2011

The UK Professional Standards Framework for for teaching and supporting learningin higher education

1

• Key characteristics of UKPSF and Recognition Scheme

• Using the UKPSF to plan and guide your CPD

• Gaining national recognition for your teaching role

• Why apply and for which category?

• Making a successful application

2

Professional Development and the HEA

HEA STEM (Engineering): Using Everyday Examples in the Engineering Classroom to Improve Learning and Student Retention

16 April @ University of Liverpool/18th April @ UCL

Presents research-based strategies focused on relating engineering concepts to everyday examples when teaching engineering students; developed and successfully implemented to improve the engagement (and hence retention) of engineering students as part of the ‘ENGAGE: Engaging Students in Engineering’ project (http://www.engageengineering.org/).

  3

HEA STEM Development Events

Who does the Framework belong to?

Developed by the Academy

On behalf of the sector

It is the property of all those with a direct interest in the Higher Education sector

4

What is the UKPSF?

Describes the professional role of ‘teaching and supporting learning’ in HE …

Practitioner perspective …

Expressed as Dimensions - used to construct…

Four Descriptors comprehensively covering teaching and learning support roles within HE.

5

Core Knowledge Needed to carry out those activities at the

appropriate level

Professional Values Someone performing these activities should

embrace and exemplify

Areas of Activity Undertaken by teachers and supporters

of learning within HE

The Dimensions

6

Design & plan (A1)

Teach/support learning (A2)

Assess & feedback (A3)

Evaluate & Develop (A5)

Environment Support

Guidance (A4)

The Areas of Activity

7

8

K1 Subject material

K3: LEARNING

K2 METHODS K4 TECHNOLOGY

K5 EVALUATIONK6 QA AND QE

Core Knowledge

9

Core Values

V3 EVIDENCE

V1 RESPECT V2 PARTICIPATION

V4 CONTEXT

4 x Descriptors corresponding to 4 x Fellowship categories

Each Descriptor has two parts:

• An introductory statement indicating type, quality and depth of engagement

• Between 5 & 7 elements indicating the evidence required for recognition and mainly based on the Dimensions

10

The Descriptors

• Categories NOT levels

• But there is a natural progression

• Typical role is for guidance only

• Use to check alignment

• Use to plan and guide CPD

• Use to gain recognition11

The Descriptors - 2

12

The UKPSF

Concise

Comprehensive

Coherent

Practical

Legitimate

Developmental

Strategic

What is the Framework for?

It provides a means to comprehensively:• Benchmark

• Develop

• Recognise & reward …

teaching and learning support roles within HE.

13

The Fellowship Scheme

The Academy recognises staff against the UKPSF through its Fellowship scheme.

Associate Fellow = D1

Fellow = D2

Senior Fellow = D3

Principal Fellow = D4

14

• Think deeply about your work in the area of teaching and supporting learning in HE

• Ensure your practice is aligned with a nationally recognised standard for HE

• Gain national recognition for your role as a teacher and/or supporter of learning within the HE context

15

The benefits of Fellowship

• Explore the distinction between the Descriptors

• What kinds of experience and development would be needed to move from one category to another?

• Which category is right for you?

16

Activity 1: Fellowship categories

Applying for recognition

You can apply for recognition against the UKPSF in two ways:

1.The experience route2. Successful completion of an

accredited institutional programme or scheme

17

The experience route to AF/F

Account of Professional Practice • Analytic approach

• Structured round Areas of Activity

• Core Knowledge and Prof Values - explicit

• 3000 words for Fellow

• 1400 words for Associate Fellow

Two referees + confirming institutional signatory

Assessed by accreditors appointed from the sector

18

• Claim

• Personal

• Engagement

• Reflection

• Alignment

• Commitment

• Evidence based

• Quality

• Currency

• Sufficiency

19

Key principles for all applicants

• Identify and share your own engagements with teaching and learning, both current and in the past

• Take an example from your own practice and explore how you might use this activity reflectively to provide evidence for:

Area of Activity One

Relevant Core knowledge

Relevant Professional values20

Activity 2: Reflection

Senior Fellowships

Account of Professional Practice • Synoptic approach

• Reflective narrative

• Two case studies of professional practice

• c) 6000 words

Two referees + confirming institutional signatory

Assessed by accreditors appointed from the sector

21

• Account of professional practice

• Record of educational impact • Reflective account of practice

• Three advocate statements

• Confirming institutional signatory

• Assessed by panel of 3 accreditors

22

Principal Fellowship

• How does D2 differ from D1 and what development work would be needed to move from D1 to D2?

• How does D3 differ from D2 and what development work would be needed to move from D2 to D3?

• How does D3 differ from D4 and what development work would be needed to move from D3 to D4?

23

A3: Developing your teaching role

• Form into pairs/trios – based on chosen category

• Agree next review date with partners

• Set target for completion

24

Next steps – strategies

You can use the framework to:

Gain recognition for your own teaching and learning support activities

Plan and guide your own Continuing Professional Development in the area of teaching and learning

Promote the professionalisation of teaching and learning support within Higher Education

And you can use it to:

Foster creative and innovative approaches to teaching and learning

Enable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learning

Gain Academy accreditation for education development programmes and schemes

And also:

Enhance the quality and prominence of teaching and learning activities

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 brings to teaching and support for student learning

And also:

Develop policies and systems for the recognition and reward of teaching and learning support staff

Promote a strong culture of teaching and learning support

To find out more

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

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

About Accreditation http://www.heacademy.ac.uk/accreditation

29