submission

5. Application is placed in queue for initial process by administrator

6. Application processed by administrator

Application process (1)

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7. Application placed in queue for next available recognition panel

8. Accreditors review application

9. Applicant informed of outcome

10. If successful certificate available for download in the applicant’s HEA MyAcademy

Application process (2)

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• In the event an application is unsuccessful, the applicant has the opportunity to resubmit once at no additional cost.

• Feedback given by accreditors

• Applicants given 1 month to make changes and re-submit.

• If re-submission unsuccessful the applicant will have to start process from the beginning.

Re-submissions

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• About the Framework http://www.heacademy.ac.uk/ukpsf

• About the Fellowship Scheme http://www.heacademy.ac.uk/professional-recognition

• UKPSF impact study (2013) https://www.heacademy.ac.uk/ukpsf-impact-study

To find out more:

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