1. Leicester Learning Institute The University’s HEA-accredited Professional Educational Excellence Recognition Scheme (PEERS)

2. PEERS The University’s Continuing Professional Development Framework Programme Route Experiential Route

3. UK Professional Standards Framework (UKPSF) Two elements: Dimensions Areas of Activity Core Knowledge Professional Values Descriptors D1 – D4 which map to Fellowships of the Higher Education Academy (HEA)

4. The Descriptors Descriptor 1 – Associate Fellow(AFHEA) Descriptor 2 – Fellow(FHEA) Descriptor 3 – Senior Fellow(SFHEA) Descriptor 4 – Principal Fellow(PFHEA)

5. Dimensions of the Framework Areas of Activity Core Knowledge Professional Values

6. Engaging with the Dimensions of the UKPSF – an example Areas of Activity A2. Teach and/or support learning Core KnowledgeProfessional Values K3. How students learn, both generally and within their subject/disciplinary area(s) V1. Respect individual learners and diverse learning communities Areas of Activity Core Knowledge Professional Values

7. Dimensions - Areas of Activity A1Design and plan learning activities and/or programmes of study. A2Teach and/or support learning. A3Assess and give feedback to learners. A4Develop effective learning environments and approaches to student support and guidance. A5Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

8. Descriptor 1 – Associate Fellowship Individuals able to demonstrate an understanding of specific aspects of effective teaching, learning support methods and student learning which includes successful engagement with at least two of the five Areas of Activity with relevant areas of Core Knowledge and a commitment to appropriate Professional Values. A1Design and plan learning activities and/or programmes of study. A2Teach and/or support learning. A3Assess and give feedback to learners. A4Develop effective learning environments and approaches to student support and guidance. A5Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

9. Descriptor 2 – Fellowship Individuals able to demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. This includes successful engagement across all five Areas of Activity, appropriate knowledge and understanding across all aspects of Core Knowledge and a commitment to all the Professional Values. A1Design and plan learning activities and/or programmes of study. A2Teach and/or support learning. A3Assess and give feedback to learners. A4Develop effective learning environments and approaches to student support and guidance. A5Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

10. Descriptor 3 – Senior Fellowship Individuals able to provide evidence of a sustained record of effectiveness in relation to learning and teaching incorporating the organisation, leadership and/or management of specific aspects of learning and teaching provision. Such individuals are likely to lead or be members of established academic teams. A1Design and plan learning activities and/or programmes of study. A2Teach and/or support learning. A3Assess and give feedback to learners. A4Develop effective learning environments and approaches to student support and guidance. A5Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

11. Descriptor 4 – Principal Fellowship Highly experienced academics who are able to provide evidence of a sustained and effective record of impact at strategic level in relation to learning and teaching as part of a wider commitment to academic practice. This may be within their institution or wider (inter)national settings.

12. PEERS Programme Route Part-time tutors and lecturers New to teaching or have less than 3 years’ experience Descriptors 1 and 2 Experiential Route Experienced staff with more than 3 years’ experience Descriptors 1, 2, 3 and 4

13. To achieve Associate Fellowship (AFHEA) Programme Route Part-time tutors: Postgraduate researchers, GTAs, demonstrators, staff working in the Professional Services Preparing to Teach (non-credit bearing ‘intro’) 20+ teaching hours a year The University Postgraduate Certificate in Supporting Learning in Higher Education (30 credits) Duration: One year Experiential Route Applicants with: a limited teaching role at least a year’s experience 20+ teaching hours a year 1,400-word Associate Fellowship claim CPD action plan Two referee statements

14. To achieve Fellowship (FHEA) Programme Route Less than 3 years’ experience Early-career academic staff Academic-related/support staff The Postgraduate Certificate in Academic and Professional Practice (60 credits) Duration: Two years Experiential Route More than 3 years’ experience 3,000-word Fellowship claim CPD action plan Two referee statements

15. To achieve Senior Fellowship (SFHEA) Experiential Route 5,000-word Senior Fellowship claim –Reflective account to demonstrate practice aligns to requirements for Descriptor 3 –Case study to demonstrate leading, managing and enhancing curriculum –Case study to demonstrate successful co-ordination, support, supervision or mentoring of other staff CPD action plan Two referee statements

16. To achieve Principal Fellowship (PFHEA) Experiential Route 7,000-word Principal Fellowship claim –To demonstrate a sustained record of effective strategic leadership and impact in academic practice and academic development as a key contribution to high quality student learning. –Broad range of experiences and activities underpinned by an understanding and commitment to the Core Knowledge and Professional Values of the UKPSF. Three advocate statements

17. What to do next… Programme Route Two intakes a year – September and January Register your interest via the LLI’s on- line portal for either the University Postgraduate Certificate in Supporting Learning in HE, OR Postgraduate Certificate in Academic and Professional Practice You will be notified of your place on the respective programmes. Experiential Route Two submission calls for applications a year (end of January and August) Register your interest by completing the ‘Expression of interest’ form and forwarding this to the LLI. We will contact you and provide dates of ‘writing retreats’. Use and refer to the PEERS Experiential Route Handbook. Submit your final application by self- enrolling on the Blackboard site: ‘PEERS Submission’.

18. Leicester Learning Institute Dr Lynnette Matthews PGCAPP Director PEERS Co-ordinator lynnette.matthews@le.ac.uk