1. SEDA Professional Development Framework
Dr Stephen Bostock FHEA, SFSEDA, NTF
Chair of the SEDA Professional Development Framework Committee SEDA
Here for SEDA, come from Keele
Head of the Centre for Learning, Teaching and Assessment Glyndẅr University, Wrexham 1

2. SEDA Recognition (accreditation)
Staff & Educational Development Association
SEDA’s Professional Development Framework ‘Named Awards’ e.g. Learning, Teaching and Assessing
An Institution’s programme e.g. a PG Certificate
Participants from institution and elsewhere

3. Institutional aspect (institutional mapping document)
An institution demonstrates:
How professional needs are identified
How courses and pathways are developed to meet these needs
Location of course within the institution
Links between the course and institutional strategies
A review of the institution’s approach to professional development

4. Programme aspect (programme mapping document)
SEDA Values
Common core development outcomes based on the professional development cycle:
Different specialist outcomes for each award, related to role, function, or need

5. SEDA PDF Named Awards Staff and Educational Development
Leading Staff and Educational development
Student Support and Guidance
Supervising Postgraduate Research
Enhancing Research Practice
Responding to Change in HE
Enhancing Academic Practice in XXX
External Examining
Supporting Learning
Learning, Teaching and Assessing
Leading and Developing Academic Practice
Developing Professional Practice
Developing Leaders
Embedding Learning Technologies
Supporting Learning with Technology
Action Research
Mentoring and coaching
Leading programmes

6. Example of Named Award Specialist Outcomes: Mentoring and Coaching
Recognise where mentoring/coaching may be beneficially used for staff development
Develop and implement strategies and plans for mentoring/coaching schemes or for the mentoring/coaching of individuals
Demonstrate understanding of mentoring/coaching theory and process in order to effectively mentor/coach colleagues in connection with one or more specific professional development objectives
Analyse and apply information from the relevant literature and from other sources (e.g. experience, peers) to inform and enhance mentoring/coaching practice.

7. Characteristics of PDF Recognition
Mentored, supportive and developmental
Universities in the UK and elsewhere, and some national organisations
Values and outcomes-driven programme recognition; no academic levels or credits
Review every 5 years
Course leaders often become trained Recognizers and mentors – a community of practice
Interested in becoming a SEDA Recogniser?

9. History of UK accreditation
1974
History of UK accreditation
1992
SEDA
Teacher Accreditation (IPD)
Fellowship of SEDA
Dearing Report
IPD
1999
Institute of Learning and Teaching (Membership of ILT)
CPD
Professional Development Framework
2002
Higher Education Academy accreditation of IPD (‘Fellowship’ of HEA)
UK Professional Standards Framework levels 1,2,3
16 PDF Awards accreditation levels 1,2,3
Teacher accreditation, levels 1,2

10. Example SEDA recognition at Keele U.
Supporting Learning (TAs) – UKPSF1
Learning, Teaching and Assessing* (faculty) – UKPSF2
Embedding Learning Technology*
Action Research*
Enhancing Research Practice
External Examining
Recognised Teacher (pathway)
* three parts of an MA