The UK Professional Standards Framework and Professional Recognition of the Higher Education Academy

Introductions From The HEA Team

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Professional Standards Framework PSF provides a set of descriptors, developed with the sector, against which institutions can benchmark their approaches to the professional development of staff.  Managed by the HEA for the sector Offers HE providers criteria which support the initial and continuing professional development for staff who teach and support student learning. Flexible framework that is adaptable to the needs of the individual and of the institution. Many institutions use the PSF and seek external validation of their approaches to professional development against the framework. Not mandatory. Has potential to be a key indicator of UK HE’s ongoing commitment to teaching, as well as giving confidence that minimum threshold standards have been met by academic staff.

The PSF A framework for higher education providers to: Comprises : Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in higher education Inform progression, promotion and reward criteria Comprises : Dimensions (Areas of Activity, Core Knowledge and Professional Values) Descriptors (D1, 2, 3 and 4) equivalent to Associate Fellow, Fellow, Senior Fellow and Principal Fellow

Uses of the Framework (1) 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

Uses of the Framework (2) 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 CPD schemes Enhance the quality and prominence of teaching and learning activities Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning

What does the teaching community think? (UKPSF Impact Study, 2013) The UKPSF has been influential across the sector in changing institutional practice. An overwhelming majority of respondents (84%) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence. The top four areas where change in practice was reported were: i) shaping accredited courses (70%) ii) influencing institutional CPD frameworks (67%) iii) supporting reward and recognition (47%) iv) influencing institutional strategy and policy (44%). Key findings from institutional representatives’ survey Overall, results suggest that the UKPSF has been influential across the sector in changing institutional practice. An overwhelming majority of respondents (84%, n=68) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence. The top four areas where change in practice was reported were: 1) shaping accredited courses (70%), 2) influencing institutional CPD frameworks (67%), 3) supporting reward and recognition (47%), and 4) influencing institutional strategy and policy (44%). Seventy five per cent of these respondents also identified other frameworks that were important to the institution, most notably discipline specific professional standards frameworks and the SEDA professional development framework. Challenges faced by institutions and individuals in aligning these with the UKPSF are explored in this report.

Professional Recognition RECOGNITION applies to an individual who is seeking to become an Associate Fellow (D1), Fellow (D2) , Senior Fellow (D3) or Principal Fellow (D4) of the HEA. Recognition is attained either through direct application via the experience route or by completing an accredited programme or route through an accredited scheme. The term always applies to an individual or group of individuals and never to a programme or scheme.

Individuals recognised against UKPSF at the end of February 2013 Total number recognised – 48,490 Associate Fellows – 7,055 Fellows – 40,543 Senior Fellows - 751 Principal Fellows - 141

Update on recognition cont… Developments Recognition highlights Good Standing/Code of Practice UKPSF Impact Study Consultancy Fellowship scheme Code of practice Impact study Other developments – consultancy/web developments/audit/change in tariff UKPSF Impact Study JISCMAIL List for Accreditors Website developments Internal audit Relationship to NTFS Operational Plan

Professional Recognition of The HEA The Academy recognises staff against The UKPSF in two ways: Applying on the basis of experience: HEA – offers recognition against each of the Descriptors as AF, F, SF and PF. Application process available – http://www.heacademy.ac.uk/professional-recognition submission of an evidence based on account of practice, supported by referees or advocates, assessed by peer accreditors – more detail on this later 2. Through successful completion of an accredited institutional provision

Benefits for individuals Establish credibility with teaching and research colleagues Gain formal recognition of development as an educator and plan career development Demonstrate commitment to teaching, learning and the student experience Engage in a practical process that encourages research, reflection and development Gain access to positions which require recognition at a particular level as a condition of application Enhance learning through innovation based on evidence and best practice

Benefits for institutions Engage learning support and professionals Develop a culture of enhancement Establish a whole institution and career-wide approach to professional development Benchmark initial and CPD provision against national criteria; elevate the prominence of teaching and learning support in relation to research Empower staff to gain formal recognition and reward for their capabilities as educators Demonstrate commitment to learning and teaching to students and stakeholders

Associate Fellow and Fellow Production of an Account of Professional Practice Analytic approach Structured round Areas of Activity Core Knowledge and Professional Values - explicit ©1400 words for Associate Fellow (2 Areas of Activity) 3000 words for Fellow (all dimensions) Two referees + confirming institutional signatory Assessed by two Accreditors

Nature of UKPSF Descriptors – focus on Senior Fellow (D3) and Principal Fellow (D4)

SFHEA D3 PFHEA D4 Individuals are able to demonstrate: how they have met the requirements of all of the seven elements of the Senior Fellow Descriptor (D3.I – D3.VII) evidence of a sustained record of effectiveness, e.g. organisation, leadership, and/or management of L&T provision evidence of wider impact, sustained success and record of effectiveness across provisions, teams /departments/schools/faculties evidence of success across all Areas of Activity, Core Knowledge and Professional Values how their claim is underpinned by successful engagement with D3.VII how they have met the requirements of all of the five elements of the Principal Fellow Descriptor (D4.I – D4.V) evidence that cover activities at institutional or wider (inter)national settings sustained effective strategic leadership in academic practice and development and the impact of their work how their claim is underpinned by and makes clear how they apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity set out in the UKPSF

Senior Fellow Account of Professional Practice Synoptic approach A reflective commentary on your education roles and experience Two case studies outlining contributions you have made to learning and teaching in HE © 6k words Two referees + confirming institutional signatory Assessed independently by three accreditors Account of Professional Practice Synoptic approach Reflective narrative Two case studies of professional practice © 6k words Two referees + confirming institutional signatory Assessed by 2 accreditors appointed from the sector

SF example activities - RAP Key career milestones Engagement with research, scholarship and/or professional practice Involvement in leading T&L activities Reward and recognition for T&L activities Collaborating with others to develop T&L Leadership, management and organisational roles within institution or wider higher education context

SF example activities – case studies Developing quality enhancement Supporting other colleagues Sustained engagement with educational and staff development Evaluation of academic practice

Principal Fellow Account of professional practice Record of educational impact Reflective account of practice © 5 – 7k 4 x sections based on D4.11-V and D4.1 across all sections Three advocate statements Confirming institutional signatory Assessed independently by three accreditors Account of professional practice (APP) = approx 6-7k in total though quality more important than quality and could be much shorter Record of educational impact = list of examples of impact Reflective account of practice = main part of APP Three advocate statements + confirming institutional signatory Assessed by panel of three accreditors

Led institution-wide work on quality enhancement initiatives PF example activities Developed or substantially contributed to the development of a learning and teaching strategy underpinned by professional values Played a major role in initiating and conducting an institution-wide peer review of a teaching scheme incorporating the UKPSF which is then further recognised in promotion structures Developed and implemented innovative teaching and learning approaches within your institution in response to the specific needs of the students Led institution-wide work on quality enhancement initiatives

More PF example activities Pioneered and provided mentoring and/or coaching Developed reward and recognition policies/strategies based on the key principles and values of the UKPSF Developed appraisal systems for teaching and the support of learning Been involved in the national or international conduct and/or dissemination of pedagogic innovation

Key principles for all applicants Claim Sufficiency Currency Evidence based Alignment with UKPSF Reflection Personal Commitment Claim – application is a claim – not an assignment. + authenticity is crucial = Engagement = all based on examples of practice – not just theoretical Reflection = using the Framework dimensions to explore the how and why of your practice Alignment = demonstrating that your practice is aligned with the principles of the Framework Commitment = continuing commitment to the value and quality of t & l – both your own and if appropriate others CPD – evidence based, and where appropriate scholarly Currency = need to demonstrate relevance – no absolute rule on this – the sooner the better

Four reflective questions: Reflective alignment Four reflective questions: What did you do? Concise description of engagement including own role How did you do it? Explanation of approach/methodology employed Why did you do it that way? Evidence and rationale for choices made – CK + PV What difference did it make? Impact on learners/teachers/self/institution/beyond

Key principles for accreditors Independent assessment Based directly on Descriptors Use a template Can use borderline for individual Descriptor elements Must refer if a Descriptor element is not met at all Assess as a claim not assignment Detailed feedback if referring

Next steps Form into pairs/trios – based on chosen category Agree next review date with partners Develop an action plan for what you need to do next Set target for completion

Useful links About the Framework http://www.heacademy.ac.uk/ukpsf About Professional Recognition http://www.heacademy.ac.uk/professional-recognition About Accreditation http://www.heacademy.ac.uk/accreditation