2. Recognising and Rewarding Successful Teaching
Using the UK Higher Education Academy
Professional Standards Framework (UKPSF) as a mechanism for individuals to gain formal recognition
Caroline Marcangelo, SFHEA: HEA Consultant
Caroline Marcangelo: brief biog.
I am an academic, with an original subject discipline in Nursing and then Nurse Education. More recently I moved into Academic Development, working with both new and experienced academic staff (Faculty) in their professional development with a focus on improving the student experience. I designed and led an MA in Academic Practice programme and also an experiential development (CPD) programme, both accredited by the HEA for Fellowship in the four categories. I now work for the HEA as an accreditor and consultant: in this role I have supported numerous individuals and institutions, in the UK and internationally, in applying for individual recognition, preparing programmes for accreditation, and participating in examination boards for both recognition and accreditation.

3. This short presentation aims to
Provide a brief introduction to the Professional Standards Framework (UKPSF)
and the role the Higher Education Academy plays in supporting them
A short explanation about the four categories of HEA Fellowship
and how Fellowship is used within the UK, and increasingly in a global context, to recognise and reward teaching and the support of learning in Higher Education
Building on Ian’s presentation on the HEA, I will present a brief overview of the Professional Standards Framework, how it is supported by the HEA, and how it works as a benchmark for individuals who teach in HEIs
December 18
EURIE Summit 2017: Caroline Marcangelo

4. The Professional Standards Framework
Describes the professional role of teaching & supporting learning in Higher Education
Offers a practitioner perspective and a benchmark for continuing professional development
Categorises the elements of teaching and supporting of learning in “Dimensions”
Uses four broad “Descriptors” to describe four categories of Fellowship
As an agreed ‘standard’, may be regarded as a professional credential required for tenure/promotion
These standards have captured the core activities, knowledge and values required for effective teaching and the support of learning;
They support both initial and continuing professional development of all staff engaged in teaching and the support of learning
They acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning
They foster dynamic, innovative and creative approaches that are needed in diverse settings and with diverse learners
Through gaining formal recognition of high quality teaching and assessment processes, they demonstrate to students and other stakeholders the professionalism that staff and institutions bring to the education environment
December 18
EURIE Summit 2017: Caroline Marcangelo

5. The Descriptors denoting categories of Fellowship
There are four categories of Fellowship:
Associate Fellow (descriptor 1)
Fellow (descriptor 2)
Senior Fellow (descriptor 3)
Principal Fellow (descriptor 4)
Fellowship categories are not hierarchical but linked to individual practice, experience, and the opportunities afforded through role and activities
Applications for recognition are most likely to be successful by considered choice of the appropriate descriptor
Being familiar with the different descriptors also offers an opportunity for development and future aspirations
UKPSF 2011 pp
Associate Fellow
Fellow
Senior Fellow
Principal Fellow
The 4 descriptors identify criteria to be demonstrated in order to demonstrate the categories of Fellowship
These broadly link with the roles individuals have in HEIs - However each individual has a unique set of experiences and opportunities, and this is what is really captured in the different categories
They are not hierarchical levels, but more the expression of where your influence and impact lies in your work
There is a certain sense of progression through the categories, but this is not always inevitable!
December 18
EURIE Summit 2017: Caroline Marcangelo

6. The Dimensions of the PSF
Areas of Activity
Core Knowledge
Professional Values
There are 3 core dimensions of professional practice
These are:
Areas of Activity (5)
Core Knowledge (6)
Professional values (4)
The three core dimensions have a number of elements each (in parentheses)
They outline the complexity of the professional role of a individual involved in teaching and support of learning in Higher Education
Although described individually, they interact with each other in the reality of professional practice
UKPSF 2011 p. 2 & 3
The descriptors refer to using the different dimensions of professional practice within your teaching activities
See UKPSF 2011 document pages 2 and 3.
December 18
EURIE Summit 2017: Caroline Marcangelo

7. Areas of Activity:
These professional activities outline what you do … often as part of a cyclical process
Design and plan learning activities and/or programmes of study (A1)
Teach and/or support learning (A2)
Assess and give feedback to learners (A3)
Develop effective learning environments and approaches to student support and guidance (A4)
Engage in continuing professional development (CPD) in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices (A5)
5 key professional activities related to teaching and the support of learning in Higher Education make up the core of a claim for recognition, and are articulated within the descriptors
Associate Fellow: Descriptor One - At least two of the areas of activity
Fellow: Descriptor Two - All dimensions of practice.
Senior Fellow: Descriptor Three - All dimensions of practice thoroughly and use of this expertise to improve the practice of others / programmes.
Principal Fellow: Descriptor Four - A strategic leader of learning and teaching with impact across / beyond an institution.
December 18
EURIE Summit 2017: Caroline Marcangelo

8. Core Knowledge:
The six aspects of core knowledge that inform your practice are:
The subject material (K1)
Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme (K2)
How students learn, both generally and within their subject/discipline areas (K3)
The use and value of appropriate learning technologies (K4)
Methods of evaluating the effectiveness of teaching (K5)
The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching (K6)
The activities are informed by this core knowledge
Evidence of how you use core knowledge to inform and shape your practice is required within your claim for Fellowship
December 18
EURIE Summit 2017: Caroline Marcangelo

9. Professional Values
The professional values that should explicitly underpin teaching and supporting learning are:
Respect individual learners and diverse learning communities (V1)
Promote participation in Higher Education and equality of opportunity for learners (V2)
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3)
Acknowledge the wider context in which Higher Education operates recognising the implications for professional practice (V4)
Demonstrating professional values is associated with your integrity as a professional practitioner
Making them explicit is an important part of the recognition process
Evidence of holding and employing these professional values will be influenced by the culture in which you work and by institutional practices, and this can and should be acknowledged
The evidence of commitment to the professional values in practice will influence how you practise, how you design and actively teach and support learning, and how you adopt and communicate positive attitudes and behaviours in peers and students
December 18
EURIE Summit 2017: Caroline Marcangelo

10. Role of the Higher Education Academy
The HEA recognises individuals who provide evidence to show how they meet the standards and gain Fellowship, and keeps a record of all those holding Fellowship
There are 2 alternative routes to gain Fellowship:
The direct application route, submitting a claim for fellowship to the HEA
By successful completion of an accredited institutional programme or CPD scheme
The HEA accredits institutional programmes that meet a set of specific criteria
HEA manages and leads the development of the UK Professional Standards Framework (UKPSF), with the ultimate aim of driving improvement in, and raising the profile of learning and teaching in HE.
The Academy provides individuals with the opportunity to apply directly to the Academy to gain recognition through this scheme – and all claims for Fellowship are judged by a panel of peers - trained accreditors who themselves are all Senior or Principal Fellows
We also enable institutions to develop and run their own programmes and schemes through a professional accreditation process

11. Overview of Current Numbers of Fellows
Total number recognised – 80,000
Associate Fellows – 15,000+
Fellows – 60,000+
Senior Fellows – 5000+
Principal Fellows – 500+
Just so you know it is possible – these people have already achieved fellowship!

12. International Fellows of the HEA