preparing for a professional recognition portfolio

Preparing a portfolio of evidence for HEA professional recognition

• What is professional recognition?• UK Professional Standard for teaching in

higher education• Reflective skills and habits: where are you

now?• Peer Supported Review and other reflective

tools• Next steps….

Session outline:

What is professional recognition?

UK Professional Standard (UKPSF)

Areas of activity (WHAT)

• A1 Design and plan• A2 Teach/support• A3 Assess/give feedback• A4 Develop effective

learning environments and approaches to student support/guidance

• A5 Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• K1 Subject• K2 Appropriate methods of

teaching and learning• K3 How students learn• K4 Use and value

appropriate learning technologies

• K5 Methods of evaluating effectiveness of teaching

• K6 Quality assurance and quality enhancement

Professional Values (WHY)

• V1 Respect individual learners and learning communities

• V2 Promote participation and equality of opportunities

• V3 Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• V4 Acknowledge the wider context in which HE operates recognising implications for professional practIce

Descriptor 1-3 of the UKPSF

D1

• 2 Areas of Practice (referencing Core Knowledge and Professional Values)

• 2 P-SR’s and/or other evidence

• Understanding of specific aspects of effective teaching and learning

D2

• 5 Areas of Practice (referencing Core Knowledge and Professional Values)

• 4-6 P-SR’s and/or other evidence

• Broad understanding of effective teaching and learning

D3

• Reflective Account of Practice (referencing UKPSF)

• 2 case studies

• Thorough understanding of effective teaching and learning

• Active ‘change agent’

Where are you now?

Portfolio requirements

• 5 Reflective narratives (A1-A5). • Introduction and Conclusion.• Supplementary evidence (including 4 P-SR’s)• Mapping of Portfolio Contents• SWOT analysis

Reflective statements

• Make it personal• Make it individual• Make it reflective• Make it scholarly• Make it evidence-based• Make it aligned• Make it current and sufficient

Writing reflectively

What I did

Impact it had

Why I did it

The value of reflective practice

‘We do not learn from experience…we learn from reflecting on experience..’ (John Dewey, 1932)

Reflective skills and habits

Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze.“ What is it?” Harry asked shakily.“This? It is called a Pensieve,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.”“Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort.“At these times” said Dumbledore, indicating the stone basin, “ I use the Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’ ( Rowling 2000)

More specifically…• Top sheet –Mapping the UKPSF dimensions• Introduction - explaining your context and including a SWOT analysis. (300-500

words) • Five Reflective Narratives - A1: Design and planning of learning activities and / or

programmes of study; A2: Teaching and / or supporting learning; A3: Assess and give feedback to learners; A4: Develop effective learning environments and approaches to student support and guidance; A5: Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices (800-1500 words each section)

• Conclusion - Summation of the experience of doing the unit and reflecting on practice using the UKPSF - ideas to take forward (300-500 words)

• Supplementary Evidence -evidences of reflective activities referred to in the portfolio, ie examples of Peer Supported Reviews, excepts from Annual Academic Monitoring, examples of student feedback mechanisms, etc

Supplementary evidence

• Peer Supported Reviews • Session Plans• Student Feedback• Course team dialogue/corridor conversations• External examiner feedback• Annual academic monitoring• Validations/Reviews/QERP exercises

UCA Peer-Supported Review

Next steps• Select P-SR topic areas to cover at least 4 Areas of

Practice • Book these in asap• SWOT analysis• Gather together any other evidence using UKPSF

diagnostic• Attend some short taster sessions on learning and

teaching – see https://ucalearningandteaching.wordpress.com/developing-your-teaching/professional-development-in-learning-and-teaching/