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The UK Professional Standards Framework and Professional Recognition of the Higher Education Academy.

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Presentation on theme: "The UK Professional Standards Framework and Professional Recognition of the Higher Education Academy."— Presentation transcript:

1 The UK Professional Standards Framework and Professional Recognition of the Higher Education Academy

2 Introductions From The HEA Team

3 3 Menu of activities

4 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 sector Offers 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. 4 Professional Standards Framework

5 A framework for higher education providers to: Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in higher education Inform progression, promotion and reward criteria Comprises : 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 The PSF 5

6 Uses of the Framework (1) Gain recognition for your own teaching and learning support activities Plan and guide your own continuing professional development in the area of teaching and learning Promote 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 learning Gain Academy accreditation for education development programmes and CPD schemes Enhance the quality and prominence of teaching and learning activities Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning

8 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%). 8 What does the teaching community think? (UKPSF Impact Study, 2013)UKPSF Impact Study, 2013

9 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. Professional Recognition 9 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 10 Individuals recognised against UKPSF at the end of February 2013 Total number recognised – 48,490 Associate Fellows – 7,055 Fellows – 40,543 Senior Fellows - 751 Principal Fellows - 141

11 11 Update on recognition cont… Recognition highlights Good Standing/Code of Practice UKPSF Impact Study Consultancy Developments

12 The Academy recognises staff against The UKPSF in two ways: 1.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 later 2. Through successful completion of an accredited institutional provision 12 Professional Recognition of The HEA

13 13 Benefits for individuals Establish credibility with teaching and research colleagues Gain formal recognition of development as an educator and plan career development Demonstrate commitment to teaching, learning and the student experience Engage in a practical process that encourages research, reflection and development Gain access to positions which require recognition at a particular level as a condition of application Enhance learning through innovation based on evidence and best practice

14 14 Benefits for institutions Engage learning support and professionals Develop a culture of enhancement Establish a whole institution and career-wide approach to professional development Benchmark initial and CPD provision against national criteria; elevate the prominence of teaching and learning support in relation to research Empower staff to gain formal recognition and reward for their capabilities as educators Demonstrate commitment to learning and teaching to students and stakeholders

15 Production of an Account of Professional Practice 15 Associate Fellow and Fellow Analytic approachStructured round Areas of ActivityCore Knowledge and Professional Values - explicit©1400 words for Associate Fellow (2 Areas of Activity)3000 words for Fellow (all dimensions)Two referees + confirming institutional signatoryAssessed by two Accreditors

16 Nature of UKPSF Descriptors – focus on Senior Fellow (D3) and Principal Fellow (D4)

17 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 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

18 Account of Professional Practice 18 Senior Fellow Synoptic approach A reflective commentary on your education roles and experience Two case studies outlining contributions you have made to learning and teaching in HE © 6k wordsTwo referees + confirming institutional signatoryAssessed independently by three accreditors

19 Key career milestones Engagement with research, scholarship and/or professional practice Involvement in leading T&L activities Reward and recognition for T&L activities Collaborating with others to develop T&L Leadership, management and organisational roles within institution or wider higher education context 19 SF example activities - RAP

20 Developing quality enhancement Supporting other colleagues Sustained engagement with educational and staff development Evaluation of academic practice 20 SF example activities – case studies

21 Account of professional practice 21 Principal Fellow Record of educational impactReflective account of practice © 5 – 7k4 x sections based on D4.11-V and D4.1 across all sectionsThree advocate statementsConfirming institutional signatoryAssessed independently by three accreditors

22 Developed or substantially contributed to the development of a learning and teaching strategy underpinned by professional values Played 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 structures Developed and implemented innovative teaching and learning approaches within your institution in response to the specific needs of the students Led institution-wide work on quality enhancement initiatives 22 PF example activities

23 Pioneered and provided mentoring and/or coaching Developed reward and recognition policies/strategies based on the key principles and values of the UKPSF Developed appraisal systems for teaching and the support of learning Been involved in the national or international conduct and/or dissemination of pedagogic innovation 23 More PF example activities

24 24 Key principles for all applicants ClaimSufficiencyCurrency Evidence based Alignment with UKPSF Reflection PersonalCommitment

25 Four reflective questions: 1.What did you do? Concise description of engagement including own role 2.How did you do it? Explanation of approach/methodology employed 3.Why did you do it that way? Evidence and rationale for choices made – CK + PV 4.What difference did it make? Impact on learners/teachers/self/institution/beyond 25 Reflective alignment

26 Independent assessment Based directly on Descriptors Use a template Can use borderline for individual Descriptor elements Must refer if a Descriptor element is not met at all Assess as a claim not assignment Detailed feedback if referring 26 Key principles for accreditors

27 Form into pairs/trios – based on chosen category Agree next review date with partners Develop an action plan for what you need to do next Set target for completion 27 Next steps

28 Useful links About the Framework About Professional Recognition recognition recognition About Accreditation 28

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