1. Beyond PG Certs How do we build professional development schemes for the on-going development of our staff involved in L & T? Helen Thomas, Higher Education Academy Roni Bamber, Heriot-Watt

2. Outcomes Consider environmental factors which influence professional development schemes Share ideas on conceptual frameworks for development and on the practicalities of provision Discuss thinking on possible provision

3. Scanning the horizon (1) National framework agreement UK PSF Regulatory and statutory bodies (esp Health) Scottish Enhancement themes Bologna Leitch Report DDA SENDA

4. Scanning the horizon (2) Internationalisation Sustainability Employer engagement Enterprise Access

5. Scanning the horizon (3) Formative evaluation of accredited programmes Literature review on reflective practice in programmes (Peter Kahn et al) The effects of postgraduate certificates (Peter Knight) The professional learning of teachers in higher education (Knight, Tait, & Yorke ) Institutional Approaches to Staff Development (report for SFC on competency target) Investigating capabilities of course and module leaders in departments (Paul Blackmore et al)

6. Framework examples from England and Wales Essex NEWI Derby Cambridge

7. Essex CPD Framework Includes research, T & L (including supporting L), administration and management activity” Uses CPD record – reviewed by local panels Opportunity for staff to gain academic and prof. qualification, recognition, if appropriate For HEI means of planning & evidencing PD across for QA and QE Rationale building on existing expertise base of staff

8. NEWI: Professional development framework Sits in HEI systems and structures – T & L strategy, HR systems Grew from PG Cert Enables staff to demonstrate SD1, SD2 and SD3 but… Panels of ‘recognised’ staff in schools to assess CPD plans Major cultural shift – developed over 4 years

9. SHED Data Current frameworks –Provision for new staff –Lack of articulation of framework across staff groups –Some pg cert / pg dip / masters routes But demand from experienced staff? Not convincing framework for experienced staff? –Nat Standards Framework not significant in several institutions –Some satisfaction with current frameworks, but mainly work in progress

10. What should be in a CPD framework for experienced staff? Definitions of ‘experienced’ + of CPD –SFC: range of responses re ‘competence’ –“Creative definitions” of CPD? Content / focus –Discipline focus –Academic leadership (looking inwards + out) –SoTL / ped res –L, T and R –E-learning, and other ‘topical themes’

11. How do you frame CPD? Form of development: –Course? –Formal, accredited programme? –F2f or online? –Work-based learning? –Community of practice? –Reflection on practice / inquiry? –Discipline-based or cross-institutional? –Single university or multi-institutional? –APEL?

12. Future Provision Reward, recognition and / or requirement? –Prof dev and review processes –Links to promotion Recognition for what? –Variety of roles / responsibilities / needs / denials Who drives CPD? –Individual? –Institution? –Department? –National framework? Accreditation?

13. The task … In pairs / small groups: –You have 15 mins to design your ideal CPD programme for the experienced staff in your institution! –Put on a poster, and tour them over breaks Any feedback / good ideas to Roni and Helen, for circulation on mailbase