Presentation on theme: "SEDA Professional Development Framework"— Presentation transcript:
1SEDA Professional Development Framework Dr Stephen Bostock FHEA, SFSEDA, NTFChair of the SEDA Professional Development Framework Committee SEDAHere for SEDA, come from KeeleHead of the Centre for Learning, Teaching and Assessment Glyndẅr University, Wrexham1
2SEDA Recognition (accreditation) Staff & Educational Development AssociationSEDA’s Professional Development Framework ‘Named Awards’ e.g. Learning, Teaching and AssessingAn Institution’s programme e.g. a PG CertificateParticipants from institution and elsewhere
3Institutional aspect (institutional mapping document) An institution demonstrates:How professional needs are identifiedHow courses and pathways are developed to meet these needsLocation of course within the institutionLinks between the course and institutional strategiesA review of the institution’s approach to professional development
4Programme aspect (programme mapping document) SEDA ValuesCommon core development outcomes based on the professional development cycle:Different specialist outcomes for each award, related to role, function, or need
5SEDA PDF Named Awards Staff and Educational Development Leading Staff and Educational developmentStudent Support and GuidanceSupervising Postgraduate ResearchEnhancing Research PracticeResponding to Change in HEEnhancing Academic Practice in XXXExternal ExaminingSupporting LearningLearning, Teaching and AssessingLeading and Developing Academic PracticeDeveloping Professional PracticeDeveloping LeadersEmbedding Learning TechnologiesSupporting Learning with TechnologyAction ResearchMentoring and coachingLeading programmes
6Example of Named Award Specialist Outcomes: Mentoring and Coaching Recognise where mentoring/coaching may be beneficially used for staff developmentDevelop and implement strategies and plans for mentoring/coaching schemes or for the mentoring/coaching of individualsDemonstrate understanding of mentoring/coaching theory and process in order to effectively mentor/coach colleagues in connection with one or more specific professional development objectivesAnalyse and apply information from the relevant literature and from other sources (e.g. experience, peers) to inform and enhance mentoring/coaching practice.
7Characteristics of PDF Recognition Mentored, supportive and developmentalUniversities in the UK and elsewhere, and some national organisationsValues and outcomes-driven programme recognition; no academic levels or creditsReview every 5 yearsCourse leaders often become trained Recognizers and mentors – a community of practiceInterested in becoming a SEDA Recogniser?
9History of UK accreditation 1974History of UK accreditation1992SEDATeacher Accreditation (IPD)Fellowship of SEDADearing ReportIPD1999Institute of Learning and Teaching (Membership of ILT)CPDProfessional Development Framework2002Higher Education Academy accreditation of IPD (‘Fellowship’ of HEA)UK Professional Standards Framework levels 1,2,316 PDF Awards accreditation levels 1,2,3Teacher accreditation, levels 1,2
10Example SEDA recognition at Keele U. Supporting Learning (TAs) – UKPSF1Learning, Teaching and Assessing* (faculty) – UKPSF2Embedding Learning Technology*Action Research*Enhancing Research PracticeExternal ExaminingRecognised Teacher (pathway)* three parts of an MA