Professional Recognition and Development (PRD) Scheme Gaining Fellowship of the Higher Education Academy Joanna MacDonnell and Sid Hayes

Aims of this presentation To explain the Scheme and the requirements for submitting an application To provide information about which category of fellowship is appropriate to your experience and circumstances To provide information about the appropriate resources and workshops to support applications

Benefits of Fellowship Demonstrates commitment to teaching, learning and the student experience, through engagement in a practical process that encourages research, reflection and development; Fellowship is increasingly valued by employers across the education sector as a condition of appointment and promotion; Provides institutional assurance that Fellowships are an important indicator that your institution is fully aligned with UKPSF practice and a badge of assured quality throughout your institution

Teaching staff Characteristics

Characteristics in the bottom right-hand quadrant of the previous chart are of particular significance in that they are seen as being important but are not always displayed. This is particularly the case for training in teaching, and continuous development of teaching expertise, which students cite as being particularly important, but are not consistently demonstrated.

The University of Brighton Scheme Gain recognition for your expertise in teaching and supporting learning Mapped against the UK Professional Standards Framework (UKPSF) Accredited by the Higher Education Academy (HEA) Gain a category of fellowship of the HEA Engage in CPD Meet the University’s Strategic Priority

What is the UK Professional Standards Framework (UKPSF)? Dimensions of practice set of statements outlining the: Areas of Activity undertaken by teachers and supporters of learning within HE Core Knowledge that is needed to carry out those activities at the appropriate level Professional Values that someone performing these activities should embrace and exemplify

Descriptors A set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education: D1 – Associate Fellow D2 – Fellow D3 – Senior Fellow D4 – Principal Fellow

The Dimensions of Practice UK Professional Standards Framework Core Knowledge K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/ disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching The Dimensions of Practice Areas of Activity A1 Design & plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

HEA Fellowship Categories D1 Associate Fellow Those with some teaching responsibility, new p/t staff, PhD students, prof services staff D2 Fellow New/experienced academics; some prof services staff D3 Senior Fellow Experienced academics who can demonstrate leadership in L&T D4 Principal Fellow Highly experienced/senior staff with strategic leadership roles institutionally & nationally

Routes to D1, D2 and D3 Written Written account of practice (to themed headings) Development plan Two referees E-portfolio & dialogue Evidence mapped to themed headings Prof dialogue

D1 Written Account of practice: 3 Areas of Activity 1700 words Development plan Two referees E-portfolio & dialogue Evidence mapped to 3 Areas of Activity Case study/ies Prof dialogue 30 mins

D2 Written Account of practice: 5 Areas of Activity 3000 words Development plan Two referees E-portfolio & dialogue Evidence mapped to 5 Areas of Activity Case study/ies Prof dialogue 30 mins

D3 Key criterion: leadership in L&T Written Account of practice to themed headings Two case studies 7000 words Development plan Two referees E-portfolio & dialogue Evidence mapped to themed headings Prof dialogue 40 mins Key criterion: leadership in L&T

Other Points Not like an assessment task for a module: No extensions (three hand-in points: January, April, September) Do not exceed word count (automatic resubmit) Include referee statement with submission Links to Strategy so need to make statement re: attaining Digital Literacy

Sources of Support Work in progress sessions writing retreats CLT workshops/modules Advice and guidance from CLT staff mentors Studentcentral/studentfolio area with links to resources Detailed handbooks with examples Talis aspire reading lists Previous successful submissions Informal guide / hints on getting fellowship Guidance for referees

Submissions are assessed by: Member of CLT staff Assessment Process Submissions are assessed by: Member of CLT staff Member of the assessment panel All D3 also marked by External You will receive notification of the outcome about 6 weeks after the submission date. PASS REFER

Contacts Jo MacDonnell (CLT) J.macdonnell@brighton.ac.uk John Canning (CLT) J.canning@brighton.ac.uk Sid Hayes (Director of Education) G.s.hayes@brighton.ac.uk