Edge Hill University CPD scheme Recognition and Accreditation Dr - - PowerPoint PPT Presentation

Edge Hill University CPD scheme

Recognition and Accreditation Dr John Bostock Accreditation Project Leader

The UK Professional Standards Framework (UKPSF): https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf ¨ 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. ¨ Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning. http://www.edgehill.ac.uk/clt/professional-development/edge-hill-university-cpd-scheme- ukpsf/faq/

The CPD scheme

The CPD scheme enables individuals and institutions to gain formal recognition for quality enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities. http://www.edgehill.ac.uk/clt/professional-development/edge-hill-university- cpd-scheme-ukpsf/

Categories of Fellowship

Key points to remember for applicants

• The scheme provides a recognition and accreditation process which enables staff

providing teaching and/or learning support to be recognised, depending on their role, sustained experience and impact as:

• · Descriptor 1: An Associate Fellow of the Academy
• · Descriptor 2: A Fellow of the Academy
• · Descriptor 3: A Senior Fellow of the Academy
• · Descriptor 4: A Principal Fellow of the Academy

Applications for Recognition

All applications i.e. outside of accredited qualification based routes will consist of:

• Information about the candidates to show their career path
• A professional statement of areas of activity that shows evidence towards a selected

descriptor (D1, D2, D3, D4), which identifies core knowledge and professional values to demonstrate evidence of a sustained track of effectiveness in the areas of activity required

• A written reflective discussion of 2 or 3 case studies (depending on the category) to

demonstrate critical reflective practice which shows evidence of achievement and success in learning and teaching. The use of case studies has been developed with a view to making the scheme inclusive to staff from diverse backgrounds

• An development plan - candidates are encouraged to view the application as a developing

record of professional capability which can be used in the longer term in relation to their aspirations for progression through UKPSF categories (e.g. D1 or D2 towards D3 and D4)

The Dimensions of Practice

These are a set of statements outlining the:

• Areas of Activity ( AA)undertaken by teachers and supporters of learning

within HE

• Core Knowledge (CK) that is needed to carry out those activities at the

appropriate level

• Professional Values (PV) that someone performing these activities should

embrace and exemplify

There is a specific form to complete for each category of Fellowship

Candidates are asked to complete the respective form in full and include:

• Evidence of a sustained track record
• An outline of professional activities that provides evidence of AA 1-5. You must

demonstrate how the descriptor’s Core Knowledge (CK )and Professional Values (PV) can be integrated into your professional statement

• Two ( D1 and D2) or three (D3 and D4) case studies which incorporate the

evidence of AA1-5 and CK and PV appropriate to the descriptor.

• http://www.edgehill.ac.uk/clt/professional-development/edge-hill-university-cpd-

scheme-ukpsf/template-forms/

To apply for any of four categories (D1-4), you should read and refer to the specific guidance on the Fellowship category you are applying for and supplied by the HEA:

• Associate Fellow (AF) www.heacademy.ac.uk/associate-fellow/applying-to-become-an-associate-fellow
• Fellow (F) http://www.heacademy.ac.uk/fellow/applying-to-become-a-fellow
• Senior Fellow (SF) http://www.heacademy.ac.uk/senior-fellow/applying-to-become-a-senior-fellow
• Principal Fellow (PF) http://www.heacademy.ac.uk/principal-fellow

The difference between Fellow D2 and Senior Fellow D3 categories

• D3 word count is different and has an additional mandatory development viva component
• D3 has an increased focus on demonstrating successful scholarship in teaching and learning
• Clause vii is the additional requirement from D2 (see D3 descriptor Clause vii on the application

form)

• Senior Fellowship is about developing personal practice to shape and influence others
• It is about making a key and sustained contribution to the development of others (not

isolated or one off)

• It is about demonstrating and evidencing sustained positive impact on others

What, How and Why?

• In completing the application for Fellowship (D2) you should not just state

what you do but how and why it is important or significant in terms of enhancing students’ experiences of teaching and learning.

• For Senior Fellowship (D3) this should be focused on influencing and

shaping others in their support of students. So not just what you do but why and how this is important or significant.

• The whole application whatever the category should incorporate the UKPSF

dimensions of practice clearly showing through examples how these are met.

Key Considerations

• What is the context in which you work including your roles within and beyond HE?
• What drives your learning and teaching and why is it important?
• What are the key features of your learning and teaching approach?
• How has research and practice impacted your approach?
• How has CPD-formal and informal impacted your beliefs and practices?
• Do you have a clear rationale for your choice of case studies?
• Do they complement one another to show the range and depth of your work?
• How are you taking your ideas forward?

Example of Writing Style and Presentation

• However, through research informed practice, I became even more interested in

adopting an inter-disciplinary approach to these programmes, principally because I felt this better prepared students academically for the world of education where problems are often necessarily tackled from specific disciplinary perspectives (V1 and V2). As such, I developed undergraduate modules in subject-specific pedagogy, curriculum development, 14-19 student transitions and professional development

• portfolios. As well as being module leader for these, I was module leader for the

MA (14-19) dissertation which was a compulsory module undertaken by all final year students in the Faculty of Education. I was therefore able to demonstrate my capacity to successfully work alongside and lead others in curriculum design and development to enhance the student experience (A1 A2 A4 A5).

Descriptor 4

• Descriptor 4 is distinctly different to Descriptors 1, 2 and 3. It is relevant to highly

experienced teachers who are or have been widely respected for their effective teaching and who have progressed into senior roles.

• They will have substantial experience and knowledge of teaching and supporting

learning and will be using this to make an impact at a senior level. The nature of their work may mean that they will not currently have any direct contact with students in teaching or supporting learning.

• Their work will normally include the effective strategic leadership of academic

practice/development leading to the development and implementation of high quality student learning experiences.