1. The UK Professional Standards Frameworkand Professional Recognition of the HigherEducation Academy

2. 2Session outlineProvide opportunities foryou to interpret andengage with HEAs workand the UKPSF from theperspective of yourprofessional practiceRaise awareness,understanding andengagement ofProfessional Recognitionof the Higher EducationAcademy (HEA)Explore evidencerequirements andexpectations for beingrecognised as aAssociate Fellow/FellowBegin thinking aboutproducing evidence foryour own applications 3. 1Help learning and teaching professionals torealise their talent2Support institutions to achieve their strategicambitions to enhance learning and teaching3Work across the sector to shape the future ofHEWhat does the HEA do? 4. RecognitionservicesCPDopportunitiesNationalTeachingFellowshipScheme4Helping institutions and teachingprofessionals to realise theirtalent 5. Accreditation Student surveysConsultancyservices5Supporting institutions to achievetheir strategic ambitions 6. 6Work across the sector to shapethe future of HEWork stream One: CurriculumdesignWorkstream Two: InnovativepedagogiesWorkstream Three: StudenttransitionsWorkstream Four: Stafftransitions 7. Teaching Quality - external drivers (UK)- historic and currentQualifications for higher education lecturers? Dearing (1997) - enhancing professionalism of HEteaching, the future of higher education whitepaper (2003), students and the heart of thesystem white paper (2011) The Higher Education Academy - subscriptionorganisation, growth in HE in FE/CBHE provisionacross the UK and subscription HE focus in initial teacher recognition and ongoingCPD via UK Professional Standards Framework(UKPSF) HESA staff return7 8. PSF provides a set ofdescriptors, developed with thesector, against which institutionscan benchmark their approachesto the professional developmentof staff. Managed by the HEA for the sector Offers HE providers criteriawhich support the initial andcontinuing professionaldevelopment for staff who teachand support student learning. Flexible framework that isadaptable to the needs of theindividual and of the institution. Many institutions use the PSF andseek external validation of theirapproaches to professionaldevelopment against theframework. Not mandatory. Has potential to be a key indicatorof UK HEs ongoing commitmentto teaching, as well as givingconfidence that minimumthreshold standards have beenmet by academic staff.8Professional Standards Framework 9. The PSFA framework for higher education providers to: Align initial and continuing professionaldevelopment provision for all staff involved inteaching and supporting learning in highereducation Inform progression, promotion and reward criteriaComprises : Dimensions (Areas of Activity, Core Knowledgeand Professional Values) Descriptors (D1, 2, 3 and 4) equivalent toAssociate Fellow, Fellow, Senior Fellow andPrincipal Fellow9 10. Core KnowledgeNeeded to carry out those activities at theappropriate levelProfessional ValuesSomeone performing these activities shouldembrace and exemplifyAreas of ActivityUndertaken by teachers and supportersof learning within HE10 11. 11ProfessionalValuesRespect learnersand diverselearningcommunities (V1)Equality ofopportunity forlearners (V2)Use evidence informedapproaches toteaching (V3)Acknowledge widercontext of highereducation and theimplications forprofessionalpractice (V4) 12. 12CoreKnowledgeMethods forT&L (K2)Subjectmaterial (K1)How studentslearn (K3)Use and valueof learningtechnologies(K4)Evaluatingeffectivenessof teaching(K5)Qualityassurance andenhancementimplications(K6) 13. The Areas of ActivityDesign & plan (A1)Teach/supportlearning (A2)Assess & feedback (A3)Evaluate& Develop (A5)EnvironmentSupportGuidance(A4)13 14. 14Individuals recognised againstUKPSF at September 2014Total numberrecognised 54,227Principal Fellows - 232Senior Fellows -1419Fellows 43,794Associate Fellows 8,782 15. Recognition RECOGNITION applies to an individual whois seeking to become an Associate Fellow(D1), Fellow (D2) , Senior Fellow (D3) orPrincipal Fellow (D4) of the HEA.16Recognition is attained either through directapplication via the experience route OR bycompleting an accredited programme orroute through an accredited scheme. 16. Descriptors Consider the dimension in the context of theDescriptor. AFHEA / FHEA the individuals personal practiceactivity SFHEA the development and mentoring of othersin learning and teaching PFHEA the demonstrable impact in learning andteaching activity by influencing policy and strategy Recognition decisions made against the Descriptor. 17 17. Production of an Account of Professional Practice18Associate Fellow andFellowAnalytic approachStructured round Areas of ActivityCore Knowledge and Professional Values - explicit1400 words for Associate Fellow (2 Areas ofActivity)3000 words for Fellow (all dimensions)Two refereesAssessed by two Accreditors 18. In groups of twos/threes look at the Descriptorstatement for D1 Associate Fellowship or D2Fellowship according to which is most appropriate foryou. Discuss any elements that you are unclear about? For further details about the criteria look at the relevantGuidance documents for AF and/or F.19Activity 2: Unpacking theDescriptors 19. Think broadly about the types of things you have beendoing and how you might use these to evidence thedescriptor. E.g.:A1 Designing sessions, courses and programmesA2 Forms of teaching you undertakeA3 Formative and summative assessment and feedbackA4 Support and guidance, learning spaces, VLEsA5 CPD and subject and pedagogic research/scholarshipNB Focus on rationale and impact on student learning20Activity 3: Evidence needed (1) 20. Summarise each idea on a post-it in no morethan c6 words and indicate where relevantwhich areas of knowledge (K1-6) and Values(V1-4) is illustrated Add your post-its to the relevant Activity Area(A1-5) on the flip chart sheets or record on yourown devices/21Activity 3: Evidence needed (2) 21. Colleagues who areable to personallycomment on yourrecord ofeffectiveness in T&LGuidance notes forreferees providedFunction is to providea peer review of youreligibility for thecategory ofFellowship applied forHave knownknowledge of theeffectiveness andsuccess of your workin T&LAll referees need tobe familiar with TheUKPSF222 Referees (AFHEA/FHEA) 22. 23Key principles for allapplicantsClaim Sufficiency CurrencyEvidencebasedAlignmentwith UKPSFReflectionPersonal Commitment 23. Four reflective questions:1. What did you do?Concise description of engagement including own role2. How and why did you do it?Explanation of approach/methodology employed plusevidence and rationale for choices made (CK + PV)3. What difference did it make?Impact on learners/teachers/self/institution/beyond4. What did you learn?How might practice have been changed as a result?24Reflective alignment 24. Applications should relate to the positive impact on studentlearning Claims should evidence successful engagement withappropriate dimensions of UKPSF Learning may also take place through reflection onexperiences which have not worked Claims should not be based on role, job description or statusof individual Outcomes, impact and influence (and reflection of evidence ofsame) much more important than role activities per se25Key principles (2) 25. Individually read through the example of either the AF orthe one F application and comment on:a) the strengths and weaknesses of the application(s)andb) whether it (they) include(s) evidence of the CoreKnowledge areas (K1-6) (relevant ones for AF) and allthe Professional Values (V1-4).Compare your comments and judgement with others onyour table.26Activity: Assessing anapplication 26. Applying for PSF Fellowshipskey points for AF & F From you as a professional write in first person Use the word allowance Draw on your own experience/practice; tell a story Give rationales for choices at session, programme,department, institution, national/international levels Be specific and support points with examples Should be reflective and evidence based not simplydescriptive, back up with ref to the literature but dont overdo it, Not space to give full refs just author, date. Dont underplay your achievements, think broadly Choose your referees carefully 27. Four reflective questions:1. What did you do?Concise description of engagement including own role2. How and why did you do it?Explanation of approach/methodology employed plusevidence and rationale for choices made (CK + PV)3. What difference did it make?Impact on learners/teachers/self/institution/beyond4. What did you learn?How might practice have been changed as a result?28Reflective alignment 28. Make bullet point notes on one, two or more sections ofyour application Share them with another person applying for the sameDescriptor as you (AF or F) with whom you have notpreviously worked Identify any issues you wish to discuss in the plenary29Activity 5: Planning yourapplication 29. Application process (1)1. Applicant creates a MyAcademy account andcompletes application in recognition online HEAportal2. Referees write supporting advocate statements.Applicant collates and saves these as PDF.3. Applicant completes all relevant sections of theapplication, submits and pays using debit/credit card4. Acknowledgment of application automatically senton submission5. Application is placed in queue for initial process byadministrator6. Application processed by administrator 30 30. 7. Application placed in queue for next availablerecognition panel8. Accreditors review application9. Applicant informed of outcome10.If successful certificate available for download in theapplicants HEA MyAcademy31Application process (2) 31. In the event an application is unsuccessful, theapplicant has the opportunity to resubmit once at noadditional cost. Feedback given by accreditors Applicants given 1 month to make changes and re-submit. If re-submission unsuccessful the applicant will haveto start process from the beginning.32Re-submissions 32. Independent assessment - recognitionpanels Based directly on Descriptors Use a template Can use borderline for individual Descriptorelements Must refer if a Descriptor element is not metat all Assess as a claim not assignment Detailed feedback if referring, 4 week33Key principles for accreditors 33. Next steps Form into pairs/trios based onchosen category Agree next review date with partners Develop an action plan for what youneed to do next Set target for completion Consider institutional infrastructure toaccess appropriate internal supportand build on momentum started 34 34. Useful links UKPSFhttp://www.heacademy.ac.uk/ukpsf Professional Recognitionhttp://www.heacademy.ac.uk/professional-recognition Accreditationhttps://www.heacademy.ac.uk/consultancyservices/accreditation UKPSF impact study (2013)35https://www.heacademy.ac.uk/ukpsf-impact-study