Sheffield Hallam University CPD Scheme: "Realising our Potential" Dr Sally Bradley Innovation and Professional Development Team Sheffield Hallam is one of the UK's largest Universities, with around 35,500 students and 4,360 staff. More than 1300 academic staff and 600 associate lecturers 4 Faculties Development and Society with more than 14k students Health and Wellbeing Sheffield Business School Arts, Computing, Engineering and Sciences Each Faculty is divided into Departments My role is in a Central Directorate, Student and Learning Services with more than 500 staff. I’m based in the Portfolio titled Quality Enhancement and Student Success – which includes Student Experience Team, Technology Enhanced Learning, Careers, and student support. Within Innovation and Professional Development, we have the Head of Innovation and Professional Development – Andrew Middleton who some of you will know through his work on audio feedback REFable researcher Dr Manny Madriaga – specialism is inclusive practice relating to students with disabilities CPD Manager – Jackie Cawkwell And myself

Established “new staff ” courses: Background Established “new staff ” courses: Developing Educational Practice module - MSc Health Care Education (NMC recognised) , based in Faculty of Health and Wellbeing Module 1 of the Postgraduate Certificate in Learning and Teaching in Higher Education, based in Dept. of Education UK PSF Descriptor 1   Completion of the Postgraduate Certificate in Learning and Teaching in Higher Education, based in Dept. of Education UK PSF Descriptor 2 We have had for as many years as I can remember an accredited PGCert previously accredited by ILTHE Nursing course has always been separate to the new staff course and is taught by HWB staff Note: Our new staff course was not mandatory, rather it was seen as good practice. So there were pockets of staff who never got the opportunity to participate for a variety of reasons… Full cost course Recruited to teach, no time to take half a day a week out of a full year Nursing course mandatory Staff weren’t encouraged to become FHEA. When I started in 2005 we have bout 100

Existing Professional Development Policy and Framework Many iterations of the policy but implementation lacked enthusiasm, drive and purpose until ….. November 2009 Professional Standards in Teaching and Learning: an integrated approach to appraisal, professional development and peer supported review May 2010 Professional Development Policy and Framework Now Liz will back me up on this, we had many iterations of the policy and framework, for one round Liz was involved as our external adviser Until November 2009 Professional Standards in Teaching and Learning: an integrated approach to appraisal, professional development and peer supported review May 2010 Professional Development Policy and Framework But again where was the move from policy into implementation, what value was there for staff to be involved Practice supported by: Practitioner led seminar and guest speaker programme - mapped since 2006 Peer Supported Review - staff encouraged to gain FHEA Revised appraisal scheme - 95% academic had had an appraisal at the time of the audit Non accredited Associate Lecturer course - open to ALs and Graduate Teaching Assistants - predominantly PhD students Inspirational Teaching Awards introduced in 2010-2011

Parallel activities Research into Associate Lecturer development needs JISC HEAT3 funding to develop disability awareness raising for Associate Lectures Research into new staff development needs which lead to the creation of Learning, Teaching and Assessment orientation for new academic staff - SEDA Grant Introduction of Student Nominated Inspirational Teacher Awards and Inspirational Research Supervisor Awards

Existing CPD Activities Practitioner led seminar and guest speaker programme plus Faculty based activities Peer Supported Review (PSR) Non accredited Associate Lecturer course Research Supervisors course Research Examiners course eLearning sessions Headstart ………..plus regular FHEA workshops Practice supported by: Practitioner led seminar and guest speaker programme - mapped since 2006 Peer Supported Review - staff encouraged to gain FHEA Revised appraisal scheme - 95% academic had had an appraisal at the time of the audit Non accredited Associate Lecturer course - open to ALs and Graduate Teaching Assistants - predominantly PhD students Regular FHEA workshops… I have been running these since 2006. We had 100 including myself which I joined the team in 2005. PGCerts didn’t see the value, they had the qualification, misunderstanding about paying £50 … on costs?? So had a target of increase to 25% of teaching staff – we have 1300 academics and 600 ALs

So what changed? Government agenda and Browne review New PVC for Student Experience and Learning and Teaching Government agenda and Browne review NSS results .. Scores staying the same whilst competitors were moving up Research and Scholarship discussion paper PSR reinvigorated ............. And a refreshed Corporate Plan with a target for professionally recognised academics

Research and Scholarship PV 3: Use evidenced informed approaches and the outcomes from research, scholarship and CPD Emphasis in the FHEA Workshops and PSR regarding research and scholarship in learning and teaching Higher Education Research and Scholarship Group - Action Research conference Regular “Getting started: Writing for publication” workshops Introduction of Student Engagement and Experience Journal

Realising our Potential: HEA Accredited CPD Scheme Appraisal CPD Activities Realising our Potential: HEA Accredited CPD Scheme PSR Research and Scholarship HEA recognition

HEA Accredited CPD Scheme: includes Internal Accreditation of AFHEA and FHEA Reflective account Written Presentation Audio Annotated CPD record Plus 2 references (Based on UEL scheme)

Annotated CPD record: Such as … participating in meetings, conferences and seminars reading and reviewing journal articles presenting internal seminars, such as the CPD programme secondment and work shadowing postgraduate study consultancy activity discussion and networking undertaking research and the presentation of papers learning from students (feedback) observing and reviewing teaching practice mentoring and supervision peer supported review extending range and scope of teaching practice updating, and delivery of teaching undertaking research ethics training critical review and preparation of teaching materials external examining.

But that doesn’t change culture … does it? No but … Student Support staff are submitting AFHEA for internal accreditation Staff who have previously done the PGCert are now engaged in the FHEA reflective process Staff with Leadership responsibility are engaged in developing their Senior Fellow application PVC commitment to undertake Principal Fellow And Heads of Department are saying “Why aren’t we using the annotated CPD at appraisal?”

Comments from experienced staff HEA Application?! It’s one of those things you do unwillingly- realise it was worth it- and will others to do it! I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences. Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.

Contact Details s.a.bradley@shu.ac.uk