1. www.derby.ac.uk EDUCATION IN A CHANGING ENVIRONMENT SANDY COPE UNIVERSITY OF DERBY

2. www.derby.ac.uk PILOT CPD FRAMEWORK – A SIX YEAR PROJECT Why 6 years? –Ownership takes time, Staff and Institution –Building Communities of Practice locally –Building Dispersed Communities e.g. Nationally –Takes the project past TQEF funding –Technical Infrastructure Support Development

3. www.derby.ac.uk Key Drivers Personal Dual Professionalism Creation of a Learning Communities/Culture Organisational Stance –Coaching or Command and Control

4. www.derby.ac.uk PERSONAL MAKES THE DIFFERENCE Lorriman (1997) –“the systematic maintenance, improvement and broadening of knowledge and skill, and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioner’s working life” Rodgers and Smith (2002) –Argues that professional status is always contingent and unfinished

5. www.derby.ac.uk ORGANISATIONAL STYLE Technical Rationale and Artistic View (top down/bottom up) Problem from a management perspective, appears to be an inability by companies to quantify the benefits of CPD in monetary terms (Burgess, 2000) Creating opportunity costs Balance between value added and cost – should we be doing it anyway?

6. www.derby.ac.uk University Values Quality, Valuing People, Opportunity and Openness, Customer Focus, Challenge and Innovation E.g. Quality Derby: We are committed to doing the best that we can do in all we do. We take responsibility for setting and achieving high standards and are proud of what we are able to achieve. We value quality in others, seek to learn from our mistakes, transfer good experiences and strive to continuously improve. We deliver what we have committed to do. We meet our deadlines and keep those affected of our progress. Professional Teaching Standards: We know our subject material; endeavour to understand the implications of quality assurance and enhancement for professional practice, design and planning of learning activities and/or programmes of study; and a commitment to continuing professional development and evaluation of practice.

7. www.derby.ac.uk PROFESSIONAL TEACHING STANDARDS – How we are building into structure and processes Embedded in the new Validation and Revalidation procedures for teams Recommended to use, but not formally tied to the DPR Tie up of LIS systems HEA accreditation visit – focus on how we interpret the standards and apply them to our own institution at each level Fellow – belong to a CoP, participation in VARSP Senior Fellow - lead a CoP, externality

8. www.derby.ac.uk

9. COMMUNITIES OF PRACTICE Wenger (1998) –Creating contexts that make development possible –“Practice is first and foremost a process by which we can experience the world and our engagement with it as meaningful”

10. www.derby.ac.uk Subject-based CPD (Subject Scholarship) Subject-based CPD (Learning, Teaching, Assessment) Work-based CPD (Implicit CPD Activity) Work-based CPD (Explicit CPD Activities) Updating subject knowledge - reading and assimilating journals, articles, research reports, publications etc Attending subject conferences - research and development Reflecting on subject developments, their impact on curriculum renewal and associated action planning Professional practice including scholarly engagement, publishing, dissemination, refereeing, networking, PhD supervision, inter-professional practice, bidding, professional advice, consultancy etc Module / programme / subject team meetings Faculty / department away days Internal subject-specific pedagogical workshop / conference External subject-specific pedagogical workshop / conference run by LTSN, professional body etc Participating in a subject project to improve learning and teaching, e.g. FDTL, TQEF, LTSN Accredited subject-specific programmes of study, e.g. P/g Certs, Dips and Masters in aspects of subject learning and teaching by Learning Through Work schemes and negotiated curricula External examining and validation panels Acting as a QAA / OFSTED / ALI reviewer / assessor OMST - peer observation of teaching, learning and its outcomes Evaluating practice to prepare:  module or programme reports  subject, departmental or Faculty reports Action planning as a result of evaluations and reports on learning and teaching Student support and guidance academic practice Analyses, evaluations, preparations, writing self- evaluations and documents, for periodic subject reviews, validations and re-validations Learning through: mentoring partnerships; paired / team teaching Applying generic developments such as constructive alignment to curriculum design and delivery CPD events – seminars, workshops, conferences – run internally by:  the Quality Enhancement Department (QED)  Corporate Staff Development (OPD) Accredited CPD programmes, e.g. P/g Certificates, Diplomas, Masters:  in HE Learning and Teaching offered at UoD  by Learning Through Work schemes at UoD or at other HEIs Secondments, formal job swaps and longer term exchanges Training sessions for specific skills, e.g. IT; appraisal (DPR) HEA membership and participating in HEA sessions Some Components of Continuing Professional Development (CPD) Activity

11. www.derby.ac.uk Biggest Challenges for Implementation? Recognising what we do Valuing what we do Capturing what we do Crediting what we do Evaluating what we do