1. Routes to Fellowship Kathryn Harrison, Academic Development Officer, HE Academy. Kathryn McFarlane, Professional Development Manager, Staffordshire University. HE Academy Conference 3.7.13.

2. Through this session, it is intended that participants will engage with the outcomes and learning from pilot HE Academy accreditation schemes, in particular: Innovative approaches to the development of HE Academy- accredited in-house CPD frameworks; How to get started; Lessons learnt and strategies to move forward; Sharing good practice with colleagues who attend the session. 2 Aims

3. New Approach: Institutionally focused Strategic Academy resources used to enhance staff development and build capacity at institutional level Supporting wider CPD scheme development 3 HEA Accreditation Update

4. “From Uniformity to Diversity” Sector norm- 60 credit Postgraduate Certificates at D2 for new lecturers, some with embedded D1 opportunities Now- Modules/courses at D1 (for GTA’s, Researchers, support staff) with progression to, or embedded in, PG Cert Retention of PG Cert as route to D2, increasing use of work-based learning Operating within wider CPD schemes Emerging Trends 4

5. “Growing importance of CPD Schemes” D1 to D4 Incorporating a range of routes to recognition Some allow direct applications to HEA via Individual Recognition route Varied levels of integration with institutional HR processes Emerging Trends 5

6. Growth in CPD Schemes 6

7. Staffordshire University Routes to Fellowship 7

8. Previously: Accredited course route; Individual direct applications. But now: Revised system; Accredited routes still active and integrated; Internal CPD framework for Associate, Fellow, Senior and Principal; Part of a national pilot. 8 Routes to Fellowship

9. Portfolio – electronic or paper; Can build on portfolio while progressing through the framework; Reflective discussion – verbal or written; Mentoring from Centre for Professional Development and Faculty / Service. 9 Key features

10. Accessible; Inclusive; Achievable; Aligned to student portfolio building; Linked to career development; Customised to Staffordshire University; Recognises own experience; Aligned to normal teaching / facilitating of learning duties. 10 The system is....

12. 12 Assessment process Initial portfolio submission Portfolios and reflective discussions assessed Moderated by.......... Cross University Approvals Panel – including HEA

13. Development Matters – http://www.staffs.ac.uk/cpd http://www.staffs.ac.uk/cpd Accredited courses; Staff Fest; Mentoring support – successful Fellows – progression! Portfolio clinics. 13 Development processes

14. I found the whole process very useful in terms of looking back through my teaching history and I'd certainly recommend it. Love the principle of having an e- portfolio based on the Staffordshire graduate attributes – I really want to push this with all of the courses I’m involved in. 14 Views from the Fellows

15. What approaches or plans are currently underway in your institution? Please discuss in groups of 3-4. 15 Activity

16. The Liverpool Institute for Performing Arts and Rose Bruford College of Theatre and Performance University of Ulster Grimsby Institute 16 Other Approaches

17. Institutional strategies – University Plan and Human Resources and Organisational Development Strategy; Launch to senior staff with HE Academy Representative; Faculty briefing sessions; Institutional launch – including HE Academy Representative and practical guidance. And later... Involving successful candidates in mentoring and guidance; Identifying Faculty and Service “champions” to act as Assessors. 17 How to get started

18. Institutional ethos of celebrating teaching excellence: Teaching Excellence Fellowships since 2002; Celebrating Staff Success; Long standing tradition of providing accreditation for learning and teaching (since 1993); Proactive encouragement to apply for National Teaching Fellowships. 18 Fostering participation

19. 19 Celebrating Staff Success

20. 20 Celebrating Staff Success

21. Don’t expect to get it right first time; It is crucial to understand the criteria for the different levels, especially D4; Length of time from deadline to panel; Caution in guidance to mentees; Process for dealing with “downgrades”; Clarifying the role of the panel – e.g. focus on candidates who are less clear cut; Get support e.g. from successful candidates. 21 Lessons from the first cycle

22. What will you do next within your own institution? Are there ways in which you could use some of the strategies explained? 22 Discussion

23. Integrating qualification based routes; Working in partnership with HE in FE providers; Working in partnership with neighbouring institutions; Developing staff in faculties and services to enable them to engage in the processes of assessment and verification. 23 Our plans to move forward

24. Developing closer links with other initiatives, e.g. Teaching Excellence Fellows; Using the framework to create development opportunities; Development of parallel schemes for professional support staff, managers and leaders. 24 Our plans to move forward (2)

25. Continue to offer bespoke individual support for institutions Range of support events Accreditation Advice and Guidance Events Accreditation Review Workshops Recognition Decision Workshops Publishing case studies 25 Working With The HEA

26. Kathryn Harrison Kathryn.Harrison@heacademy.ac.uk http://www.heacademy.ac.uk Kathryn McFarlane k.j.mcfarlane@staffs.ac.uk http://www.staffs.ac.uk/support_depts/cpd/hea/ 26 More information