M AXIMISING C AREER D EVELOPMENT Geoff Foster, Deputy Director of Human Resources Joanne Smailes, Teacher Fellow & Learning and Teaching Advisor

O VERVIEW OF SESSION To improve understanding of the Personal Chair, Reader, Enterprise and Teaching Fellow Internal Appointments procedure and process To explore the evidence base required for a successful application To consider the personal development and leadership responsibilities for ensuring individuals and line managers maximise career opportunities and talent

T HE STORY SO FAR …… Fifth annual promotion round Fair and transparent - SMT sponsorship and Panel commitment ‘Vanguard’ scheme – externally recognised Demonstrable improvement in the quality and standard of applications Applications for Personal Chair (L&T) and Teaching Fellow lower than Research – but no less successful! Looking to continually improve the procedure, process and applicant experience Promotion Board Review 2008

T HE STORY SO FAR …… Category Total2008 Personal ChairApplications Appointments Success Rate19%33%64%91% 42% ReaderApplications Appointments Success Rate21%59%56%80% 43% Teaching FellowApplications Appointments Success Rate25%67%80%33% 53% Enterprise FellowApplications 8 84 Appointments 4 4 Success Rate 50% Enterprise FellowApplications Appointments Success Rate20%52%62%72% 44% Application success rate for period = 61%

T HE STORY SO FAR …… Period 2004 – 2007 The success rate (total appointments: total applications ) is fairly similar across Schools/Services More males apply than females and in higher proportion than the institutional representation in all categories In all categories, except Enterprise Fellow (no female applicants in year 1), female applicants are more successful than male (55% against 40%) The highest numbers of applicants (for all categories) is in the age range 46 – 55 (48%), with 38% from the 36 – 45 year old age group The number of Readership applications from staff in ethnic minority groups is more than twice the institutional representation (12% against 5%) with a similar proportion of appointments at 11%

O BSERVATIONS – FOOD FOR THOUGHT ! Career planning – link to appraisal, School/Service objectives/plans, personal development planning, workload allocation! Understanding the criteria Honest self assessment and peer/professional review Importance of evidence : quality, quantity originality value adding

P ROMOTIONAL APPOINTMENTS Teacher Fellow Reader Enterprise Fellow Personal Chair (for all of above categories) Criteria for Personal Chair are similar to those of Readership and Fellowship but reflect higher levels of achievement, impact, reputation and volume

R EECE T URNROILS S ENIOR L ECTURER IN A LTERNATIVE THERAPIES In groups of 3, assess whether or not Reece would be eligible for the title of TEACHER FELLOW. Votes possible: YES; NO; YES if External refs are favourable

T EACHER F ELLOW C RITERIA Original contribution to learning & teaching and the enhancement of student learning Publication/scholarly activity and dissemination in relation to learning & teaching. Invited presentations at international conferences Refereeing for learning and teaching-related societies, peer review journals or research councils or other funding agencies Leadership and management of teaching programmes and teams Active role in the development of other staff

T EACHER F ELLOW C RITERIA Raising the profile of teaching: evidence of supporting colleagues and influencing support for student learning, Holding competitively awarded learning and teaching- related grants Demonstrating individual excellence in teaching: evidence of promoting and enhancing the student learning experience Active involvement in relevant subject and pedagogic communities Significant activity demonstrating innovation and scholarship in learning, teaching & assessment and/or the support of learning

In Groups What advice could you pass on to Reece Turnroils for Developmental Activities which can utilised for meeting the Teacher Fellow Criteria ?

T EACHER FELLOW EVIDENCE Engagement in subject related research and/or professional practice successfully linked to enhancing learning and teaching practice Active engagement in the scholarship of teaching and learning Development of relationships with public, private and other organisations at a regional and/or national level Recognition of significant adoption at national level of learning and teaching innovations originally developed by the individual Delivery of nationally recognised teaching-related professional service to other Universities and organisations Publication of pioneering scholarly outputs targeted on learning and teaching e.g. publications on learning and teaching in relevant journals or books, staff and educational development guides, teaching support materials, web-based materials, textbooks, innovative learning resources.

T EACHER FELLOW EVIDENCE Other types of publication such as DVDs, web-based materials, staff guides and support materials, encouraging others to further develop and share pedagogic practice in a spirit of enquiry and subjecting one’s pedagogic ideas to peer review and discussion. Contributions to Learning and Teaching events Fellowship of Higher Education Academy (HEA); Northumbria National Teaching Fellowship nomination External Examiner Experience Evidence of standing in Learning and Teaching communities Undertake activity that significantly contributes to achievement of Learning and Teaching strategy objectives.