Changemaker@Northampton – Development Opportunities
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Transcript of Changemaker@Northampton – Development Opportunities
Professional Recognition and engagement in continuing professional development: Why bother and what is in it for me?Changemaker@Northampton – Development OpportunitiesDr Sally Bradley 22 May 2014
Yes, C@N-DO
did it !
Practical Courses for staff new to
teaching in HE
< Level 7
Practical courses for both new
and existing staff
reflecting the UKPSF
< Level 7
Courses in Supporting ProfessionalDevelopme
nt, Academic
Leadership, Mentoring, Assessing
for Fellowship, HE Policy, Research
Supervision etc
Level 7
EdD modules
Level 8
Associate Fellow
Fellow
Senior Fellow
PGCAP60 credits EdD
GuidanceScholarship
Peer Support
Level 8Level 7
HEA Recognition
Academic Qualifications
Congratulations
5. That future will require higher education in the UK to: …be at the leading edge of world practice in effective learning and teaching; 6. To achieve this, higher education will depend on:professional, committed members of staff who are appropriately trained, respected and rewarded;
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1997: National Committee of Inquiry into Higher Education – The Dearing Report
The origin of the UKPSF consultation lay in the proposal in the White Paper, The Future of Higher Education (DfES, 2003) that 'from 2006 all new teaching staff should obtain a teaching qualification that incorporates agreed professional teaching standards'.
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2003: The Future of Higher Education
Teaching Qualifications: An old conversation or a recent development?
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Dimensions of Quality
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01 Successfully completed an institutional provision in teaching in the higher education sector accredited against the UK Professional Standards Framework
02 Recognised by the HEA as an Associate Fellow
03 Recognised by the HEA as a Fellow
04 Recognised by the HEA as a Senior Fellow
05 Recognised by the HEA as a Principal Fellow
06 Holder of a National Teaching Fellowship Scheme Individual Award
07 Holder of a PGCE in higher education, secondary education, further education, life long learning or any other equivalent UK qualification
08 Accredited as a teacher of their subject by a professional UK body
09 Other UK accreditation or qualification in teaching in the higher education sector
10 Overseas accreditation or qualification for any level of teaching
90 Not known
99 No qualification held
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UK or International?
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Something new?
2011
The UK Professional Standards Framework for teaching and supporting learningin higher education
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Answers on a post it note!
One minute, starting now ….14
What do we do as academics and student support?
• Teach and support learning• Assess and give feedback• Design and plan learning activities• Create environments in which
students learn and are supported• Engage in CPD
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What do we do as academics and student support?
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 Knowled
geSubject
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
and enhancemen
t implications
(K6)
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The use and value of appropriate learning technologies
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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 higher education and
the implications for
professional practice (V4)
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AshokaU UK PSF Professional Values
Responsibility for social change
V2 Promote participation in highereducation and equality ofopportunity for learners
Making a difference for the better
V3 Use evidence-informed approachesand the outcomes from research,scholarship and continuingprofessional development
Innovations and collaboration for maximum impact
V3 Use evidence-informed approachesand the outcomes from research,scholarship and continuingprofessional development
Living according to values V4 Acknowledge the wider context inwhich higher education operatesrecognising the implications forprofessional practice
Empathy without judgement V1 Respect individual learners anddiverse learning communities
What does this mean to you?
What does this mean for your practice?
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Continuing Professional Development
Continuing Professional Development
participating in meetings, conferences and seminarspresenting internal seminarspostgraduate studydiscussion and networkinglearning from students (feedback)mentoring and supervisionpeer supported reviewupdating, and delivery of teachingcritical review and preparation of teaching materials
reading and reviewing journal articles secondment and work shadowingconsultancy activityundertaking research and the presentation of papersobserving and reviewing teaching practiceextending range and scope of teaching practice – new activitiesundertaking research ethics trainingexternal examining.
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That’s me! I am a professional in learning and teaching and student support
But what about me, I’m a researcher …
• PhD supervision• Planning researcher development
training • Leading Research Supervisor training• Leading on PhD Examining training• Examining PhDs• Delivery of research methodology
training
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Researcher supporting students?
• AFHEA / FHEA – the individual’s personal practice activity
• SFHEA – the development and mentoring others in learning and teaching
• PFHEA – the demonstrable impact in learning and teaching activity by influencing policy and strategy
• Recognition decisions made against the descriptor.
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Descriptors
Practical Courses for staff new to
teaching in HE
< Level 7
Practical courses for both new
and existing staff
reflecting the UKPSF
< Level 7
Courses in Supporting ProfessionalDevelopme
nt, Academic
Leadership, Mentoring, Assessing
for Fellowship, HE Policy, Research
Supervision etc
Level 7
EdD modules
Level 8
Associate Fellow
Fellow
Senior Fellow
PGCAP60 credits EdD
GuidanceScholarship
Peer Support
Level 8Level 7
HEA Recognition
Academic Qualifications
Is teaching or learning support a significant element
of your role?
Which Descriptor is appropriate for you?
No Do you have at least 1 year HE teaching /support experience ?
Associate Fellowship D1
Is L&T Mentoring & Leadership a significant element of your role?
No
Yes
Yes
Do you have at least 2 years FTE teaching / support experience?Fellowship D2
Are you able to demonstrate sustained impact & influence on L&T practice over a period of 3
years+ ?
Senior Fellowship D3
Which Route is appropriate for you?
No
Yes Direct Submission to C@N-DO for D1
C@N-DO participation, leading toC@N-DO submission for D1
Yes
No
Direct submission to C@N-DO for D2
C@N-DO participation, leading toC@N-DO submission for D2
Yes
No
Direct submission to C@N-DO for D3
C@N-DO participation, leading toC@N-DO submission for D3
Which category of Fellowship is appropriate for you, and how can you obtain recognition?
Have you already successfully completed Module 1 of the UoN PGCTHE?
YesClaim Associate Fellowship (D1) from HEA
How?
Have you already successfully completed both modules of the (old) UoN PGCTHE?
How?
How?
Claim Fellowship (D2) from HEAYes
Some examples from colleagues at Sheffield Hallam:
• Contribution to Professoriate application for Learning and Teaching
• Demonstration of leadership within a job application for Head of Department
• Claim for National Teaching Fellowship • Raising the profile of support staff and
their contribution to the student experience
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What’s in it for me?
HEA Application?! It’s one of those things you do unwillingly- realise it was worth it- and will others to do it!
I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.
Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.
I've come through this process feeling it was a genuinely rewarding process - not a means to an end.
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And the benefit to me?
84% said UKPSF had led to change to : • Academic
development• Learning• Teaching• Student experience
But few individuals recognised the UKPSF
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Impact of UKPSF
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What the HEA has to offer
• Raising the status of teaching, and professionalisation of teaching;
• Support for disciplines;
• Employability;• Education for
sustainable development (ESD);
• Internationalisation;• Assessment and
feedback;
• Student engagement and working with students as partners;
• Technology enhanced and flexible learning;
• Widening participation, inclusivity, retention and success, including a focus on differential attainment issues;
• Postgraduate provision.
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2014 – 2015 HEA support for:
Programme One: Curriculum Designgraduate attributes including employability, inter-culturalism and global citizenship, digital literacies and education for sustainable development; specific discipline skills and curriculum priorities; interdisciplinary learning.
Programme Two: Innovative Pedagogies recognising that students' engagement with learning is key to their learning gain and achievement
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Programmes
Programme Three: Student Transitions issues of inclusivity, flexibility, widening access, equality and diversity, retention and social mobility, impact of HE policy reform in relation to student transitions into, through and out of HE.
Programme Four: Staff Transitions (Teaching excellence, professionalisation and CPD)
build on the HEA’s current work on teaching excellence, professionalisation, reward and recognition, including the use of the UK Professional Standards Framework (UKPSF) in promotions criteria and remaining in good standing.
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Programmes: continued
You C@N-DO it!
And the HEA C@N (help you) DO it
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What now?
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So all that’s left to do is ….