1. Sheffield Hallam University CPD Scheme: "Realising our Potential"
Dr Sally Bradley
Innovation and Professional Development Team
Sheffield Hallam is one of the UK's largest Universities, with around 35,500 students and 4,360 staff.
More than 1300 academic staff and 600 associate lecturers
4 Faculties
Development and Society with more than 14k students
Health and Wellbeing
Sheffield Business School
Arts, Computing, Engineering and Sciences
Each Faculty is divided into Departments
My role is in a Central Directorate, Student and Learning Services with more than 500 staff. I’m based in the Portfolio titled Quality Enhancement and Student Success – which includes Student Experience Team, Technology Enhanced Learning, Careers, and student support.
Within Innovation and Professional Development, we have the Head of Innovation and Professional Development – Andrew Middleton who some of you will know through his work on audio feedback
REFable researcher Dr Manny Madriaga – specialism is inclusive practice relating to students with disabilities
CPD Manager – Jackie Cawkwell
And myself

2. Established “new staff ” courses:
Background
Established “new staff ” courses:
Developing Educational Practice module - MSc Health Care Education (NMC recognised) , based in Faculty of Health and Wellbeing
Module 1 of the Postgraduate Certificate in Learning and Teaching in Higher Education, based in Dept. of Education
UK PSF Descriptor 1
Completion of the Postgraduate Certificate in Learning and Teaching in Higher Education, based in Dept. of Education
UK PSF Descriptor 2
We have had for as many years as I can remember an accredited PGCert previously accredited by ILTHE
Nursing course has always been separate to the new staff course and is taught by HWB staff
Note: Our new staff course was not mandatory, rather it was seen as good practice. So there were pockets of staff who never got the opportunity to participate for a variety of reasons…
Full cost course
Recruited to teach, no time to take half a day a week out of a full year
Nursing course mandatory
Staff weren’t encouraged to become FHEA. When I started in we have bout 100

3. Existing Professional Development Policy and Framework
Many iterations of the policy but implementation lacked enthusiasm, drive and purpose until …..
November 2009
Professional Standards in Teaching and Learning: an integrated approach to appraisal, professional development and peer supported review
May 2010
Professional Development Policy and Framework
Now Liz will back me up on this, we had many iterations of the policy and framework, for one round Liz was involved as our external adviser
Until November 2009
Professional Standards in Teaching and Learning: an integrated approach to appraisal, professional development and peer supported review
May 2010
Professional Development Policy and Framework
But again where was the move from policy into implementation, what value was there for staff to be involved
Practice supported by:
Practitioner led seminar and guest speaker programme - mapped since 2006
Peer Supported Review - staff encouraged to gain FHEA
Revised appraisal scheme - 95% academic had had an appraisal at the time of the audit
Non accredited Associate Lecturer course - open to ALs and Graduate Teaching Assistants - predominantly PhD students
Inspirational Teaching Awards introduced in

4. Parallel activities Research into Associate Lecturer development needs
JISC HEAT3 funding to develop disability awareness raising for Associate Lectures
Research into new staff development needs which lead to the creation of Learning, Teaching and Assessment orientation for new academic staff - SEDA Grant
Introduction of Student Nominated Inspirational Teacher Awards and Inspirational Research Supervisor Awards

5. Existing CPD Activities
Practitioner led seminar and guest speaker programme plus Faculty based activities
Peer Supported Review (PSR)
Non accredited Associate Lecturer course
Research Supervisors course
Research Examiners course
eLearning sessions
Headstart
………..plus regular FHEA workshops
Practice supported by:
Practitioner led seminar and guest speaker programme - mapped since 2006
Peer Supported Review - staff encouraged to gain FHEA
Revised appraisal scheme - 95% academic had had an appraisal at the time of the audit
Non accredited Associate Lecturer course - open to ALs and Graduate Teaching Assistants - predominantly PhD students
Regular FHEA workshops… I have been running these since We had 100 including myself which I joined the team in PGCerts didn’t see the value, they had the qualification, misunderstanding about paying £50 … on costs??
So had a target of increase to 25% of teaching staff – we have 1300 academics and 600 ALs

6. So what changed? Government agenda and Browne review
New PVC for Student Experience and Learning and Teaching
Government agenda and Browne review
NSS results .. Scores staying the same whilst competitors were moving up
Research and Scholarship discussion paper
PSR reinvigorated
And a refreshed Corporate Plan with a target for professionally recognised academics

7. Research and Scholarship
PV 3: Use evidenced informed approaches and the outcomes from research, scholarship and CPD
Emphasis in the FHEA Workshops and PSR regarding research and scholarship in learning and teaching
Higher Education Research and Scholarship Group
- Action Research conference
Regular “Getting started: Writing for publication” workshops
Introduction of Student Engagement and Experience Journal

8. Realising our Potential: HEA Accredited CPD Scheme
Appraisal
CPD Activities
Realising our Potential: HEA Accredited CPD Scheme
PSR
Research and Scholarship
HEA recognition

9. HEA Accredited CPD Scheme: includes Internal Accreditation of AFHEA and FHEA
Reflective account
Written
Presentation
Audio
Annotated CPD record
Plus 2 references
(Based on UEL scheme)

10. Annotated CPD record: Such as …
participating in meetings, conferences and seminars
reading and reviewing journal articles
presenting internal seminars, such as the CPD programme
secondment and work shadowing
postgraduate study
consultancy activity
discussion and networking
undertaking research and the presentation of papers
learning from students (feedback)
observing and reviewing teaching practice
mentoring and supervision
peer supported review
extending range and scope of teaching practice
updating, and delivery of teaching
undertaking research ethics training
critical review and preparation of teaching materials
external examining.

11. But that doesn’t change culture … does it? No but …
Student Support staff are submitting AFHEA for internal accreditation
Staff who have previously done the PGCert are now engaged in the FHEA reflective process
Staff with Leadership responsibility are engaged in developing their Senior Fellow application
PVC commitment to undertake Principal Fellow
And Heads of Department are saying “Why aren’t we using the annotated CPD at appraisal?”

13. Comments from experienced staff
HEA Application?! It’s one of those things you do unwillingly- realise it was worth it- and will others to do it!
I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.
Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.

14. Contact Details s.a.bradley@shu.ac.uk