The Aberystwyth - Bangor Universities' Joint Scheme Recognising Continuing Professional Development in Teaching and Supporting Learning.

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1 The Aberystwyth - Bangor Universities' Joint Scheme Recognising Continuing Professional Development in Teaching and Supporting Learning. Scheme Handbook Page 1 of 69

2 Table of Contents 1 Introduction and context Page 4 2 What is the UKPSF and how would I use it? Page 5 3 The UKPSF Dimensions of Practice Page 8 4 The UKPSF Descriptors Page 18 5 Routes to Recognition Page Associate Fellow (Descriptor 1) Page 29 Differentiation of Descriptor 1 Descriptor 1 Statements Vignettes for Descriptor 1 Application Process for Associate Fellow Evidencing Your Practice Typical Applicants 6.2 Fellow (Descriptor 2) Page 32 Differentiation of Descriptor 2 Descriptor 2 Statements Vignettes for Descriptor 2 Application Process for D1 and D2 Evidencing Your Practice 6.3 Senior Fellow (Descriptor 3) Page 45 Typical Applicants Pre-Requisite Page 2 of 69

3 Differentiation of Descriptor 3 Descriptor 3 Statements Vignettes for Descriptor 3 Application Process for Senior Fellow Evidencing Your Practice 6.3 Principal Fellow (Descriptor 4) Page 50 Typical Applicants Pre-Requisite Differentiation of Descriptor 4 Descriptor 4 Statements Vignettes for Descriptor 3 Application Process for Principal Fellow Evidencing Your Practice 7 Preparing Your Application: Recording CPD Activities Page 57 8 Guidance for referees Page 60 9 Submissions and Professional Recognition Process Page Appendices Page 69 Appendix A: The UKPSF and Summary Appendix B: Remaining in Good Standing: HEA guidelines Appendix C: Proformas for Individual Route Applications (Descriptors 1-4) Page 3 of 69

4 1 Context and Introduction 1.1 Introduction The UK Professional Standards Framework (UK PSF) for teaching and supporting learning in higher education was originally proposed in the White Paper The Future of Higher Education (2003), and was developed in consultation with UUK, SCOP, and the UK HE funding bodies. It underwent review in The quality of teaching is an important indicator of student success and the framework encourages staff to engage in a scholarly approach to their teaching and teaching-related activities. The UK PSF provides a structure and benchmark against which staff can plan, record and reflect on their CPD activity. The UK PSF is of direct relevance to academic staff, but other staff supporting student learning will also be able to provide evidence of scholarship at least of Descriptor With the addition of Descriptors 3 & 4 the UK PSF is also relevant to senior staff within the university in their roles as programme leaders, mentors of other staff, and strategic managers The Aber-Bangor strategic plan outlines key objectives to provide a high quality and flexible student learning environment, and is committed to aligning the objectives and operation of the university with the aims of the UKPSF. This includes a continued well-established approach to the professional development of staff engaged in teaching and supporting learning and recognises the impact this has on innovation and the student experience The UK PSF provides some parity across the HE sector and increasingly is embedded within HR structures in Aberystwyth and Bangor Universities and across the sector The Aberystwyth-Bangor CPD Scheme for academic and academic-related staff, whilst meeting the UK PSF, has enough flexibility to encompass a wide range of developmental scholarly activity, including co-working opportunities, your role as tutor, Page 4 of 69

5 incorporating research into your teaching, cross-institution collegial learning, or accredited programmes such as the PgCertHE programmes. It encourages you to take the time to consider your recent career, your current scholarly activity, your ongoing professional development, and to open your practice to peer comment and review 2. What are the standards described in the UKPSF and how would I use them? What are the standards in the UKPSF? What is the UKPSF for? Who does the UKPSF belong to? How does the HEA use the UKPSF? How do Aberystwyth and Bangor universities use the UKPSF? How else might you use the UKPSF? 2.1 What are the standards in the UKPSF? The UKPSF provides a structure and benchmark against which staff can plan, record and reflect on their CPD activities by provides a general description of the main dimensions of the roles of teaching and supporting learning within the HE environment. It is written from the perspective of the practitioner and outlines a common national framework for comprehensively recognising and benchmarking teaching and learning support roles within Higher Education. The UKPSF has two components: 1) Dimensions of Practice: These are a set of statements outlining the: Areas of Activity undertaken by teachers and supporters of learning within HE Core Knowledge that is needed to carry out those activities at the appropriate level Professional Values that someone performing these activities should embrace and exemplify Page 5 of 69

6 2) The Descriptors: These are a set of statements outlining the key characteristics of someone evidencing four broad categories of typical teaching and learning support roles within Higher Education (D1-D4). The following guidance notes set these two components out in more detail in Sections 3 and 4 below. 2.2 What is the UKPSF for? The UKPSF s central purpose is to help those seeking to enhance the learning experience of their students, by improving the quality of their teaching and learning support. It has a wide range of uses, but it could, for example, be used to: Promote the professionalisation of teaching and learning support within the HE sector; Foster creative and innovative approaches to teaching and learning; Enable HE staff to gain recognition and reward for developing their capabilities as teachers and supporters of learning; Facilitate and support the design and delivery of initial and continuing education development programmes and activities ; Demonstrate to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning; Support Senior Staff seeking to: o develop policies and systems for the recognition and reward of teaching and learning support staff o promote a strong culture of teaching and learning support. The UKPSF has been designed to apply to all aspects of teaching and learning support. If you have a substantive role in the education of students or staff, it will be relevant to you. Depending on your specific role you can use it to become an Associate Fellow, Fellow, Senior Fellow or Principal Fellow. This will give you national and, Page 6 of 69

7 increasingly, international recognition as a higher education educator. Review the descriptors (D1-D4) to see which one would be appropriate for you. Although, in principle, each category of fellowship encompasses the one below it, you don t necessarily have to start as an Associate Fellow and work through to Fellow, Senior Fellow and Principal Fellow. You can gain recognition appropriate to your current role and recent experience. You can use the UKPSF to plan and guide your continuing professional development (CPD) in the area of teaching and supporting learning. There is a natural progression through the UKPSF as the scope of your teaching/learning support role widens and deepens and the UKPSF can help you whatever stage you are at and whatever your goals in this field of activity. 2.3 Who does the UKPSF belong to? The UKPSF has been developed by the HEA on behalf of the HE sector as a whole and so it is the property of all of those with a direct interest in the HE sector. 2.4 How does the HEA use the UKPSF? The HEA provides a recognition and accreditation service which enables staff providing teaching and/or learning support to be recognised, depending on their role and experience, as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the Higher Education Academy. This recognition may be by individuals making direct application to the HEA or by completion of a course of study that has been accredited by the HEA. More recently, the HEA uses the UKPSF to recognise each university s own CPD Framework and so allow universities to build their own progression routes in teaching development and to award fellowships of the HEA locally, removing the need for individuals to apply directly to the HEA. 2.5 How do Aberystwyth and Bangor universities use the UKPSF? The purpose of the CPD framework is to develop, reward and recognise teaching by providing UK-wide approved accreditation against the UKPSF for all staff who teach and/or support learning across both institutions. It recognises the UKPSF as an Page 7 of 69

8 important vehicle for enhancing the student experience of learning and teaching, linked to a teaching route to promotion. The Aberystwyth-Bangor CPD Framework (T&L) represents an essential part of both institutions equal commitment to both the student experience and academic professional development. The learning outcomes of the postgraduate certificates in teaching in HE (PgCertHE) of both institutions (PgCTHE in Aberystwyth and PgCert HE in Bangor) have been designed around the UKPSF, and accredited recognised by the HEA for over a decade, permitting those who complete the full certificate to become Fellows of the HEA (FHEA). From September 2014, the two universities are accredited to run their own joint Recognition of CPD in Teaching and Supporting Learning scheme. The PGCertHEs now form part of the scheme (HEA Associate Fellow and Fellow), but you can also make a direct application to the scheme, based on your experience, for any of the 4 categories of Fellowship. This replaces direct individual application to the HEA. 2.6 How else might you use the UKPSF? If you are involved in the training and development of teaching and/or learning support staff, you can use the UKPSF to design and structure your development programmes, such that those provisions more clearly support the UKPSF. If you have a senior managerial role, you can use the framework to help you to enhance the quality and prominence of the teaching and learning activities within your remit. 3 The UKPSF Dimensions of Practice This guidance note answers the following questions Why are there three Dimensions? How do the Dimensions relate to each other? How could I evidence my engagement with the Areas of Activity? (A1-5) How should I evidence my understanding of the appropriate Core Knowledge? (K1-6) Page 8 of 69

9 How should I evidence my commitment to the Professional Values? (V2-4) 3.1. Why are there three Dimensions? These reflect the complexity and multi-faceted nature of the professional role of staff teaching and supporting learning. Page 9 of 69

10 The Dimensions consist of three sets of statements outlining the: Five Areas of ac tivity undertaken by teachers and supporters of learning within HE Six aspects of Core knowledge that are needed to carry out those activities at the appropriate level Four Professional values that someone p erforming these activities should embrace and exemplify How do the Dimensions relate to each other? The framework identifies the separate component parts of teaching and supporting learning roles. These are articulated in the dimensions of the Framework. However, in practice when carrying out teaching and learning support roles all of the Dimensions will be manifested in varying degrees. The diagram in the UKPSF document is intended to illustrate the interactive nature of the three Dimensions. It is not desirable or even possible to separate out the dimensions when considering Page 10 of 69

11 how to evidence practice. This is particularly true when working with Descriptors 3 and 4. Linking and combining different dimensions more accurately reflects the true nature of teaching and enables the use of examples of real work. This approach might need to be supported by sign posting indicating how and where the dimensions are evidenced. 3.3 How could I evidence my engagement with the Areas of Activity? Evidencing Area of Activity A1: Design and plan learning activities and/or programmes of study The evidence of Designing and Planning Learning Activities will normally be small scale for Descriptor 1, typically individual activities and/or sessions. This would range from module design to a whole programme of study for Descriptor 2 and those working towards Descriptor 3. In all cases, one would expect the design to reflect developing knowledge and understanding of the Core Knowledge and Professional Values dimensions Evidencing Area of Activity A2: Teach and/or support learning In demonstrating the activities of teaching and supporting learning the evidence should demonstrate an increasing awareness of different approaches to and methods of teaching and supporting learning as well as a growing ability to choose the most appropriate approach for the achievement of curriculum aims Evidencing Area of Activity A3: Assess and give feedback to learners Clear differentiation of how this area is evidenced would be expected for the different Descriptors. For example, for Descriptor 1 an understanding of the importance of assessment and feedback and of the criteria for making informed, formative judgements about work and the role this plays in supporting learning through activities such as tutorials, work placements, observations, and practical work would be appropriate. For Descriptors 2 and 3 there would be an increasing emphasis on the use of feedback and feed-forward approaches being routinely used to improve learning and develop learner autonomy. At Descriptor 4 the focus might be about a wider sphere of influence in policies and practices concerning assessment and feedback in supporting learning. Page 11 of 69

12 3.3.4 Evidencing Area of Activity A4: Develop effective learning environments and approaches to student support and guidance The definition of learning environments has been widely contested and is open to diverse interpretation. Individual practitioners work beyond the physical environment of the classroom, the laboratory, studio or work place or the distance learning or electronic learning environment. They take the nature of the learning environment, the learning culture being developed, the nature and extent of the support infrastructures into account and are able to distinguish between academic and pastoral interventions. Individuals also take the range of environments available to students into account as well as how they are enabled to access, understand and utilise them Evidencing Area of Activity A5: Engage in continuing professional developments in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices The Framework provides a powerful means of articulating the varied aspects of role and the potential for development in all areas of the teaching and supporting learning endeavour. This Area of Activity is concerned with enhancement and comprises three elements integral to teaching and supporting learning roles. Whilst the three elements might be viewed holistically it is important the elements are understood and demonstrated, particularly at Descriptors 1 and 2 to ensure successful integration. The elements are: Continuing professional development in subjects/disciplines and their pedagogy Incorporating research and scholarship The evaluation of (one s own) professional practices Evidence could appropriately focus on the question: How might an individual demonstrate that they have become a better teacher through continuing professional development, research and the evaluation of their teaching and learning related practices? Page 12 of 69

13 3.4 How should I evidence my understanding of the appropriate Core Knowledge? The Dimension of Core Knowledge is most easily evidenced through the Areas of Activity. For example, designing and planning a learning activity (Area of Activity 1) successfully would be determined by 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 Evidencing Core Knowledge K1: The subject material This area is effectively evidenced with reference to the Areas of Activity or other areas of Core Knowledge. Evidence should fundamentally relate to how an understanding of the nature of the subject is used to inform the design and planning of learning activities and programmes of study, the teaching strategies, the assessment and feedback. This would normally make reference to the distinctive nature, or culture, of the discipline and the particular expectations of teaching; the issues or challenges arising from the context in which teaching takes place, and the appropriate methods of delivering the subject at different levels (e.g. first year undergraduate to masters level) Evidencing Core Knowledge K2: 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 supporting of the learning in the subject different to the teaching of another one. 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 Evidencing Core Knowledge 3: How students learn, both generally and Page 13 of 69

14 within their subject/discipline area? How students learn might be evidenced through demonstrating how an understanding of the characteristics of different learners (such as mature students, recent school leavers or workplace learners) impacts on how their needs might be met in the context of learning, how this might reflect on the learning environment, teaching approaches and practices. Reference could be made to different theories of, or approaches to, learning and how these are evidenced by the use of different strategies for teaching and supporting learning. This might relate specifically to the nature of the subject (Core Knowledge 1) Evidencing Core Knowledge 4: The use and value of appropriate learning technologies Evidence needs to demonstrate how and why specific technologies, of all types and ages are used appropriately to support learning. Evidence will address what the learning and teaching needs are and why particular technology is used to address them. Evidence is likely to be linked to other areas of Core Knowledge, for example; how and why technology is used within a specific discipline, professional or vocational areas; for specific groups of learners; in specific learning contexts or environments Evidencing Core Knowledge 5: Methods for evaluating the effectiveness of teaching An essential part of work in Higher Education is ensuring the effectiveness of teaching practices. This focuses on the methods (formal or informal) employed to gather information and data about the impact of teaching, how they are used and the impact of their use on developing practice. Page 14 of 69

15 3.4.6 Evidencing Core Knowledge 6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Quality assurance and quality enhancement are deeply embedded in higher education through procedures such as programme validation, monitoring and review. These processes shape academic practice and are implicit in what individuals do. Key to evidencing this area is how an individual might demonstrate engagement with feedback to enhance practice and the student learning experience. This might include an account of how they seek opportunities to obtain feedback other than relying on the institutional procedures already in place. For those working outside higher education institutional policies and practices, they will need to evidence a personal interest, understanding and commitment to quality assurance and enhancement procedures established and embedded within their practice. This will include knowledge and understanding of the quality assurance frameworks at a national level and how these are manifested at an institutional level. 3.5 How should I evidence my commitment to the Professional Values? The focus of Professional Values is the integrity of the individual practitioner. How they are manifested is likely to be different if the individual has the identity of an academic (working within an academic discipline) as compared to a professional (working in a professional or vocational area). Much will depend on the context and nature of their work. Professional values are often considered implicit within professional practice; there are, however, few assurances that this is the case. The UKPSF articulates how the professional values should explicitly underpin teaching and support learning in higher education; it requires the explicit demonstration of a commitment to all the professional values. As with the other dimensions there is some utility in separating the different components to ensure an understanding of each, but in reality the professional values overlap and are integrated in individual and institutional practice. For example, the Professional Values impact on the Core Knowledge and the Areas of Activity by Page 15 of 69

16 shaping the activity and the understanding and knowledge in an almost unconscious way. Evidencing the Professional Values takes place in a setting which itself reflects values through the institutional mission and culture, although this may shift in emphasis over time. Individuals may themselves place different emphases and importance on values in their professional practice and, like all values, they are hard to evidence. 3.6 Evidencing Professional Values in Descriptor 1, 2 and 3 The evidence of commitment to the professional values in practice will be demonstrably linked to the level of regard for institutional/organisational values and how these influence teaching and learning, and to the adoption and communication of positive attitudes and behaviours. In the process of programme accreditation, this will be demonstrated through exploring the ways the institutional processes (such as promotion and developmental review or appraisal) reflect the Professional Values. This could be through the alignment of the UKPSF Professional Values in institutional/organisational statements about their own values. 3.7 Evidencing Professional Values in Descriptor 4 The Professional Values are enshrined within evidence of a commitment to and an understanding of the use and value of the UKPSF. This locates the Professional Values at the heart of why things are done a certain way, what is held as important by the individual and the aspirations and forces driving their work. Evidencing this might draw on examples of how practice is influenced by an individual s personal obligation and responsibility to the Professional Values. 3.8 Evidencing Professional Value 1: Respect individual learners and diverse learning communities This focuses on the way teaching and supporting learning incorporate activities, actions and approaches which respect individual learners. It depicts the ways we 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 communicates, work based communities, or be defined on the basis of ethnicity, faith, social class, age etc. The practitioner needs to be able to demonstrate that they value and can work effectively with and within these Page 16 of 69

17 diverse communities. 3.9 Evidencing Professional Value 2: Promote participation in higher education and equality of opportunity for learners The focus here is on providing evidence of how a commitment to participation in Higher Education and equality of opportunity for learners underpins practice related to teaching and supporting learning. There is potential to cover a broad spectrum of activities, approaches and behaviours linked to all the Areas of Activity and Core Knowledge. Evidence should ideally indicate wide and pervasive approaches to ensuring equality of opportunity Evidencing Professional Value 3: Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development This focuses on the use of evidence informed approaches, the ability to draw on and contribute to many sources of evidence and to use them to inform teaching and learning practice. It is about using the outcomes from research, scholarship and professional development to make principled, informed and considered judgements which enhance practice and the learning experience. This value advocates the importance of direct professional involvement in enquiry (in teaching and learning) to support the individual s own professional development and to enhance their teaching or learning support activities. Evidence might include consideration and application of the findings from studies, reading, personal enquiry of (for example) teaching, learning, learners, 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 learners in order to provide a rationale for the design of the curriculum and its delivery Evidencing Professional Value 4: Acknowledges the wider context in which higher education operates recognising the implications for professional practice. This is concerned with being alert to the issues that may impact on institutional missions and/or which might have an influence on curriculum design and/or personal Page 17 of 69

18 and collective professional practice. This might for example include how an individual has responded to the current demands of the Disability Discrimination Act, 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. 4 The UKPSF Descriptors What are the Descriptors? Why are there four Descriptors? How do they relate to each other? How can you use the Descriptors? 4.1 What are the Descriptors? These are a set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education. Each Descriptor begins with a general statement addressed to the practitioner, which briefly indicates the level of understanding required for the performance of teaching and learning support role of that type at an appropriate standard within a higher education institution. This is followed by a series of between five and seven further statements which draw on the Dimensions of Practice to identify what someone performing such roles should be able to evidence. For example, if you work in a role encompassed by Descriptor 2, you would be expected to be able to provide evidence of successful engagement across all five Areas of Activity and of appropriate knowledge and understanding across all aspects of Core Knowledge etc. The general statements for Descriptors 1 to 3 are very similar; differing only in the depth and breadth of understanding required with some additional detailed differences in construction. They have a number of key features in common. Descriptor 4 is rather different in character and will be treated separately below. 4.2 Why are there four Descriptors? Page 18 of 69

19 The Descriptors are intended to provide coverage of the full range of teaching and supporting learning roles within higher education. Since these roles are highly diverse it was necessary to create a number of descriptors to capture all of the kinds of roles that staff may be engaged in. Descriptor 1 is intended to relate to staff whose role in teaching and/or supporting learning is focused on at least two, but not all, of the Areas of Activity. They would also be expected to possess the appropriate Core Knowledge and be committed to appropriate Professional Values. Perhaps also, they might undertake their role with the assistance of more experienced teachers or mentors. Each Descriptor is accompanied by suggestions for typical job roles covered by that descriptor. An example role for Descriptor 1 is an early career researcher with some teaching responsibility. Descriptor 2 is intended to relate to staff with a more substantive teaching and supporting learning role(s) covering all of the Areas of Activity, Core Knowledge and Professional Values. Descriptor 3 brings in a strong educational leadership (which may not necessarily be managerial) dimension, whilst Descriptor 4 is designed for highly experienced staff who have made a sustained and substantial impact at a strategic level in relation to teaching and learning support. The Aberystwyth-Bangor CPD Scheme provides a recognition and accreditation service for each of these categories so a member of staff providing teaching and/or learning support can be recognised, depending on their role and experience as following: Descriptor 1: An Associate of the Academy (AFHEA) Descriptor 2: A Fellow of the Academy (FHEA) Descriptor 3: A Senior Fellow of the Academy (SFHEA) Descriptor 4: A Principal Fellow of the Academy (PFHEA) 4.3 How do the descriptors relate to each other? The Descriptors can be seen as both independent and hierarchical, depending on the individual and/or the context in which they work. For example: an academic may see their career path (expressed in terms of teaching professional development) as moving Page 19 of 69

20 through the roles of Graduate Teaching Assistant (Descriptor 1) through a Lecturer post (Descriptor 2), as the main career grade, to an academic leadership role or middle management (Descriptor 3); and possibly to a more senior leadership role with demonstrable impact (Descriptor 4). In this case the Framework can be viewed hierarchically, as there is clear progression between the descriptors with descriptor 2, being subsumed within descriptor 3. For other individuals, there may be no clear career pathway to progress their teaching or they are in a position in which they are likely to remain. This might be the case for learning technologists, physiotherapists engaged in workplace teaching, careers advisors, librarians and medical clinicians where career progression would not imply movement through the Descriptors. In this case the Framework is not viewed as hierarchical; the Descriptors provide the mechanism for recognising what the individual does and for their individual professional development, enabling them to focus on how they might develop different aspects of their teaching and supporting learning activity. An example might be a tutor who covers only some elements of teaching and learning and who might therefore align their work activities to Descriptor 1. They may however have opportunities to look beyond their immediate work and/or adapt to potential changes in their role, by working towards Descriptor 2. It is therefore possible that individuals do not progress through all descriptors of the Framework and instead work within the Descriptor most relevant to the role they have. In either case the Framework should be seen as developmental, where clear opportunities are provided for individuals to identify areas for development and engage with the Descriptor beyond that relevant to their current work and career stage. 4.4 How can you use the Descriptors? The Framework (and particularly the descriptors) provides the means of articulating the individual s progress in terms of developing knowledge, expertise, impact, influence and leadership in teaching and supporting learning. They can be used to gain recognition as an Associate Fellow, Fellow, Senior Fellow of Principal Fellow and also they can be used as the basis for professional reflection on the roles related to teaching or supporters of learning in a higher education institution. Page 20 of 69

21 4.4.1 Using Descriptor 1 This Descriptor is relevant to those who do not engage in the full spectrum of activities that might define academic or academic related practice, but who have a specific role in teaching and supporting HE learning. Such individuals, whatever their role or status, are not able to evidence engagement and expertise in all dimensions of the UKPSF. The descriptor is designed to be flexible and reflect the variety of different combinations of activities that HE teaching and learning may include. The typical role/career stage illustrations show that teaching and supporting learning at Standard Descriptor 1 is often not a formal activity and can take the form of more informal, facilitative approaches. Individuals need to demonstrate engagement with a minimum of two of the Areas of Activity. They should choose areas that are relevant to their work and/or which will develop their skills for future roles and activities. For example; a graduate teaching assistant may not be required to design or plan learning activities and/or programmes of study (AA1) nor to assess and give feedback to students (AA3) but may well be teaching in small seminar groups or in laboratory sessions (AA2) and will be responsible for ensuring that they provide their learners with appropriate resources and for following up tutorial sessions and other front-line teaching (AA4). It may also be the case that they are required to reflect upon the effectiveness of what they are doing, gather evaluative information on their teaching and to show how they are addressing the issues raised (AA5). Individuals should also demonstrate Core Knowledge (CK) relevant to the two Areas of Activity; in this example CK4 and CK5 are potentially the most relevant. If there are any other areas of Core Knowledge that are appropriate to their practice these could also be demonstrated and used as indicators of progress. In addition to the Areas of Activity and the Core Knowledge an awareness and commitment to all the Professional Values should be evidenced. This might be integrated into the evidence presented for the Areas of Activity and Core Knowledge through providing a relevant rationale as to why particular approaches have been used (Professional Value 1), the principles (Professional Value 2) and relevant research/theory that underpins their practice (Professional Value 3). In addition to the selected Areas of Activity and Core Knowledge and the Professional Values, and in Page 21 of 69

22 keeping with the particular characteristic of higher education, evidence of incorporating relevant subject and pedagogic research and/or scholarship within the activities chosen is expected. Other examples of those working towards or at Descriptor 1 would be a clinician who supports students learning in the clinical setting and who is involved in objective structural clinical examinations (OSCEs); a learning technologist with responsibilities for staff development who is engaged in designing and delivering workshops and online materials but who has no responsibility for assessment, or a librarian who similarly supports student learning, designs activities to develop students library research capabilities, but who plays no role in assessment. This Descriptor allows the user to interpret and apply the dimensions of the framework in a way that is meaningful to their practice whilst ensuring that the expectations of a restricted teaching and supporting learning role are addressed Using Descriptor 2 Descriptor 2 reflects main grade teaching responsibilities and is the expected descriptor for all staff who undertake substantive teaching as part of their role. The descriptor recognises and acknowledges good practice within the learning contexts of higher education, wherever this takes place, and however teaching and the support of learning is approached. Further, it recognises the diversity of staff who, in different ways, provide such teaching and support. Individuals who are within descriptor 2 will be able to demonstrate achievement and success in all the dimensions of the framework including the areas of activity, core knowledge and professional values. As before, they are expected to incorporate relevant subject and pedagogic research and/or scholarship in their approaches. How this is evidenced will be dependent on the context in which the individual is working, nature of the subject, discipline or profession in which they teach, and the expectations of the institution in which the individual works. Such individuals will be demonstrating engagement in continuing professional development activities with specific regard to learning and teaching and which result in Page 22 of 69

23 the enhancement of their teaching. These activities are likely to be wide ranging, incorporating both formal and informal approaches to continuing professional development. Examples include: presenting or participating in conferences on teaching and learning (often discipline-specific), attending workshops or training events, engaging in peer observation or peer review of teaching, to the less formal activities that individuals are increasingly able to draw on and recognise as valuable contributions to their continuing professional development as a teacher. These might include regular departmental meetings where the discussion is about learning and teaching issues; corridor discussions about teaching; bidding for and involvement in projects or research on teaching and learning; implementing new approaches; subject and other network activities, reading, and visits to other institutions/organisations etc Using Descriptor 3 Individuals working towards or attaining, Descriptor 3 will normally have a considerable level of expertise, developed over time, in supporting high quality student learning in all dimensions of the framework. They will have gained relevant experience through the use of a range of approaches including, mentoring, coordinating, supervising and managing individuals and groups. Individuals will evidence the depth and sophistication of their understanding and demonstrate a sustained and successful engagement with the UKPSF, indicating specifically how such knowledge, understanding and expertise is used in their approach to teaching, mentoring and their leadership roles. Descriptor 3 recognises extended good practice both within the classroom (or learning environment) and in supporting the student learning experience in a wider context. This would normally include evidence of effective and significant impact on students, on colleagues and on the organisation/institution. Evidence of a wider sphere of influence than the classroom and the student group (the basic expectation for Descriptor 2), is required here. A relatively limited experience of programme and/or module management, for example, or in mentoring new staff, will not be sufficient. Descriptor 3 incorporates all the requirements for Standard Descriptor 2 and can, therefore, be viewed as building on Descriptor 2. One way to view the difference is that Descriptor 2 is primarily concerned with all who teach and is a core expectation, whilst Page 23 of 69

24 Descriptor 3 addresses experienced teachers and others who demonstrate leadership in their learning and teaching practices and related activities. The Descriptor requires evidence of wider impact, sustained success and influence. This would be the case with individuals who, for example, have developed and led substantial programmes of teaching and learning, led cross (and inter-) institutional teaching and learning focused projects, provided leadership for work in discipline based communities, or those who have led consultancy for major pieces of pedagogic work in subject associations and professional bodies. An individual who has previously been recognised at Descriptor 2 might progress to Descriptor 3 on the basis that they have already demonstrated all areas of activity, core knowledge and professional values and that they need only evidence the elements of Descriptor 3 that are different to Descriptor 2 and which demonstrably make the case for Descriptor 3. It is, of course, possible for an individual who has not previously been recognised at Descriptor 2 to be recognised at Descriptor 3. This would normally be someone who has substantive professional experience, has evidence of CPD in pedagogy/teaching and learning and who leads major programmes and/or mentors colleagues etc. and who can demonstrate their expertise, impact and influence. They could, for example, be a mid-career professional who is a highly experienced and effective teacher with substantive teaching responsibility. There is a lack of common terminology which presents difficulties in the interpretation of the term mentoring. In the context of the Framework mentoring is seen as applicable to the context in which it takes place and would normally be understood to mean providing support, challenge and guidance to less experienced members of staff or colleagues in order to help them develop themselves and, in particular, the teaching and learning aspects of their professional practice. This may or may not take place within the formal umbrella of institutional mentoring schemes, Using Descriptor 4 Descriptor 4 is distinctly different to Descriptors 1, 2 and 3. It is relevant to highly experienced teachers who are or have been widely respected for their effective teaching and who have progressed into senior roles. They will have substantial experience and knowledge of teaching and supporting learning and will be using this to Page 24 of 69

25 make an impact at a senior level. The nature of their work may mean that they will not currently have any direct contact with students in teaching or supporting learning. Their work will normally include the effective strategic leadership of academic practice/development leading to the development and implementation of high quality student learning experiences. The evidence used for Descriptor 4 will be dependent on the context in which the individual is working but in many respects is likely to be fundamentally different from the type of evidence required for Descriptor 3. The focus need not primarily be on an individual s teaching and learning practices but might focus on the contributions made, for example, to subject pedagogy, innovative approaches, and the evidence of effectiveness and impact at a strategic level. This evidence can draw on a broad range of experiences and activities and be underpinned by an understanding and commitment to the Core Knowledge and Professional Values. One approach to demonstrating the Descriptor would be to present a synoptic narrative which evidences all aspects of the Descriptor. As the individual will not necessarily have immediate contact with learners they would need to draw on examples of their work which illustrate their understanding of the use and the value of the UKPSF. This might include how they have used the framework to shape and develop policy, strategy and schemes within their organisation. For example: a learning and teaching strategy underpinned by professional values; an institution wide peer review of a teaching scheme incorporating the UKPSF which is then further recognised in promotion structures; the development and implementation of innovative teaching and learning approaches within the organisation in response to the specific needs of their students. At the heart of this Descriptor lies the demonstration of strategic impact and influence in the context of one or more location, institution or organisation. Evidence will therefore need to draw on cycles or levels of influence including evidence drawn from institutional, national and/or international settings. The emphasis on a sustained and effective record of impact means that it would be highly unusual for Descriptor 4 to be evidenced solely on the basis of completing a programme or course. However, completion of a relevant programme or course, (in leadership for example,) might Page 25 of 69

26 constitute part of the evidence but would not alone be adequate for successful demonstration of the Descriptor. Because Descriptor 3 and Descriptor 4 are distinctly different it is not necessary to resubmit evidence (with or without additions) for having attained Descriptor 3. However, evidence already provided for Descriptor 3 might be appropriately drawn on, to provide background and context for the developments used to evidence Descriptor 4. This would need to be accompanied by relevant additional evidence of the interpretation and application of the Dimensions for Descriptor 4 in current work. The HEA has developed some Guidance Notes to support the effective use of the Framework; these will be extended and amended over time. If you would like to know more, please go to for further information. Alternatively you can contact the Professional Recognition team directly at recognition@heacademy.ac.uk or by calling Routes to recognition against the UKPSF within the Aberystwyth-Bangor CPD Framework Recognition award Successful completion Pg Certificate Teaching in Higher Fellow of HEA-accredited and Education (PgCertHE) credit Pathway 1 Qualification route H.E. qualifications. based Stand-alone module progression requirement for Stage 2 of PGCertHE. Associate Fellow Pathway 2 Individual route Successful recognition through individual application to the appropriate Aber- Bangor recognition panel Individual application showing evidence to meet limited range of areas of activity, core knowledge and professional values Individual application showing evidence to meet all areas of activity, core knowledge and professional values Associate Fellow Fellow Page 26 of 69

27 Individual application showing evidence of all Descriptor 3 requirements through a reflective statement and case studies Individual application showing evidence of all Descriptor 4 requirements through a reflective statement and case studies Senior Fellow Principal Fellow 5.1 Pathway 1: Qualification Route PgCertHE leading to Associate and full Fellowship of the Higher Education Academy (Stage 1 and 2 below respectively). This is a structured development route. Typically individuals seeking recognition at D1 would include postgraduate students who teach, academic staff who currently have a small teaching role, probationary staff with fewer than 3 years prior experience; and support staff who directly support student learning. It comprises the following stages: Stage 1 (aligned to Descriptor 1 of the UKPSF and specified domains of the RDF) Entitlement for everyone with a teaching/support role and PGR students. Requirement for all new probationary staff and PGR students with a substantive teaching role and no previous professional recognition/qualification relating to supporting learners in Higher Education. Stage 2 (aligned to Descriptor 2 of the UKPSF and specified domains of the RDF) Entitlement for everyone in a teaching role. Requirement for all new academic staff with fewer than 3 years prior teaching experience and/or no previous professional recognition/qualification relating to supporting learners in Higher Education. Please see respective PGCertHE Handbooks in both institutions for further detail on the process of completing the PGCertHE. Page 27 of 69

28 5.2 Pathway 2: Individual Route: Available for staff where the qualification route is not a requirement. This is an evidence-based claim to be professionally recognised at an appropriate Descriptor of the UKPSF. Typically, this will include: o Descriptor 1 Postgraduate students/ staff with a limited teaching role but who have experience and enough evidence to meet the descriptor. o Descriptor 2 new teaching staff who have no prior teaching accreditation but have more than three years teaching experience and feel they have evidence to meet the descriptor. o Descriptor 3 Typically academic/academic related staff with substantial experience of teaching or supporting learning in Higher Education and can evidence this at D3 or D Which Fellowship Descriptor is appropriate for you? Please see the guidance in section 6 below. Diagnostic proformas will be provided during Induction workshops. These will serve as a guide to identify the breadth and depth of your experience against the UKPSF. This will help to identify how you currently align with the criteria and help to suggest ways in which your practice can be developed. 6 Direct Individual Route Applications to the Aber-Bangor Joint Scheme for Professional Recognition This section will take each category of Fellowship and provide outline guidance on the following: Typical Applicants Differentiation of Descriptors Descriptor Statements Vignettes for Descriptors Application Process for Associate Fellow Evidencing Your Practice Page 28 of 69

29 6.1 Descriptor 1: Associate Fellow Typical Applicants Applicants for recognition at this level will be able to provide evidence of an understanding of specific aspects of effective teaching, learning support methods and student learning. For example: Early career researchers with some teaching responsibilities (e.g. PhD students, contract researchers/post-doctoral students etc.) Staff new to teaching at Aberystwyth/Bangor Universities (including those with part-time academic responsibilities) Staff who support academic provision (e.g. learning technologists, learning developers and learning resource/ library staff) Staff who undertake demonstrator/ technician roles that incorporate some teaching- related responsibilities Experienced staff in relevant professional areas who may be new to teaching and/or supporting learning, or who have a limited teaching portfolio. Differentiation of Descriptor 1 Within this descriptor, individuals need to demonstrate engagement with a minimum of two of the first four Areas of Activity. They should choose areas that are relevant to their work and/or which develop their skills for future roles and activities. In addition to the Areas of Activity an awareness and commitment to all the Professional Values should be evidenced. This could be through: the rationale for adoption of a teaching Page 29 of 69

30 approach (V1), how the design of programmes values individual learners experience and encourages engagement (V2), how teaching and learning is underpinned by research/scholarly activity (V4). Individuals should also demonstrate Core Knowledge relevant to the two Areas of Activity that are appropriate to their practice. D1 Statements I. Successful engagement with at least two of the five Areas of Activity II. Successful engagement in appropriate teaching and practices related to these Areas of Activity III. Appropriate Core Knowledge 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. Page 30 of 69

31 VIGNETTES FOR DESCRIPTOR 1 (for further editing and contextualising) Sara has worked in higher education for a number of years in the Information Library Services Unit and provides information literacy training to students from the School of Education. She has been instrumental in the design of on-line resources to assist students in information literacy and uses this resource to scaffold her face-to-face teaching. Due to the nature of her work Sara is not involved in the summative assessment processes that her students undertake, however has built on-line formative opportunities for students to self-assess their progress. The majority of Sara s role is within the Library itself, offering support and advice to individual students. Her face-to-face contact time is very limited. Sara also sits on a crossconstitutional Information Literacy Forum and attends conferences and workshops in this area. She is clearly able to meet some of the Areas of Activity but due to her role is unable to evidence all Areas. Hannah is a Reader in the School of Management and supervises a number of PhD students. Due to the nature of her contract the majority of her time is spent carrying out research activities. She is however able to clearly evidence engagement with two of the Areas of Activity through her research supervision and is keen to further develop her supervisory skills. Hannah engages in CPD activities both within her disciplinary area and in respect to her role as supervisor and wants to further develop her facilitatory skills to ensure that she is enabling the students to achieve their potential. Page 31 of 69

32 6.2 Descriptor 2 Typical applicants Applicants for recognition at this level will be able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning. Early career academics Academic-related and/or support staff holding substantive teaching and learning responsibilities Experienced academics relatively new to UK Higher Education Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings Differentiation of Descriptor 2 Within this descriptor, individuals need to be able to demonstrate engagement and success in all the dimensions of the framework including Areas of Activity, Core Knowledge and Professional Values. This will be influenced by the subject, profession and discipline context in which the individual is working and the expectations of the institution. Evidence of the engagement in continuing professional development (CPD) activities and the integration of subject and pedagogic research and/or scholarship, with specific regard to learning and teaching and which result in the enhancement of their teaching should be articulated. These activities are likely to be wide ranging and will draw on both formal and informal approaches to CPD. Page 32 of 69

33 D2 Statements Individuals should be able to provide evidence of the following six statements: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to 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. Page 33 of 69

34 VIGNETTES FOR DESCRIPTOR 2 (for further contextualisation) Rob has been a Lecturer in the School of Art and design for the past three years. During this time Rob has redesigned the BA in product design to reflect industry changes and to embed a culture of experiential learning. This has required him to look at the way in which his assessments meet the learning outcomes and reflect employability skills needed for the workplace. The assessment process that he has put in place provides students with opportunities for feedback from peers, staff and industry experts and places value on process as well as product. In redesigning the programme he has also considered how he can best make use of their current physical and social environment to encourage interaction and experimentation and has been utilising the virtual learning environment to provide resources and engagement opportunities for his students remotely. Rob continues his own product design practice outside of the university through being involved in networks and acting in a consultancy capacity. He is continuing to develop his own professional practice both in relation to his discipline area and pedagogy. Catrin has worked in the Careers Department for the past five years. Her role involves working with both individual students and cohorts of students to encourage the development of employability skills. Catrin has, along with colleagues, developed an e- module to help students to develop a sense of professional identity and identify the skills and knowledge that they need to succeed in gaining employment. This e-module is combined with face-to-face sessions to provide a blended approach to learning. Within the taught sessions she encourages student engagement and interaction through the teaching methods she employs. The assessment of the skills gained is embedded into the curriculum and Catrin is involved in providing formative and summative feedback to students. She creates a safe environment for her students to practise interviewing skills, to share written tasks to gain peer feedback, and provides a supportive environment where questioning and challenge is the norm. She often attends workshops on learning and teaching, together with ensuring currency in her practice within the Careers Department. Page 34 of 69

35 6.2.1 Application for D1 and D2 Applicants submit by written application on the provided proforma. This will include Teaching context: A brief resume of your career history and current role. (This will be used to provide the panel with a context and will not form part of the assessment) A brief summary of your learning and teaching philosophy Claim grid: Evidence of the three Dimensions of the UK PSF. (minimum of two Areas of Activity for D1 and all Areas of Activity for D2). Statements must demonstrate all the dimensions of the UKPSF Peer Observation evidence A CPD plan for future personal development in teaching and supporting learning. 2 x Disciplinary Peer References A signature from your line manger to support your application (indicating that the evidence is correct and that you have worked in H.E for a minimum of 2 years) Evidencing your practice against the UKPSF Summary of your learning and teaching philosophy (~300words) This section provides an opportunity for you to outline your learning and teaching philosophy and how this reflects your Professional Values. This is a reflective statement of your practice (over the past 5 years) reflecting your philosophy. The statement will be informed by all the dimensions and appropriate descriptor of the UKPSF. Area of activity 1 - Design and plan learning activities and/or programmes of study This area is about how you plan for learning, and the ways in which you contribute to the design and planning of learning activities. These might include involvement in the design or redesign of curricula, courses and programmes of study and/or identifying and Page 35 of 69

36 planning different kinds of interaction with learners in various contexts for single sessions or larger programmes. Equally it might include indirect involvement through, for example, participation in validation panels, contribution to the creation of learning resource packs and computerbased or open learning materials or the development of virtual learning environments. Other activities equally valid include personal tutoring, internal/external examination, responsibilities, disability support, e-learning support, acting as critical friend to a colleague, peer observation activity, mentoring of students or other staff, research related to design or planning. Within your work context, consider the contribution you make to design and planning of learning, your choice of approach to this activity, and how your chosen approach contributes to the learners understanding of the subject. Evidence should reflect an understanding of the pedagogic literature in this area, and might include principles of curriculum design such as constructive alignment, and principles of teaching method. Assessment method may also be considered and discussed in relation to design and planning. Page 36 of 69

37 Area of activity 2 - Teach and/or support learning This area is about how you work with learners including students and other staff. Consider the range of teaching and learning activities or techniques you use and comment on how you came to use them and why you think they are successful in supporting student learning. In addition to lecturing, tutorial and seminar work the activities might include, for example, studio, clinical, laboratory or work place-based teaching, distance learning and the use of virtual learning environments. Support might include, for example, teaching and supervision of postgraduates, mentoring inexperienced staff or contributing to in-house learning and teaching programmes. Other activities that could be included are co-working with a colleague, acting as critical friend to a colleague, peer observation activity, mentoring of students or other staff. Within your own work context, consider reasons for your choice of activities and techniques and how they relate to developing the learners understanding of the subject. Evidence should reflect an understanding of the pedagogic literature in this area, and might include principles of student-centred learning, the appropriate use of various teaching methodologies, an awareness of appropriate student support, and connection with curriculum design decisions. Area of activity 3 - Assess and give feedback to learners This area is about your approach to assessment and feedback to learners, whether they are students or other staff. Consider the types of formative and/or summative assessment you use with learners, whether formal or informal. Justify how and why you choose the approaches and methods you use, in so far as this is your own decision. In your justification you may wish to address the issues of how you ensure your assessments are valid indicators of what you want your learners to learn, that the marking is reasonably reliable and the standards you set are appropriate. Page 37 of 69

38 Consider how you give feedback to learners (e.g. in writing, orally, as part of the supervision of research students). Justify how you try to ensure that the feedback you give to learners helps them to improve their performance and develop as learners. Other activities that could be included are giving feedback to colleagues, acting as critical friend to a colleague, peer observation activity, mentoring of students or other staff. Within your work context, give reasons for your choice of activities and techniques and how they relate to developing the learners' understanding of the subject. Evidence should reflect an understanding of the pedagogic literature in this area, and might include principles of formative and summative feedback and assessment, assessment for learning (rather than of learning), recognition of the diversity of the student cohort, and connection with curriculum design decisions. Area of activity 4 - Developing effective learning environments and approaches to student support and guidance This area is about the ways in which you provide support for learners. Consider the range of ways in which you contribute to making the learning environment effective for learners. Developing effective learning environments might include: managing the physical environment or virtual environment so that they are appropriate to the learners needs working with learners and service providers to ensure that learners can access and use a broad range of learning opportunities liaison and planning activities in support of fieldwork or work placements You may also wish to consider how, from the students perspective, the aims and objectives, teaching and learning methods and assessment processes are appropriately aligned. Page 38 of 69

39 Learner support might include such activities as personal and academic tutoring, oneto-one advice, counselling (where appropriate to your work role), developing practice to meet the learning implications of widening access, work placement or project supervision, supporting learners with disabilities, learner support in IT/ study skills workshops etc., laboratory work, studio critiques, information retrieval and management. Within your work context, consider reasons for your choice of approaches and how they relate to developing the learners' understanding of the subject. Evidence should reflect an understanding of the pedagogic literature in this area, and might include principles of student-centred learning, the way in which students learn, current thinking on learning environments and social spaces, recognition of the diverse needs of the student population, and how we might provide equitable access to learning for all. Area of activity 5 Engage in continuing professional development on subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. This area is about how you evaluate the effectiveness of your practice and engage in CPD to improve it. This may include the use of research, scholarly activity and/or professional activities to develop your practice to enhance student learning. Consider how you evaluate your own teaching/learning support activities, both formally and informally, and how you use your findings to improve the student learning experience and your working practice. Consider how you seek feedback on your practice from colleagues and learners and how you evaluate this feedback. Provide examples to show how you have used feedback in developing subsequent activities. You could also refer here to any activities you have undertaken to update yourself on aspects of teaching and learning, for example, staff development activities or conferences on learning and teaching or participation in projects to develop learning Page 39 of 69

40 methods. Indicate how you have used the learning from these activities in your own teaching. You could also include peer learning opportunities, working groups and other professional groups where appropriate. You may include co-working relationships with more experienced colleagues, peer learning/ peer observation opportunities, mentoring opportunities, work placements including the clinical environment, work shadowing etc., one s own professional practice (e.g. as designer, sports coach, dietician). Any evidence of how you continue to keep up to date in your role/ subject area can be included, e.g. reading papers, articles, etc., attending conferences, becoming familiar with new legislation, employment regulations, new ideas. Consider ways in which you draw upon discipline-based and pedagogic research, scholarly activity and/or other professional activities in the support of your role. Activities undertaken as part of a group or team are valued as much as individual activities. Relevant professional activities may include those you engage in outside the higher education context. Within your role, consider how you have actively sought opportunities to use research, scholarly activity and/or professional activities to create connections to enrich your teaching and/or support of learning. This area may include your own publications in print, web or other format, or the use of others publications or expertise. It may include attendance and/or presenting papers at conferences, subject based professional bodies, common interest groups, associations/ societies etc, working groups, employer liaison groups. You may include funding you have secured. You may also include peer review or other editorial activities for journals/ conferences/ professional publications etc. You may include discussion of the relationship between research, scholarship and teaching in your discipline area, e.g. innovative curriculum design, innovative assessment, student involvement in research, etc. Page 40 of 69

41 EVIDENCING CORE KNOWLEDGE Evidencing Core Knowledge K1: The subject material Evidencing Core Knowledge K2: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme Evidencing Core Knowledge 3: How students learn, both generally and within their subject/discipline area? Evidencing Core Knowledge 4: The use and value of appropriate learning technologies This area is effectively evidenced with reference to the Areas of Activity or other areas of Core Knowledge. Evidence should fundamentally relate to how an understanding of the nature of the subject is used to inform the design and planning of learning activities and programmes of study, the teaching strategies, the assessment and feedback. This would normally make reference to the distinctive nature, or culture, of the discipline and the particular expectations of teaching; the issues or challenges arising from the context in which teaching takes place, and the appropriate methods of delivering the subject at different levels (e.g. first year undergraduate to masters level). This is concerned with pedagogic approaches that are distinctive and/or characteristic of the subject, or what makes the teaching or supporting of the learning in the subject different to the teaching of another one. 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. How students learn might be evidenced through demonstrating how an understanding of the characteristics of different learners (such as mature students, recent school leavers or workplace learners) impacts on how their needs might be met in the context of learning, how this might reflect on the learning environment, teaching approaches and practices. Reference could be made to different theories of, or approaches to, learning and how these are evidenced by the use of different strategies for teaching and supporting learning. This might relate specifically to the nature of the subject (Core Knowledge 1). Evidence needs to demonstrate how and why specific technologies, of all types and ages are used appropriately to support learning. Evidence will address what the learning and teaching needs are and why particular technology is used to address them. Evidence is likely to be linked to other areas of Core Knowledge, for example; how and why technology is used within a specific discipline, professional or vocational areas; for specific groups of learners; in specific learning contexts or environments. Page 41 of 69

42 Evidencing Core Knowledge 5: Methods for evaluating the effectiveness of teaching Evidencing Core Knowledge 6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching An essential part of work in Higher Education is ensuring the effectiveness of teaching practices. This focuses on the methods (formal and informal) employed to gather information and data about the impact of teaching, how they are used and their impact of their use on developing practice. Quality assurance and quality enhancement are deeply embedded in higher education through procedures such as programme validation, monitoring and review. These processes shape academic practice and are implicit in what individuals do. Key to evidencing this area is how an individual might demonstrate engagement with feedback to enhance practice and the student learning experience. This might include an account of how they seek opportunities to obtain feedback other than relying on the institutional procedures already in place. For those working outside higher education institutional policies and practices, they will need to evidence a personal interest, understanding and commitment to quality assurance and enhancement procedures established and embedded within their practice. This will include knowledge and understanding of the quality assurance frameworks at a national level and how these are manifested at an institutional level. Page 42 of 69

43 EVIDENCING PROFESSIONAL VALUES Evidencing Professional Value 1: Respect individual learners and diverse learning communities Evidencing Professional Value 2: Promote participation in higher education and equality of opportunity for learners The focus here is on providing evidence of how a commitment to participation in Higher Education and equality of opportunity for learners underpins practice related to teaching and supporting learning. There is potential to cover a broad spectrum of activities, approaches and behaviours linked to all the Areas of Activity and Core Knowledge. Evidence should ideally indicate wide and pervasive approaches to ensuring equality of opportunity. This focuses on the use of evidence informed approaches, the ability to draw on and contribute to many sources of evidence and to use them to inform teaching and learning practice. It is about using the outcomes from research, scholarship and professional development to make principled, informed and considered judgements which enhance practice and the learning experience. This value advocates the importance of direct professional involvement in enquiry (in teaching and learning) to support the individual s own professional development and to enhance their teaching or learning support activities. Evidencing Professional Value 3: Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development Evidence might include consideration and application of the findings from studies, reading, personal enquiry of (for example) teaching, learning, learners, 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 learners in order to provide a rationale for the design of the curriculum and its delivery. This focuses on the way teaching and supporting learning incorporate activities, actions and approaches which respect individual learners. It depicts the ways we 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 communicates, work based communities, or be defined on the basis of ethnicity, faith, social class, age etc. The practitioner needs to be able to demonstrate that they value and can work effectively with and within these diverse communities. Page 43 of 69

44 Evidencing Professional Value 4: Acknowledged the wider context in which higher education operates recognising the implications for professional practice This is concerned with being alert to the issues that may impact on institutional missions and/or which might have an influence on curriculum design and/or personal and collective professional practice. His might for example include how an individual has responded to the current demands of the Disability Discrimination Act, 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. Page 44 of 69

45 6.3 Senior Fellow (Descriptor 3) Typical Applicants Pre-requisite Differentiation of Descriptor Descriptor Statements Vignettes for Descriptor Application Process for Associate Fellow Evidencing Your Practice Typical applicants Applicants for recognition at this level will be able to provide evidence of a sustained record of effectiveness in relation to teaching and learning. Such individuals are likely to lead or be members of established academic teams. They are likely to be able to demonstrate impact and influence through for example: responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas mentoring within subject areas, or mentoring those new to teaching departmental and/or wider teaching and learning support advisory responsibilities within the University Pre-requisite There is no pre-requisite for application at Descriptor 3. Applicants may not necessarily have already attained recognition at Descriptor 2 (Fellow). Because the evidence provided will demonstrate a considerable level of expertise across all areas of activity, core knowledge and professional values of the Professional Standards Framework, it will be inclusive of the Descriptor 2 requirements. Differentiation of Descriptor 3 within the UKPSF Individuals applying for recognition at this level will have gained relevant experience through a range of approaches including mentoring, coordinating and supervising individuals and groups. They will evidence depth and sophistication of their understanding through sustained success in teaching, mentoring and leadership. Page 45 of 69

46 They may provide evidence of effective and significant impact on students, colleagues and/or the institution. Their mentoring role will have included supporting, challenging and guiding others in order for them to develop themselves. They may have developed and led substantial programmes of teaching and learning, led crossor inter-institutional teaching and learning focused projects, provided leadership for work in discipline based communities, or have led consultancy for major pieces of pedagogic work in subject associations and professional bodies. They may have seeded and/or driven change which significantly impacted on teaching and learning or institutional culture. Descriptor 3 (Senior Fellow) Statements Individuals should be able to provide evidence of the following statements: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of Activity V. Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or 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. Page 46 of 69

47 VIGNETTES OF TYPICAL APPLICANTS Penny is programme director of a matrix of humanities options. When she took on this role three years ago, it was three completely separate programmes, two of which were struggling to recruit and maintain student numbers for a variety of reasons. She inherited a team with varying research interests and a variety of approaches to teaching. To develop the matrix, she got the team together and they looked at the positive aspects of the existing programmes and together planned the matrix which maximised student choice but gave clear pathways to identifiable outcomes. Her application provided examples of leadership in bringing the team together to develop an integrated curriculum which was clearly articulated in the application. She was able to demonstrate an ongoing reflective and inclusive approach to change management, and provided enthusiastic evidence from both students and staff. Jack s role involves supporting staff and course teams to consider creative approaches to developing students academic skills. His underlying philosophy is that academic skills are only meaningful to students when they are purposeful and integrated. His application drew on many examples where for example he worked with course teams to identify the appropriate academic skills for the discipline and related job market, and then helped them identify appropriate opportunities within the curriculum where these skills were explicitly developed and embedded into the assessment. His breadth of expertise was evident in the way he mentored staff in exploring different alternatives so they were able to make an informed decision about curriculum development. Maddie has been working in higher education for seven years and has been involved in several teaching development initiatives over that time. A new member of staff, Sam, was appointed two years ago, and Maddie has acted as a mentor and critical friend to her. Maddie s application drew on the approaches she took to ensuring that the new staff member felt both supported in her new role, and had opportunities to reflect on and discuss her teaching practice. There was evidence of peer observation and team teaching opportunities that provided a basis for discussion and debate and helped Sam identify her developmental needs as a teacher, and opportunities to meet these needs. The feedback from Sam indicated a positive, empowering relationship that developed her confidence and skills, and provided a safe environment to discuss teaching concerns. Page 47 of 69

48 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 The application process Applicants will submit on the proforma provided: an outline of their teaching context (provided as contextual information only) an overview of their experience aligned to all dimensions of the UKPSF a reflective dialogue of their current practice (over the last 2-3 years) informed by the first six attributes of Descriptor 3 of the UK PSF above which demonstrates their sustained success as a teacher, and successful and sustained engagement with continuing professional development two case studies which specifically address the differentiation of Descriptor 3 (and thus would include evidence of attribute VII) two references, one from someone senior to the applicant, and another from a member of a team you lead, or a mentee. Line managers sign off form CPD Plan The application form is included in Appendix C and is downloadable from the [insert web link Guidelines for referees is provided in Section 8. What sort of evidence is appropriate? Evidence can be drawn from both formal and informal experiences, but should demonstrate a high level of expertise across all dimensions (the Areas of Activity, Core Knowledge and Professional Values) of the framework. For example, evidence may draw on membership of a Learning and Teaching Committee. However, though this may be an opportunity for personal and professional development, membership itself does not necessarily impact on others. However, if through this membership you have been able to demonstrate development of others or a resultant change of practice within a teaching team or discipline area that has had a positive impact on the student learning experience, this would be appropriate. Page 48 of 69

49 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 Evidence may also include leadership in the design, delivery and evaluation of programmes to ensure innovative practice, demonstrating depth of understanding of scholarship and research into teaching and utilising this to inform practice. Evidence may also include engagement in peer review both of research and teaching and subsequent development of the mentee. It could also draw on academic responsibilities both inside and external to the institution (e.g. professional body responsibilities, external examining, peer review and validation) which demonstrate leadership and drive change both within the institution or discipline. Evidence of completion of or engagement in particular activities do not constitute evidence per se. However they may provide a starting point for discussing actions and developmental impact. Some examples include: Enrolment on on-line courses run by Epigeum which specifically consider management and leadership in higher education Programme director events Teaching adviser networks School Learning and Teaching Committees (with all programme directors) Teaching Fellowships Programme redesign sabbaticals Quality assurance processes such as validation and review Staff Performance Review Scheme Page 49 of 69

50 Aberystwyth Bangor Universities CPD Scheme Handbook April Principal Fellow (Descriptor 4) Typical Applicants Pre-requisite Differentiation of Descriptor 4 Descriptor Statements Vignettes for Descriptor 4 Application Process for Principal Fellow Evidencing Your Practice Descriptor 4 Typical applicants Individuals, as highly experienced staff, able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning, as a part of the wider commitment to academic practice. This may be within the University and/or wider (inter)national settings. Typically those likely to be at Descriptor 4 (D4) include: Highly experienced and/or senior staff with wide-ranging academic or academic- related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning Staff responsible for strategic leadership and policy-making in the area of teaching and learning Staff who have strategic impact and influence in relation to teaching and learning that extends beyond Aberystwyth or Bangor University. Pre-requisite There is no pre-requisite, however, as Descriptor 4 is distinctly different to Page 50 of 69

51 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 Descriptors 1, 2 and 3, it is expected that the applicant will already be recognised at Descriptor 2 and a Fellow of the Academy and may be recognised as Senior Fellow. Where this is not the case, evidence on the Claim Grid will provide evidence of experience aligned to all the dimensions of the UKPSF. Differentiation of Descriptor 4 Descriptor 4 is distinctly different to Descriptors 1, 2 and 3. It is relevant to highly experienced staff who are or have been widely respected for their effective teaching and who have progressed into senior roles. The nature of their work may mean that they will not currently have any direct contact with students in teaching and supporting learning. At the heart of this descriptor lies the demonstration of strategic impact and influence in the context of one or more locations, institutions or organisations. Evidence of a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning will be fundamental. The applicant s substantial experience and knowledge of teaching and supporting learning will be drawn upon to support the development and implementation of high quality student learning experiences. Evidence already provided for Descriptor 3 might be drawn on and used to provide background and context for the developments used to evidence Descriptor 4. However Descriptor 4 is distinctly different and therefore additional evidence would be needed to demonstrate how these have led to strategic leadership that makes a significant impact on student learning. Descriptor 4 Statements (Principal Fellow) Individuals should be able to provide evidence of the following five statements: I. Active commitment to and championing of all the Dimension of the Framework, through work with students, staff and institutional developments II. Successful, strategic leadership to enhance student learning, with a particular but not necessarily exclusive focus on enhancing teaching quality in institutional and/or (inter)national settings Page 51 of 69

52 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 III. IV. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and supporting for learning Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.) V. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices Page 52 of 69

53 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 VIGNETTES FOR DESCRIPTOR 4 Claire is the PVC for Quality Assurance and Quality Enhancement within the university. Over the past ten years she has been instrumental in driving the development of the learning and teaching strategy within the institution to ensure the continuing and sustained enhancement of teaching and learning practices. This has been achieved through the development and embedding of a staff performance review scheme which focuses on the dimensions of UK PSF and promotes staff development opportunities both within and outside the institution to drive change. The impact of this has led to the university s expectation of academic staff achieving Fellow of the HEA and all new staff being required to gain Fellow status within a given period. Her experience was recognised in her appointment as a member of the group that led on the recent review of the UK PSF and as a HEA Accreditor for the recognition of CPD Schemes and Programmes. Her strategic leadership has also led to changes in the validation process with greater emphasis on the enhancement process of curriculum development leading to validation, together with robust quality assurance mechanisms. The impact of this has led staff teams to work closely with the Learning and Teaching Development Unit and engage with students as partners in the design process, seeing validation as a process rather than an event. Claire is a leader of one of the enhancement themes for Wales, liaising with the HEA, HEFCW and facilitating collaboration across Welsh higher education institutions. This has resulted in the inaugural Welsh conference Graduates for our Future, the outcome of which will be to produce a vision and pathway for moving the Welsh higher education agenda forward and establishing a strategic direction for future developments in which pedagogy is championed. Page 53 of 69

54 Aberystwyth Bangor Universities CPD Scheme Handbook April 2015 Application process for Principal Fellowship Applicants will submit an application consisting of two elements. Context details The first element will be a reflective dialogue of your academic practice (over the last 5 years) reflecting your philosophy of teaching and supporting learning that has led to the development and application of your strategic leadership. This should be informed by all dimensions of Descriptor 4 of the UK PSF Statement and Claim Grid covering D1-D4 Four case studies (each of 1000 words) that demonstrate specific examples of evidence covering each attribute (I IV) described under Descriptor 4. Attribute V should be inherent within all the submitted documentation. The application must be accompanied by three references; one from a colleague internal to the institution, one from a colleague external to the employing institution and the third from a person more senior than yourself. Referees are expected to comment directly on the content of your account and to make additional, relevant comment, as they wish. The application form is included in Appendix C and can be downloaded from the (insert web link) Referee guidelines are included in section 8 and can also be downloaded from the weblink Page 54 of 69

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