Presentation on theme: "Building your portfolio"— Presentation transcript:
1 Building your portfolio HEA membershipBuilding your portfolio
2 CPD RouteUKPSF has identified four types of recognition depending on the roles and experience that an academic has and each has its own descriptor:Descriptor 1: An Associate FellowDescriptor 2: A FellowDescriptor 3: A Senior FellowDescriptor 4: A Principal FellowPGCAP or CPD routeFor example: an academic may see their career path (expressed in terms of teaching professional development) as moving through the roles of Graduate Teaching Assistant (Descriptor 1) through a Lecturer post (Descriptor 2), as the main career grade, to an academic leadership role or middle management (Descriptor 3); and possibly to a more senior leadership role with demonstrable impact (Descriptor 4).Direct application(See Handout for full breakdown)
3 What is expected from staff… Undertake a review – present your evidence indicating how you meet the requirements for the role you are aiming for. This involves:Construct a portfolio of examples to show in the review to illustrate how your role and duties meet the requirements in each of the three dimensions:(Areas of activity, Key knowledge, Professional values)2. Produce a narrative to talk through the examples and how your role meets the UKPSF– can be a series of prompts for you, not polished.Crucially, staff are only examined on the review itself. The portfolio and narrative are not assessed.
5 Developing ‘the story’ You are essentially constructing a story that demonstrates how you meet the criteriaIt needs to cover the five activity areasThese represent the roles we do as academic and support staff.The simplest way to imagine this story is a series of five pages.Each page uses one or two examples to show how you tackle the particular activity area.
6 My ‘Story’ Activity Area 1 Activity Area 2 Activity Area 5 Design and Plan Learning ActivitiesActivity Area 2Teach and/or support learningMy ‘Story’Activity Area 5Engage in cpd in subjects/ disciplines & their pedagogyActivity Area 3Assess and give feedback to learnersActivity Area 4Develop effective learning environments & approaches to student support & guidance
11 Advice from the reviewers 1) Meet with your CF especially when you have a near ‘final draft’ to make sure there is nothing obvious missing 2) Make sure that you have sufficient evidence to draw on 3) If going for D3 make sure the leadership of others is a key feature and you use the word ‘I’ 4) Expect reviewers to seek clarification at some points…i.e. don’t plan a timed presentation which does not allow for ‘interruptions’. 5) Make sure any linked docs will open…e.g. practise somewhere other than on your own desktop. 6) Scholarship is a key feature…if the work of one or more key authors in teaching and learning in HE is not something you make reference to when describing your approach to your work, you will most likely be prompted to do so: lots of useful resources on DEAP which is already grouped under the Activity areas.
12 Types of evidence What might be useful evidence? Remember this is for you to demonstrate your role in creating or applying teaching / design / feedback/effective learning environments/cpd.How can we obtain evidence?
13 Engaging established staff with UKPSF SD3 A presentation from the Higher Education Academy Annual Conference, June
14 Activity Area 2: Teach and Support Learning. This is an example of one approach to this activity area.Activity Area 2: Teach and Support Learning.List the roles/activities/projects you are involved in that relate to teaching and supporting learning.Choose an example that allows you to demonstrate how you meet this activity area.In this case, Activity Area 2 is specifically about:Your awareness of different approaches to and methods of teaching and supporting learningYour ability to choose the most appropriate approach to achieve the module/course aims.
15 Example: Developing & Assessing Reflective Practice Demonstrates the way in which cpd, and research have been drawn on to inform your practicePedagogic /academic contextApplicatione.g. Designed a new assessmentEvidence and outcomeModule assessment briefModule brief(teaching schedule)Student work examplesOffer a little more detail – could be on notes rather than a slide.Evidence can include anything to help demonstrate the approach taken and the way it worked out in practice. These need to be hyperlinked documents.
16 Pedagogic /academic context For your ExampleWhat is the context?Pedagogic /academic contextApplicationEvidence and outcomeOffer a little more detail – could be on notes rather than a slide.Evidence can include anything to help demonstrate the approach taken and the way it worked out in practice. These need to be hyperlinked documents.
17 The HEA has lots of Resources which may help with the Pedagogic /academic context for example: Reflective practice: some notes on the development of the notion of professional reflection Supporting Portfolio Development Blackboard Discussion Boards - Adding Value to Work-Based Learning Engagement through partnership: students as partners in learning and teaching in higher education Online teaching Internationalising the curriculum Feed-forward: Supporting Transferable Skills with Formative Feedback
19 Develop effective learning environments & approaches to student support & guidance What theory or research underpins your approach?Why is this appropriate for your particular group of students?How do you know it is effective?How does your approach demonstrate respect for individual learners and/or diverse learning communities?Some suggestions:Flipped classroomsAudio feedbackDiscussion groupsOnline materialsMentoringPeer feedbackFeed forwardExperiential learning
20 Engage in cpd in subjects/ disciplines & their pedagogy How do you keep your knowledge and expertise up to date?What activities do you engage in as part of your professional development?How does feedback from students and others inform your development and practice?How do you evaluate your own teaching practice in relation to pedagogic theory and research?Is your teaching influenced by professional body standards?Some suggestions:coursesconferencesprofessional interactionsnetworkingconsulting expertsworking with otherslearning by teachingfeedbackmentoringpersonal researchdiscussion groupscommunities of practicemembership of professional bodiesjournalsexternal examiner dutiesconference or journal paper reviews
22 For Senior Fellow Demonstrating DVII Successful co-ordination, support, supervision, management and/or mentoring of others in relation to teaching and learning.Usually to demonstrate this examples need to be drawn from the following academic roles:Course leadership,Academic lead/Group HeadProgramme/scheme leaderModule leader of complex modules (lots of staff /students to manage)Need to emphasise the ‘I’ in the examples.Need to show that this has been sustained over a period of time (at least one to two academic sessions).
23 Examples might include: Managing one or more coursesSupporting course leaders in ug/pg refocusManaging staff eg Staff deployment /PDR to enhance teaching and learningSupporting and mentoring staffSchool level strategic roles (related to teaching and learning)
24 Change to the ‘learner’ for D3 Normally, D3 submissions will include evidence drawn from work you have done/are doing direct with students, and work with colleagues/other HE professionals which impacts on student learning. However, in some cases the whole submission may be built around academic leadership work where this is demonstrably directly linked to the student learning experience. In such cases, you will need to evidence, across all Dimensions of the Framework (Activity Areas, Core Knowledge & Professional Values), how your work impacts upon colleagues, upon their work withstudents, and upon the student experience. Examples of the kind of learning and teaching leadership work you might include would be heading up project teams/working groups, development and implementation of faculty/school-wide work in response to student feedback, influencing learning and teaching policy/practice at a faculty, institutional, or national level. In terms of mapping this to the UKPSF D3 descriptor, those influenced through your work may be considered to be your “learners”.
25 Next StepsYour critical friend will help you review your evidence against the appropriate descriptor. If you have any further questions or to book a review please contact your faculty lead: