SEDA Professional Development Framework Dr Stephen Bostock FHEA, SFSEDA, NTF Chair of the SEDA Professional Development Framework Committee SEDA email: stephen@keele.org.uk Here for SEDA, come from Keele Head of the Centre for Learning, Teaching and Assessment Glyndẅr University, Wrexham s.bostock@glyndwr.ac.uk 1

SEDA Recognition (accreditation) Staff & Educational Development Association SEDA’s Professional Development Framework ‘Named Awards’ e.g. Learning, Teaching and Assessing An Institution’s programme e.g. a PG Certificate Participants from institution and elsewhere

Institutional aspect (institutional mapping document) An institution demonstrates: How professional needs are identified How courses and pathways are developed to meet these needs Location of course within the institution Links between the course and institutional strategies A review of the institution’s approach to professional development

Programme aspect (programme mapping document) SEDA Values Common core development outcomes based on the professional development cycle: Different specialist outcomes for each award, related to role, function, or need

SEDA PDF Named Awards Staff and Educational Development Leading Staff and Educational development Student Support and Guidance Supervising Postgraduate Research Enhancing Research Practice Responding to Change in HE Enhancing Academic Practice in XXX External Examining Supporting Learning Learning, Teaching and Assessing Leading and Developing Academic Practice Developing Professional Practice Developing Leaders Embedding Learning Technologies Supporting Learning with Technology Action Research Mentoring and coaching Leading programmes

Example of Named Award Specialist Outcomes: Mentoring and Coaching Recognise where mentoring/coaching may be beneficially used for staff development Develop and implement strategies and plans for mentoring/coaching schemes or for the mentoring/coaching of individuals Demonstrate understanding of mentoring/coaching theory and process in order to effectively mentor/coach colleagues in connection with one or more specific professional development objectives Analyse and apply information from the relevant literature and from other sources (e.g. experience, peers) to inform and enhance mentoring/coaching practice.

Characteristics of PDF Recognition Mentored, supportive and developmental Universities in the UK and elsewhere, and some national organisations Values and outcomes-driven programme recognition; no academic levels or credits Review every 5 years Course leaders often become trained Recognizers and mentors – a community of practice Interested in becoming a SEDA Recogniser?

History of UK accreditation 1974 History of UK accreditation 1992 SEDA Teacher Accreditation (IPD) Fellowship of SEDA Dearing Report IPD 1999 Institute of Learning and Teaching (Membership of ILT) CPD Professional Development Framework 2002 Higher Education Academy accreditation of IPD (‘Fellowship’ of HEA) UK Professional Standards Framework levels 1,2,3 16 PDF Awards accreditation levels 1,2,3 Teacher accreditation, levels 1,2

Example SEDA recognition at Keele U. Supporting Learning (TAs) – UKPSF1 Learning, Teaching and Assessing* (faculty) – UKPSF2 Embedding Learning Technology* Action Research* Enhancing Research Practice External Examining Recognised Teacher (pathway) * three parts of an MA