The UK Professional Standards Framework for for teaching and supporting learning in higher education 2011 UKPSF 2011

Purpose of the day Examine and understand the revised UKPSF Assess implications for professional practice Identify and appreciate its potential uses Plan your next steps in using the framework Outline changes to the framework and evaluate their rationale Assess its implications for your own professional practice Identify and appreciate its potential uses within your institution Outline and utilise the services provided by the HEA to support you in your uses of the framework Plan your next steps in using the framework

Who does the Framework belong to? Developed by the Academy On behalf of the sector It is the property of all those with a direct interest in the Higher Education sector Needs to be stressed at all times – it is for the sector as a whole

From the perspective of the practitioner… What is the framework? A description of the professional role of ‘teaching and supporting learning’ within the HE environment… From the perspective of the practitioner… Expressed as three Dimensions of practice which are used to construct… Four Descriptors comprehensively covering teaching and learning support roles within the HE environment. It outlines the professional role of teaching and supporting learning within the HE environment. Or is it the profession of From the perspective of the practitioner. It provides a means to comprehensively recognise and benchmark teaching and learning support roles within HE.

What is it for? The Framework provides a means to comprehensively: Benchmark Develop Recognise & reward … teaching and learning support roles within HE. Benchmark = SET STANDARDS Develop = to enable staff to work towards meeting those standards teaching and learning support roles within HE. Recognise = that staff have met those standards 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 Foster creative and innovative approaches to teaching and learning 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 schemes Enhance the quality and prominence of teaching and learning activities Facilitate and support the design and delivery of initial and continuing education development programmes and activities Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning Develop policies and systems for the recognition and reward of teaching and learning support staff Promote a strong culture of teaching and learning support

Strengths – the Framework is: Concise Comprehensive Coherent Practical Legitimate Developmental Strategic Focused Concise Comprehensive Coherent Practical = practice focused rather than theory Legitimate Developmental Strategic

The Dimensions of Practice Areas of Activity Undertaken by teachers and supporters of learning within HE The Dimensions of Practice Don’t forget to say that they are a set of statements outlining etc All interact K + V = A! Professional Values Someone performing these activities should embrace and exemplify Core Knowledge Needed to carry out those activities at the appropriate level

Teach/support learning (A2) The Areas of Activity Design & plan (A1) Environment Support Guidance (A4) Evaluate & Develop (A5) Teach/support learning (A2) Assess & feedback (A3)

Activity 1: Exploring the Framework dimensions The Dimensions Internal groupings and relationships Relationships of elements or groups of elements with other dimensions The Descriptors Relationship of the Dimensions to the Descriptors Relationship of the Descriptor categories In 2’s or 3’s Examine the Dimensions of Practice Identify groupings and relationships within each dimension Identify relationships of individual or groups of elements with other dimensions Identify key issues arising from the Framework Illustrate with diagram on flip chart? Feedback

What are the descriptors? Short statements… outlining key characteristics… of 4 broad categories HE teaching & learning support roles. Short statements… … outlining the key characteristics… … of someone performing 4 broad categories of typical HE teaching and learning support roles. – not strictly levels – key question is what is the relationship amongst the Descriptors? Each descriptor consists of: An introductory statement A series of elements derived mainly from the Dimensions of Practice … Take a look at Descriptor 2 – How do you think it has been constructed? First key feature – they draw on the Dimensions of Practice Second key feature = simplicity/lack of detail – deliberate – this allows staff and institutions to flexibly adapt them to their particular circumstances and needs

Activity 2: Exploring the descriptors How are D2, D3 and D4 different in terms of … Teaching effectiveness? Developing strategic leadership? The championing of teaching? The leadership and mentoring of others? Impact and influence? What evidence would be appropriate for D3? How might this be assessed?

What is the Academy’s role? Stewardship Recognition Accreditation Stewardship of the Framework - Opportunity to exchange of ideas, questions, suggestions etc + CONSULTATION Recognition as an Associate Fellow, Fellow, Senior Fellow and Principal Fellow = Portable national recognition – to benchmark staff An accreditation service for educational development programmes and schemes

Academy recognition The Academy recognises staff against the Framework in two ways: The direct application route By successful completion of an accredited institutional programme or scheme The four categories have been used by the Academy to identify four titles for recognition Not exactly levels though there is something hierarchical about them and they are often seen this way. Senior Fellow now mapped against descriptors Principal Fellow new award

The Fellowship Scheme Associate Fellow = D1 Fellow = D2 The Academy recognises staff against the Framework through its Fellowship scheme. Associate Fellow = D1 Fellow = D2 Senior Fellow = D3 Principal Fellow = D4 The Academy recognises staff against the Framework through its Fellowship scheme. There are 4 categories of Fellow each mapped to a corresponding Descriptor: Associate Fellow = D1 Fellow = D2 Senior Fellow = D3 – this is new Principal Fellow = D4 - this is newer!

The direct application route For Associate Fellow and Fellow: Account of Professional Practice Analytic approach Structured round Areas of Activity Core Knowledge and Prof Values - explicit 3000 words for Fellow 1400 words for Associate Fellow Two referees + confirming institutional signatory Assessed by accreditors appointed from the sector Senior and Principal Fellow routes are under development – will be a synoptic approach

Senior Fellowships Account of Professional Practice Synoptic approach Reflective narrative Two case studies of professional practice c) 6000 words Two referees + confirming institutional signatory Assessed by accreditors appointed from the sector

Accreditation Changes Two routes: Documentary submission (‘light touch’ approach) Accreditation Development Group meeting (ADM) Both end in accreditation panel meeting decision More robust application of ‘alignment with the UKPSF’ Design Approach Experiences Evidence Assessment

Transition Accreditation Recognition Accreditation Recognition Current SD1 and SD2 accreditations run to full term Current SD3 need re-submission Recognition Current Fellows continue Current Senior Fellowships continue Process guidelines now available Accreditation Current SD1 and SD2 accreditations run to full term Current SD3 need re-submission Recognition Associate and Fellow scheme continue until end of academic year – OVERLAP WITH NEW SCHEME WHICH IS NOW AVAILABLE Current Senior Fellowships continue Process guidelines now available

You can use the framework to: 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

And you can use it to: Foster creative and innovative approaches to teaching and learning 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 schemes

And also: Enhance the quality and prominence of teaching and learning activities Facilitate and support the design and delivery of initial and continuing education development programmes and activities Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning

And also: Develop policies and systems for the recognition and reward of teaching and learning support staff Promote a strong culture of teaching and learning support

To find out more About the Framework http://www.heacademy.ac.uk/ukpsf About the Fellowship scheme http://www.heacademy.ac.uk/professional-recognition About Accreditation http://www.heacademy.ac.uk/accreditation