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

2. 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

3. 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

4. Teaching staff Characteristics

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

16. 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

17. 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

18. 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

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