1. The UK Professional Standards Framework and Professional Recognition of the Higher Education Academy

2. Introductions From The HEA Team

3. Menu of activities

4. Professional Standards Framework
PSF provides a set of descriptors, developed with the sector, against which institutions can benchmark their approaches to the professional development of staff. 
Managed by the HEA for the sector
Offers HE providers criteria which support the initial and continuing professional development for staff who teach and support student learning.
Flexible framework that is adaptable to the needs of the individual and of the institution.
Many institutions use the PSF and seek external validation of their approaches to professional development against the framework.
Not mandatory.
Has potential to be a key indicator of UK HE’s ongoing commitment to teaching, as well as giving confidence that minimum threshold standards have been met by academic staff.

5. The PSF A framework for higher education providers to: Comprises :
Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in higher education
Inform progression, promotion and reward criteria
Comprises :
Dimensions (Areas of Activity, Core Knowledge and Professional Values)
Descriptors (D1, 2, 3 and 4) equivalent to Associate Fellow, Fellow, Senior Fellow and Principal Fellow

6. Uses of the Framework (1)
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

7. Uses of the Framework (2)
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 CPD schemes
Enhance the quality and prominence of teaching and learning activities
Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning

8. What does the teaching community think? (UKPSF Impact Study, 2013)
The UKPSF has been influential across the sector in changing institutional practice.
An overwhelming majority of respondents (84%) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence.
The top four areas where change in practice was reported were:
i) shaping accredited courses (70%) ii) influencing institutional CPD frameworks (67%) iii) supporting reward and recognition (47%) iv) influencing institutional strategy and policy (44%).
Key findings from institutional representatives’ survey
Overall, results suggest that the UKPSF has been influential across the sector in changing institutional practice. An overwhelming majority of respondents (84%, n=68) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence.
The top four areas where change in practice was reported were: 1) shaping accredited courses (70%), 2) influencing institutional CPD frameworks (67%), 3) supporting reward and recognition (47%), and 4) influencing institutional strategy and policy (44%). Seventy five per cent of these respondents also identified other frameworks that were important to the institution, most notably discipline specific professional standards frameworks and the SEDA professional development framework. Challenges faced by institutions and individuals in aligning these with the UKPSF are explored in this report.

9. Professional Recognition
RECOGNITION applies to an individual who is seeking to become an Associate Fellow (D1), Fellow (D2) , Senior Fellow (D3) or Principal Fellow (D4) of the HEA.
Recognition is attained either through direct application via the experience route or by completing an accredited programme or route through an accredited scheme. The term always applies to an individual or group of individuals and never to a programme or scheme.

10. Individuals recognised against UKPSF at the end of February 2013
Total number recognised – 48,490
Associate Fellows – 7,055
Fellows – 40,543
Senior Fellows - 751
Principal Fellows - 141

11. Update on recognition cont…
Developments
Recognition highlights
Good Standing/Code of Practice
UKPSF Impact Study
Consultancy
Fellowship scheme
Code of practice
Impact study
Other developments – consultancy/web developments/audit/change in tariff
UKPSF Impact Study
JISCMAIL List for Accreditors
Website developments
Internal audit
Relationship to NTFS
Operational Plan

12. Professional Recognition of The HEA
The Academy recognises staff against The UKPSF in two ways:
Applying on the basis of experience:
HEA – offers recognition against each of the Descriptors as AF, F, SF and PF. Application process available –
submission of an evidence based on account of practice, supported by referees or advocates, assessed by peer accreditors – more detail on this later
2. Through successful completion of an accredited institutional provision

13. Benefits for individuals
Establish credibility with teaching and research colleagues
Gain formal recognition of development as an educator and plan career development
Demonstrate commitment to teaching, learning and the student experience
Engage in a practical process that encourages research, reflection and development
Gain access to positions which require recognition at a particular level as a condition of application
Enhance learning through innovation based on evidence and best practice

14. Benefits for institutions
Engage learning support and professionals
Develop a culture of enhancement
Establish a whole institution and career-wide approach to professional development
Benchmark initial and CPD provision against national criteria; elevate the prominence of teaching and learning support in relation to research
Empower staff to gain formal recognition and reward for their capabilities as educators
Demonstrate commitment to learning and teaching to students and stakeholders

15. Associate Fellow and Fellow
Production of an Account of Professional Practice
Analytic approach
Structured round Areas of Activity
Core Knowledge and Professional Values - explicit
©1400 words for Associate Fellow (2 Areas of Activity)
3000 words for Fellow (all dimensions)
Two referees + confirming institutional signatory
Assessed by two Accreditors

16. Nature of UKPSF Descriptors – focus on Senior Fellow (D3) and Principal Fellow (D4)

17. SFHEA D3 PFHEA D4 Individuals are able to demonstrate:
how they have met the requirements of all of the seven elements of the Senior Fellow Descriptor (D3.I – D3.VII)
evidence of a sustained record of effectiveness, e.g. organisation, leadership, and/or management of L&T provision
evidence of wider impact, sustained success and record of effectiveness across provisions, teams /departments/schools/faculties
evidence of success across all Areas of Activity, Core Knowledge and Professional Values
how their claim is underpinned by successful engagement with D3.VII
how they have met the requirements of all of the five elements of the Principal Fellow Descriptor (D4.I – D4.V)
evidence that cover activities at institutional or wider (inter)national settings
sustained effective strategic leadership in academic practice and development and the impact of their work
how their claim is underpinned by and makes clear how they apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity set out in the UKPSF

18. Senior Fellow Account of Professional Practice
Synoptic approach
A reflective commentary on your education roles and experience
Two case studies outlining contributions you have made to learning and teaching in HE
© 6k words
Two referees + confirming institutional signatory
Assessed independently by three accreditors
Account of Professional Practice
Synoptic approach
Reflective narrative
Two case studies of professional practice
© 6k words
Two referees + confirming institutional signatory
Assessed by 2 accreditors appointed from the sector

19. SF example activities - RAP
Key career milestones
Engagement with research, scholarship and/or professional practice
Involvement in leading T&L activities
Reward and recognition for T&L activities
Collaborating with others to develop T&L
Leadership, management and organisational roles within institution or wider higher education context

20. SF example activities – case studies
Developing quality enhancement
Supporting other colleagues
Sustained engagement with educational and staff development
Evaluation of academic practice

21. Principal Fellow
Account of professional practice
Record of educational impact
Reflective account of practice © 5 – 7k
4 x sections based on D4.11-V and D4.1 across all sections
Three advocate statements
Confirming institutional signatory
Assessed independently by three accreditors
Account of professional practice (APP) = approx 6-7k in total though quality more important than quality and could be much shorter
Record of educational impact = list of examples of impact
Reflective account of practice = main part of APP
Three advocate statements + confirming institutional signatory
Assessed by panel of three accreditors

22. Led institution-wide work on quality enhancement initiatives
PF example activities
Developed or substantially contributed to the development of a learning and teaching strategy underpinned by professional values
Played a major role in initiating and conducting an institution-wide peer review of a teaching scheme incorporating the UKPSF which is then further recognised in promotion structures
Developed and implemented innovative teaching and learning approaches within your institution in response to the specific needs of the students
Led institution-wide work on quality enhancement initiatives

23. More PF example activities
Pioneered and provided mentoring and/or coaching
Developed reward and recognition policies/strategies based on the key principles and values of the UKPSF
Developed appraisal systems for teaching and the support of learning
Been involved in the national or international conduct and/or dissemination of pedagogic innovation

24. Key principles for all applicants
Claim
Sufficiency
Currency
Evidence based
Alignment with UKPSF
Reflection
Personal
Commitment
Claim – application is a claim – not an assignment. + authenticity is crucial = Engagement = all based on examples of practice – not just theoretical
Reflection = using the Framework dimensions to explore the how and why of your practice
Alignment = demonstrating that your practice is aligned with the principles of the Framework
Commitment = continuing commitment to the value and quality of t & l – both your own and if appropriate others
CPD – evidence based, and where appropriate scholarly
Currency = need to demonstrate relevance – no absolute rule on this – the sooner the better

25. Four reflective questions:
Reflective alignment
Four reflective questions:
What did you do? Concise description of engagement including own role
How did you do it? Explanation of approach/methodology employed
Why did you do it that way? Evidence and rationale for choices made – CK + PV
What difference did it make? Impact on learners/teachers/self/institution/beyond

26. Key principles for accreditors
Independent assessment
Based directly on Descriptors
Use a template
Can use borderline for individual Descriptor elements
Must refer if a Descriptor element is not met at all
Assess as a claim not assignment
Detailed feedback if referring

27. Next steps Form into pairs/trios – based on chosen category
Agree next review date with partners
Develop an action plan for what you need to do next
Set target for completion

28. Useful links About the Framework http://www.heacademy.ac.uk/ukpsf
About Professional Recognition
About Accreditation