The UK Professional Standards Framework at Newcastle ...education have achieved descriptor 2 of the UK Professional Standards Framework through HEA accreditation or HEA recognition

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The UK Professional Standards Framework at Newcastle University

What is this?

A nationally recognised framework for evidencing the professional teaching

status of our academic staff

Document D - Cross-FLTSEC 7 December 2012

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• Browne report, on enhancing the student experience – “All new academics with teaching responsibilities should

undertake a teaching qualification” • The HE Academy Strategic Plan (2012-16) has explicit target

that: – “At least 50% of eligible academic staff working in UK higher

education have achieved descriptor 2 of the UK Professional Standards Framework through HEA accreditation or HEA recognition processes by 2016”

– Several universities are looking for 85%+ – 30-40 institutions expected to have accredited CPD framework

in place by January 2013 • HESA return Autumn 2013 – including professional teaching

qualifications of our relevant staff (NB not only UKPSF)

External environment


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A Diversity of approaches: • From formally taught academic programmes:

• Credit-bearing individual modules/ programmes at D1 • PGCerts at D2 for new lecturers, some with embedded D1

opportunities • To include the ‘informally caught’:

• Accelerated progression on PGCert • Routes to recognition for more experienced staff • Practice-based evidence of effectiveness • CPD schemes that integrate and pull together elements of provision

– e.g. Exeter exemplar

How is this (to be) delivered? – Sector Trends


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1. By June 2013 NU seek re-accreditation via the HE Academy (HEA) to confirm our status as an accredited recognising body for the UK Professional Standards.

Currently accredited, we have the Certificate in Advanced Studies in Academic Practice (CASAP) the Introduction to Teaching and Learning in HE (module from CASAP) and the Certificate in Clinical Education (from MClinEd). These accreditations expire in August 2013.

HOW? - Create a recognition panel, people and process – identify participants, give development support to gain official D3 status

HOW? - Implement throughout our Uni/HR policies and processes the importance of the UKPSF (rather than simply stating “CASAP”)

Priorities for Action – approved by Staff Committee, Nov 19th 2012


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2. Define and develop an approach to encouraging D1/2

status for larger number of our academic body than currently represented (improve from 12% reported to…??%) Requirement for recruitment, promotion?

3. Design CPD framework, more broadly, for implementation

2015. This to include an effective “fit” with the Researcher Development Framework; Leadership frameworks; Success Factors, as relevant

Priorities for Action


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Current and possible routes to recognised staff at Newcastle

Programme routes for new staff and affiliates as at present

Recognised staff and affiliates

Single NU Panel for Recognition

CClinEd ITLHE CASAP Possible non-programme route for experienced staff

Support loop

External (HEA) Recognition

Support and ££ needed


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Focus for change Processes • Recruitment • Induction • Probation • Promotion • Selection for specialist

roles • Recognition and reward • Integration with other

frameworks

Communities and people • Teaching and research staff • Directors of L&T • Chairs of LT Committees, etc. • Teaching Fellows • Development staff (QA and QE) • Careers Service/ Library teachers • PGRs who teach • RAs who teach • Deans • Staff Committee • PVCs/Provosts • EB


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Focus for change Possible policies • Role profiles

(especially Teaching and Scholarship Lecturer and Senior Lecturer leadership roles)

• HR Strategy • LTSE strategy • Academic Job

Description

Programmes • CASAP at D2, including • ITLHE at D1 and • NTA at D1 • MClinEd, including CClinEd at D2 • CASAP (Intensive) at D2 • Other, e.g. MMedEd for Oman/

Malaysia? • CPD routes


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• Paper to EB 11th December • Consultation with Faculties Nov 2012 – Jan 2013 • Regular working group and project plan • Support from HR where relevant re refining policies and

processes (as part of our submission and then for real implementation)

• We welcome Expressions of Interest in achieving UKPSF D3 (Descriptor 3) during 2013 by Directors of Excellence in Learning and Teaching (DELTs) to [email protected]

Next Steps


mailto:[email protected]�

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Accredited CPD Schemes

Aston

Glasgow Caledonian

Robert Gordon

Cardiff Metropolitan

East London

Essex

Exeter

Nottingham Trent

Oxford Brookes

Plymouth

Southampton

Staffordshire

West London

York St John

(14)

Descriptors 1 to 3

Cumbria

Central Lancashire

Derby

Leeds Metropolitan

Lincoln

Sunderland

Teesside

UCL

(8)

Descriptors 1 & 2

Chester

Glyndwr

Greenwich

Kent

Roehampton

Sheffield Hallam

(6)

Descriptors 1 to 4


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CPD Schemes

Accredited

28 institutional schemes (see previous slide)

Almost Complete

Bedford

Canterbury Christ Church

Edinburgh Napier

Falmouth

Glasgow

Ulster

Portsmouth

Work in Progress

Aberystwyth/Bangor

Anglia Ruskin

Coventry

Durham

Edinburgh

LIPA/Rose Bruford

Open University

QMU, London

West Scotland

Worcester


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Dimensions of the Framework

Areas of Activity

Core Knowledge

Professional Values

Full details at: http://www.heacademy.ac.uk/ukpsf


http://www.heacademy.ac.uk/ukpsf�

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Dimensions of the Framework A1 Design and 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 and approaches to student support and guidance A5 Engage in CPD in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

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 areas K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of QA and QE for academic and professional practice with a particular focus on teaching

V1 Respect individual learners and diverse learning communities V2 Promote participation in HE and equality of opportunity for learners V3 use evidence-informed approaches and the outcomes of research, scholarship and CPD V4 Acknowledge the wider context in which HE operates recognising the implications for professional practice


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Descriptor 2 Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

I. Successful engagement across all five Areas of Activity [D1 only two] 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


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Descriptor 3

As Descriptor 2 in full, plus: VII. Successful co-ordination, support, supervision,

management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning


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UKPSF routes at Newcastle University

CertClinEd

Separate provision, not all accredited

Now Future

ITLHE/ CASAP

CASAP (Intensive)

Equate

Other ?

CertClinEd

Integrated provision, accredited where possible and appropriate

ITLHE/CASAP (PT)

CASAP (FT)

D2 D3 D4 D1

?

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Where >50% Overseas delivery AND Not for NU staff (but award of descriptors depends on HEA policy)

Where Newcastle delivery and/or

NU staff

?

CASAP (International) ? ?

Other programmes?

CPD Route

Equate (if incl. mentoring)

e.g. Leadership, Unpacking your Chair

?


Documents

The UK Professional Standards Framework at Newcastle ...education have achieved descriptor 2 of the UK Professional Standards Framework through HEA accreditation or HEA recognition