4 Professional Standards Framework PSF provides a set of descriptors, developed with the sector, against which institutions can benchmark their approaches to the professional development of staff. Managed by the HEA for the sectorOffers HE providers criteria which support the initial and continuing professional development for staff who teach and support student learning.Flexible framework that is adaptable to the needs of the individual and of the institution.Many institutions use the PSF and seek external validation of their approaches to professional development against the framework.Not mandatory.Has potential to be a key indicator of UK HE’s ongoing commitment to teaching, as well as giving confidence that minimum threshold standards have been met by academic staff.
5 The PSF A framework for higher education providers to: Comprises : Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in higher educationInform progression, promotion and reward criteriaComprises :Dimensions (Areas of Activity, Core Knowledge and Professional Values)Descriptors (D1, 2, 3 and 4) equivalent to Associate Fellow, Fellow, Senior Fellow and Principal Fellow
6 Uses of the Framework (1) Gain recognition for your own teaching and learning support activitiesPlan and guide your own continuing professional development in the area of teaching and learningPromote the professionalisation of teaching and learning support within higher education
7 Uses of the Framework (2) Enable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learningGain Academy accreditation for education development programmes and CPD schemesEnhance the quality and prominence of teaching and learning activitiesDemonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning
8 What does the teaching community think? (UKPSF Impact Study, 2013) The UKPSF has been influential across the sector in changing institutional practice.An overwhelming majority of respondents (84%) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence.The top four areas where change in practice was reported were:i) shaping accredited courses (70%) ii) influencing institutional CPD frameworks (67%) iii) supporting reward and recognition (47%) iv) influencing institutional strategy and policy (44%).Key findings from institutional representatives’ surveyOverall, results suggest that the UKPSF has been influential across the sector in changing institutional practice. An overwhelming majority of respondents (84%, n=68) claimed that the UKPSF had led to changes to academic development, learning, teaching or the student experience within their institution for which they had evidence.The top four areas where change in practice was reported were: 1) shaping accredited courses (70%), 2) influencing institutional CPD frameworks (67%), 3) supporting reward and recognition (47%), and 4) influencing institutional strategy and policy (44%). Seventy five per cent of these respondents also identified other frameworks that were important to the institution, most notably discipline specific professional standards frameworks and the SEDA professional development framework. Challenges faced by institutions and individuals in aligning these with the UKPSF are explored in this report.
9 Professional Recognition RECOGNITION applies to an individual who is seeking to become an Associate Fellow (D1), Fellow (D2) , Senior Fellow (D3) or Principal Fellow (D4) of the HEA.Recognition is attained either through direct application via the experience route or by completing an accredited programme or route through an accredited scheme. The term always applies to an individual or group of individuals and never to a programme or scheme.
10 Individuals recognised against UKPSF at the end of February 2013 Total number recognised – 48,490Associate Fellows – 7,055Fellows – 40,543Senior Fellows - 751Principal Fellows - 141
11 Update on recognition cont… DevelopmentsRecognition highlightsGood Standing/Code of PracticeUKPSF Impact StudyConsultancyFellowship schemeCode of practiceImpact studyOther developments – consultancy/web developments/audit/change in tariffUKPSF Impact StudyJISCMAIL List for AccreditorsWebsite developmentsInternal auditRelationship to NTFSOperational Plan
12 Professional Recognition of The HEA The Academy recognises staff against The UKPSF in two ways:Applying on the basis of experience:HEA – offers recognition against each of the Descriptors as AF, F, SF and PF. Application process available –submission of an evidence based on account of practice, supported by referees or advocates, assessed by peer accreditors – more detail on this later2. Through successful completion of an accredited institutional provision
13 Benefits for individuals Establish credibility with teaching and research colleaguesGain formal recognition of development as an educator and plan career developmentDemonstrate commitment to teaching, learning and the student experienceEngage in a practical process that encourages research, reflection and developmentGain access to positions which require recognition at a particular level as a condition of applicationEnhance learning through innovation based on evidence and best practice
14 Benefits for institutions Engage learning support and professionalsDevelop a culture of enhancementEstablish a whole institution and career-wide approach to professional developmentBenchmark initial and CPD provision against national criteria; elevate the prominence of teaching and learning support in relation to researchEmpower staff to gain formal recognition and reward for their capabilities as educatorsDemonstrate commitment to learning and teaching to students and stakeholders
16 Nature of UKPSF Descriptors – focus on Senior Fellow (D3) and Principal Fellow (D4)
17 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 provisionevidence of wider impact, sustained success and record of effectiveness across provisions, teams /departments/schools/facultiesevidence of success across all Areas of Activity, Core Knowledge and Professional Valueshow their claim is underpinned by successful engagement with D3.VIIhow 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 settingssustained effective strategic leadership in academic practice and development and the impact of their workhow 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
19 SF example activities - RAP Key career milestonesEngagement with research, scholarship and/or professional practiceInvolvement in leading T&L activitiesReward and recognition for T&L activitiesCollaborating with others to develop T&LLeadership, management and organisational roles within institution or wider higher education context
20 SF example activities – case studies Developing quality enhancementSupporting other colleaguesSustained engagement with educational and staff developmentEvaluation of academic practice
22 Led institution-wide work on quality enhancement initiatives PF example activitiesDeveloped or substantially contributed to the development of a learning and teaching strategy underpinned by professional valuesPlayed a major role in initiating and conducting an institution-wide peer review of a teaching scheme incorporating the UKPSF which is then further recognised in promotion structuresDeveloped and implemented innovative teaching and learning approaches within your institution in response to the specific needs of the studentsLed institution-wide work on quality enhancement initiatives
23 More PF example activities Pioneered and provided mentoring and/or coachingDeveloped reward and recognition policies/strategies based on the key principles and values of the UKPSFDeveloped appraisal systems for teaching and the support of learningBeen involved in the national or international conduct and/or dissemination of pedagogic innovation
24 Key principles for all applicants ClaimSufficiencyCurrencyEvidence basedAlignment with UKPSFReflectionPersonalCommitmentClaim – application is a claim – not an assignment. + authenticity is crucial = Engagement = all based on examples of practice – not just theoreticalReflection = using the Framework dimensions to explore the how and why of your practiceAlignment = demonstrating that your practice is aligned with the principles of the FrameworkCommitment = continuing commitment to the value and quality of t & l – both your own and if appropriate othersCPD – evidence based, and where appropriate scholarlyCurrency = need to demonstrate relevance – no absolute rule on this – the sooner the better
25 Four reflective questions: Reflective alignmentFour reflective questions:What did you do? Concise description of engagement including own roleHow did you do it? Explanation of approach/methodology employedWhy did you do it that way? Evidence and rationale for choices made – CK + PVWhat difference did it make? Impact on learners/teachers/self/institution/beyond
26 Key principles for accreditors Independent assessmentBased directly on DescriptorsUse a templateCan use borderline for individual Descriptor elementsMust refer if a Descriptor element is not met at allAssess as a claim not assignmentDetailed feedback if referring
27 Next steps Form into pairs/trios – based on chosen category Agree next review date with partnersDevelop an action plan for what you need to do nextSet target for completion
28 Useful links About the Framework http://www.heacademy.ac.uk/ukpsf About Professional RecognitionAbout Accreditation