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Professional Recognition: Gain the recognition you deserve Dr Sally Bradley Academic Lead (Accreditation and UK PSF) 2 April 2014.

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Presentation on theme: "Professional Recognition: Gain the recognition you deserve Dr Sally Bradley Academic Lead (Accreditation and UK PSF) 2 April 2014."— Presentation transcript:

1 Professional Recognition: Gain the recognition you deserve Dr Sally Bradley Academic Lead (Accreditation and UK PSF) 2 April 2014

2 Introduction UK Professional Standards Framework (2011) and Professional Recognition in context Value and impact of gaining recognition – national, institutional and individual Activity: Claiming and evidencing your practice Plenary - Vignettes of women who have gained professional recognition and used it their career enhancement and development. Activity to identify to someone who does not know them what they do, why they do it and how they know it works. Outline of the workshop

3 3 Introduction

4 2011 UKPSF 2011 The UK Professional Standards Framework for teaching and supporting learning in higher education 4

5 Teach and support learning Assess and give feedback Design and plan learning activities Create environments in which students learn and are supported Engage in CPD 5 What do we do as academics and student support?

6 Continuing Professional Development participating in meetings, conferences and seminars presenting internal seminars postgraduate study discussion and networking learning from students (feedback) mentoring and supervision peer supported review updating, and delivery of teaching critical review and preparation of teaching materials reading and reviewing journal articles secondment and work shadowing consultancy activity undertaking research and the presentation of papers observing and reviewing teaching practice extending range and scope of teaching practice – new activities undertaking research ethics training external examining.

7 Design & plan (A1) Teach/support learning (A2) Assess & feedback (A3) Evaluate & Develop (A5) Environment Support Guidance (A4) The Areas of Activity 7

8 8 Core Knowledge Subject material (K1) Methods for T&L (K2) How students learn (K3) Use and value of learning technologies (K4) Evaluating effectiveness of teaching (K5) Quality assurance and enhancement implications (K6)

9 Value and impact of gaining recognition – nationally

10 10 Value and impact of gaining recognition – institutionally

11 11 Value and impact of gaining recognition – individually

12 12 SFHEA D3 PFHEA D4 Individuals are able to demonstrate:  how they have met the requirements of all of the seven elements of the Senior Fellow Descriptor (D3.I – D3.VII)  evidence of a sustained record of effectiveness, e.g. organisation, leadership, and/or management of L&T provision  evidence of wider impact, sustained success and record of effectiveness across provisions, teams /departments/schools/faculties  evidence of success across all Areas of Activity, Core Knowledge and Professional Values  how their claim is underpinned by successful engagement with D3.VII Individuals are able to demonstrate: how they have met the requirements of all of the five elements of the Principal Fellow Descriptor (D4.I – D4.V) evidence that cover activities at institutional or wider (inter)national settings sustained effective strategic leadership in academic practice and development and the impact of their work how their claim is underpinned by and makes clear how they apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity set out in the UKPSF

13 Claim Personal Engagement Reflection Alignment Commitment Evidence based Quality Currency Sufficiency 13 Key principles (1)

14 Applications should relate to your positive impact on student learning At D3 and D4, you must show sustained record of success/achievement Claims should evidence successful engagement with appropriate dimensions of UKPSF Learning may also take place through reflection on experiences which have not worked Claims should not be based on role, job description or status of individual Outcomes, impact and influence (and reflection of evidence of same) much more important than role, activities per se 14 Key principles (2)

15 1.Tell a structured story in the first person, not necessarily chronological; consider using sub-headings; avoid it reading like an annotated cv 2.Choose a range of examples rather telling your life story; 3.Avoid being over descriptive; include analysis, rationale and reflection on what worked and equally important what lessons you took from things which did not work so well 4.Answer the so what question - what is the evidence of impact / difference made? 5.Make explicit where you have presented evidence of meeting each of the A (1-5), K (1-6) and V (1-4) 6.Include rationale / evidence based on SoTL literature – e.g. Gibbs, 2010 but don’t over do it. 7.Avoid disciplinary/institutional specific language and acronyms; 8.Choose your referees/ advocates with care. 15 Applying for PSF Fellowships Key points for SF & PF

16 16 Small group activity: Claiming and evidencing your practice

17 17 Vignettes of women who have gained professional recognition and used it their career enhancement and development


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