Principal and Senior Fellowship Pathway Programme Induction and Peer Coaching workshop Neil Currant, SFHEA, FSEDA

Aims of the day: Give & Gain One overriding aim: to get you started on your claim for either Senior or Principal Fellowship of the HEA Agenda UK PSF and Descriptors: what they might mean for you Peer coaching principles and practice lunch (vouchers provided) and discussion Notes on how claims are assessed Developing your own claim, and reviewing others Action planning

A peer-supported process

Your footprint on the UK PSF

Descriptors – Senior Fellow In addition to the Dimensions: 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 learning and teaching.

Descriptors – Principal Fellow i. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in 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 iii. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning iv. 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.

Demonstrating ‘leadership’ in learning & teaching In pairs, discuss What evidence / examples do you already have to demonstrate ‘leadership’ in learning and teaching?

What might a ‘claim’ look like? ‘An evaluative commentary on your developing practice’ For example: a critical reflective essay (normally around 7,000 words), an annotated CPD record with reflection, video narrative, website,website recorded professional dialogue (approximately 45 minutes)recorded professional dialogue evidence based portfolio SelectiveReflectiveComplete

Required documentation For Senior Fellow: 2x references from colleagues to support your claim, verifying the accuracy of claim and that it meets Descriptor 3. For Principal Fellow: 3x advocate statements that support and recommend the award. One must be external to the candidate’s organisation, one must advocate influencing their own practice and at least one statement must be from an existing Fellow.

Peer Coaching The key to preparing your claim and evidence

What skills do you need for this? Tutoring? Mentoring? Coaching:

Questioning Closed YesNo Probing WhatWhyWhenHowWhereWho Open TellExplainDescribe

Coaching – ‘unlocking potential’ Format of a peer coaching session Practical issues – timing, contracting - confidentiality, what would you like to get out of the session, how much challenge do you want? Open and probing questions Feedback (continue back and forth) Actions and next meeting Evaluation of the session

Coaching activity With a partner: As coachee, pick an dimension of UK PSF that you might need to develop. With your peer coach discuss what you could do to develop that dimension? Swap roles

How are claims assessed? Professional dialogue: Dialogue with experienced colleague (you might provide documentation, e.g. slides / audit to guide the conversation), minutes Video record of dialogue is reviewed by two additional people Text / artefact based routes: Reviewed by three reviewers on submission of claim

The process 1.Join the Moodle siteMoodle site 2.Complete and submit self-audit (appendix 2a or 2b) 3.Work with your peer coach on your claim 4.Submit your claim or arrange a professional dialogue & submit colleagues supporting documents 5.Claim is reviewed and feedback provided 6.If claim successful, submit claim form (last page of handbook)

The process: timeline DateActivity Nov-Jan Enrol on workshop / expression of interest / join Moodle site JanuaryIntroduction workshop 1 st FebruaryCompletion of self-audit & submit via Moodle FebruaryAllocation of peer coach February - June Work with peer coach on your recognition claim. 4 th JulySubmit your claim or complete professional dialogue July- AugustSubmissions are reviewed internally and externally SeptemberAwards panel confers awards

Developing your claim: Questions to guide you What do you do and why do you do it in those ways? – theoretical and professional rationale, demonstrating scholarship and your reflection on the professional values… How do you know your approaches are effective? – evidence of impact, student/colleague feedback, enhancement data … Appendix 2 How might you improve what you do? – planned innovations, reflection and professional development… Appendix 3 More questions in Appendix 5 – a and b

How do we know how we are doing? … maybe Brookfield’s 4 lenses 1.our “autobiography as teachers and learners”, i.e. through our own eyes 2.through our students eyes 3.through our colleagues’ experience and peer review 4.through the theoretical literature

How do we know how we are doing? … maybe Brookfield’s 4 lenses Self  Reflection on actions  What are you known for?  Use of coaching style Students  Informal conversations  Student-led teaching award  Engagement in group activities  Demand (e.g. as Academic Adviser) Colleagues  Within and beyond your module programme team  Statistics - PLs/HoDs  Dialogue within wider academic or disciplinary community Literature on…  Teaching quality enhancement  Learner development  High impact teaching practices  Employability

Dimensions of teaching excellence Planning and delivery Curriculum design Knowledge of the subject Ability to inspire and motivate Respect, care and kindness for students as individuals Active and group learning Critical and scholarly Assessment Conscientious use of formative feedback Creative and innovative approaches to feedback Offering students a range of assessments to assess their mastery Contributing to the Profession Innovation in delivery, assessment, feedback, evaluation, technology Significant contribution to curriculum renewal and reform Scholarship of Teaching and Learning (SoTL) Participation in formal networks focused on teaching excellence Broader leadership in teaching Evaluation and reflection Reflecting on inadequacies of own teaching Degree of diligence in actively engaging with and responding to student and peer feedback and evaluations Gunn & Fisk teaching excellence framework (2013)

Presentation Dr Frances Deepwell, SFSEDA, SFHEA Oxford Centre for Staff and Learning Development Course Design Intensive Workshops Academic Advising Online Course Open Online Courses, eg FSLT or TOOC Scholarly activity and pedagogic research HEA Senior Fellowship Pathway International curriculum design – online course Brookes Learning and Teaching Conference Other CPDCoaching Disciplinary communities PETAL activities and enhancement projects New Lecturers Programme How might OCSLD assist?