1. Oxford Centre for Staff and Learning Development, oclsd@brookes.ac.uk
Applying for HEA Fellowship via the Brookes PSF Pathway for experienced practitioners
ACP Conference, January Presented by Professor Jackie Potter, PFHEA.
Slides prepared by Mary Kitchener SFHEA, PSF Pathway Coordinator.
Oxford Centre for Staff and Learning Development,
PSF Pathway Launch - OCSLD: 2015

2. Why apply for a Fellowship?
Supports the initial and continuing professional development of staff engaged in teaching and supporting learning.
Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/ or professional settings.
Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning.
Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to teaching and learning.
Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning.

3. The lowdown It is not as onerous and you might think.
People enjoy doing it (once they get started!)
Receiving recognition from peers gives a sense of achievement.
Can help clarify career development
Parts can be reused for different purposes
PSF Pathway Launch - OCSLD: 2015

4. Collaborative Partners
If you teach Brookes programmes at collaborative partner:
If your institution is an Advance HE Teaching and Learning strand member institution, including Access Partner membership, successful participants will be awarded HEA fellowship without an additional fee being due.  
If your institution is not, an additional charge will be due (50% of the current direct application fee).
Please check with your institution

5. Fellowships
Associate Fellow (AFHEA).
Fellow (FHEA).
Senior Fellow (SFHEA).
Principal Fellow (PFHEA).

6. Role based Associate Fellow. Fellow. Senior Fellow. Principal Fellow.
PhD student who teaches.
Associate Fellow.
Do not necessarily design teaching or assess students.
Study skills tutor, librarian, careers advisor, learning technologist, technician, associate lecturer.
Fellow.
Involved in design, delivery and assessment.
Lecturer, research role with some teaching.
Module leader.
Senior Fellow.
Significant local influence over teaching practices.
Subject coordinator.
Programme Lead.
Principal Fellow.
Significant institutional influence. May have limited teaching.
Associate Dean, Head of Dept, PVC.

7. The UKPSF: The Dimensions.

8. The UKPSF Areas of Activity. Areas of Activity. A1.
Design and plan learning activities and/or programmes of study.
A2.
Teach and/or support learning.
A3.
Assess and give feedback to learners.
A4.
Develop effective learning environments and approaches to student support and guidance.
A5.
Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

9. The UKPSF Core Knowledge. K1. The subject material. K2.
Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme.
K3.
How students learn, both generally and within their subject / disciplinary area(s).
K4.
The use and value of appropriate learning technologies.
K5.
Methods for evaluating the effectiveness of teaching.
K6.
The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching.
Core Knowledge.

10. The UKPSF Professional Values. Professional Values. V1.
Respect individual learners and diverse learning communities.
V2.
Promote participation in higher education and equality of opportunity for learners.
V3.
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development.
V4.
Acknowledge the wider context in which higher education operates recognising the implications for professional practice.

11. Descriptor 1: Associate Fellow
Successful engagement with at least two of the five Areas of Activity.
Successful engagement in appropriate teaching and practices related to these Areas of Activity.
Appropriate Core Knowledge and understanding of at least K1 and K2.
A commitment to appropriate Professional Values in facilitating others’ learning.
Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities.
Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities.
PSF Pathway Launch - OCSLD: 2015

12. Descriptor 2: Fellow
Successful engagement across all five Areas of Activity.
Appropriate Core Knowledge and understanding across all aspects of Core Knowledge.
A commitment to all the Professional Values.
Successful engagement in appropriate teaching practices related to the Areas of Activity.
Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice.
Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices.
PSF Pathway Launch - OCSLD: 2015

13. What might a ‘claim’ look like?
Approach: (1,500 words).
Conduct a new case study into an issue around teaching in HE:
The rationale for the case study.
The scholarly context of the study.
The methodology.
Data.
Findings.
Analysis.    
The personal significance of the case study.
Briefly reflect on your professional practice and development in relation to the relevant Descriptor AFHEA or FHEA (500 words).
PSF Pathway Launch - OCSLD: 2015

14. Required documentation
You must include in your claim:
An evaluative commentary on your developing practice in relation to the relevant Descriptor, using the UKPSF.
Evidence to support your claim.
Two references that verify that your claim is accurate and that it meets the requirements of the Associate Fellow or Fellow Descriptors.

15. SFHEA or PFHEA?
Senior Fellow of The Higher Education Academy is appropriate for you if you have:
‘a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision.’
Principal Fellowship is appropriate for you if in institutional, national and/or international settings you can demonstrate:
A sustained and effective record of impact at strategic level; A wider commitment to academic practice and strategic leadership in teaching and enhancing the student learning experience.

16. Descriptors – Senior Fellow
In addition to the Dimensions:
iv. successful engagement in appropriate teaching practices related to the Areas of Activity;
v. successful incorporation of subject and pedagogic research and/or scholarship within
the above activities, as part of an integrated approach to academic practice;
vi. successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices;
vii. successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching.
Emphasise that you don’t have to have separate sections for each dimension. Easier to think more in terms of PFHEA structure than FHEA.
PSF Pathway Launch - OCSLD: 2015

17. Descriptors – Principal Fellow
i. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments
ii. Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings
iii. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning
iv. Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.)
v. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices.

18. What might a ‘claim’ look like?
‘An evaluative commentary on your developing practice’
For example:
a critical reflective essay (normally around 7,000 words),
an annotated CPD record with reflection,
video narrative,
website,
recorded professional dialogue (approximately 45 minutes)
evidence based portfolio
Selective
Reflective
Complete
PSF Pathway Launch - OCSLD: 2015

19. Professional Dialogue
Professional dialogue must be booked in advance
Dialogue with experienced colleague (you might provide documentation, e.g. slides / audit to guide the conversation), minutes
Video record of dialogue is reviewed by two additional people and sent for review to the external.

20. Required documentation
For Senior Fellow:
2x references from colleagues to support your claim, verifying the accuracy of claim and that it meets Descriptor 3.
For Principal Fellow:
3x advocate statements that support and recommend the award. One must be external to the candidate’s organisation, one must advocate influencing their own practice and at least one statement must be from an existing Fellow.

21. There are Reference Pro-formas to send to your referees
Include an updated copy of your CV
You will have a google folder opened to collate your claim. Everything needs to be accessible to our internal review panel and an external reviewer.

22. The process Join the Moodle site. Step 1 Apply: Step 2 Engage:
Complete and submit self-audit.
Step 2 Engage:
Work with a peer and PSF tutor on your claim.
Step 3 Review and Submit:
Submit your claim and supporting documents. Claim is reviewed and feedback provided. If claim successful, submit claim form.
PSF Pathway Launch - OCSLD: 2015

23. Health Warning

24. Key Proposed Changes from Sept 2019
Complete Fellowship Category Tool instead of the audit
Mentor will be allocated
Structured approach: Google Doc template ‘Account of Professional Practice’ that can be adapted to your preferred style of application.
Expectation that successful completers will train as a mentor for minimum of one year
Please note: documents for information only. They are still currently under construction and not to be circulated or used.

25. Timeline Date: Meetings/interventions: Task: Jan June
Workshop: Introduction to Pathway
Complete the initial audit. Develop an action plan.
March Sept
Development activities or deeper reflection. Work with a peer.
May Dec
Preparing your submission. Send a draft copy to the PSF team for informal feedback
End of June
Jan
Deadline: Submit your final draft for reviewing. Submissions are reviewed internally and externally
Sept
March
Panel approves/refers the award.
Recognition awarded and certified by the HEA. Resubmit to next panel after receiving and actioning feedback

26. Monthly Writing Days Finding time to write
9.30 am pm
Looking for some space to write your research, report, grant application, or Senior Fellowship of the HEA Claim?
Take advantage of OCSLD's new Writing Days, which will take place on the first Thursday of every month
during semesters at the Wheatley site.  The supportive environment of a Writing Day will help you plan to meet your deadlines and increase your productivity. 
You should come along with a project to work on and your laptop, ready to crack on independently.  
Upcoming dates: 7th Feb, 7th March, 2nd May, 6th June and 4th July
Before you attend:
Please confirm that you can bring along a laptop and any resources you need to write. 
If you need to borrow a device, see: 
Please confirm that you can bring along some lunch or refreshments for yourself. 
Book here  (Places are limited and must be booked in advance).
For more information, contact Mary Deane
 1 November 2018
  2 May 2019
 6 December 2018
  6 June 2019
 7 February 2019
  4 July 2019
 7 March 2019

27. Interested? 1. Sign up to the Open Brookes site PSF Pathway
2. Complete the audit and download a copy of the relevant handbook
3. Send an expression of interest with the audit to
4. Any Questions ask Mary ( is best)

28. Any Questions?
Further Information:

29. If time: Coaching activity
With a partner:
Pick an dimension of UKPSF that you might need to develop.
With your peer coach discuss what you could do to develop that dimension?
Swap roles

30. Developing your claim: Questions to guide you
What do you do and why do you do it in those ways? – theoretical and professional rationale, demonstrating scholarship and your reflection on the professional values…
How do you know your approaches are effective? – evidence of impact, student/colleague feedback, enhancement data … Appendix 2
How might you improve what you do? – planned innovations, reflection and professional development… Appendix 3
More questions in the handbooks
Available on our Moodle site

31. Presentation Dr Frances Deepwell, SFSEDA, SFHEA
How might OCSLD assist?
Collaborate
Workshops
Academic Advising Online Course
One to one Support for PSF pathway
Scholarly activity and pedagogic research
HEA Senior Fellowship Pathway
Writing Days
Brookes Learning and Teaching Conference
Other CPD
Coaching
Disciplinary communities
PETAL activities and enhancement projects
PCTHE and AT Programmes
Presentation
Dr Frances Deepwell, SFSEDA, SFHEA
Oxford Centre for Staff and Learning Development