1. Changemaking @ Northampton – Development Opportunities C@N-DO: a framework for enabling positive change

2. As promised, this aims to be … A fun and interactive workshop introducing C@N-DO & the UKPSF & starting your CPD journey An Interactive workshop providing the opportunity to review your existing skills & experience and create a Self-Audit as the basis for your Professional Development Plan You will go away with –1. Awareness & understanding to identify your goal(s) & start planing your CPD route –2. Draft of evidence from your own practice mapped to Dimensions of the UKPSF –3. Draft of a Self-Audit with respect to the UKPSF to guide planning of your individual CPD route

3. In Pairs Share: (1 min per Person per Question) One thing you are proud of in your teaching A particular challenge you face in your teaching over the next couple of years One new thing you would like to learn about L&T?

4. Changemaking @ Northampton – Development Opportunities C@N-DO: a framework for enabling positive change

5. The UKPSF - Sector Professional Standards Framework Revised November 2011 The UKPSF … … describes the main dimensions of the roles of teaching and supporting learning within the HE environment The UKPSF is used … to benchmark teaching and learning support roles HE … as a basis for national professional recognition … to help structure and plan academic professional development The UKPSF can be found at http://www.heacademy.ac.uk/professional-recognition http://www.heacademy.ac.uk/ukpsf The Framework has been developed by the Academy on behalf of the sector as a whole and so it is the property of all of those with a direct interest in the HE sector. (http://www.heacademy.ac.uk/ukpsf#whatisframework)http://www.heacademy.ac.uk/ukpsf#whatisframework The Framework has been developed by the Academy on behalf of the sector as a whole and so it is the property of all of those with a direct interest in the HE sector. (http://www.heacademy.ac.uk/ukpsf#whatisframework)http://www.heacademy.ac.uk/ukpsf#whatisframework

6. The 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. The Dimensions of Practice These are a 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 There are two main elements to the UKPSF

7. UKPSF Descriptors – categories of Fellowship

8. UKPSF Dimensions of Practice The UKPSF Dimensions of Practice -underpin the organisation of C@N-DO workshops -underpin the UKPSF Requirements for the award of the different categories of Fellowship -Underpin the C@N-DO assessment tasks.

9. UKPSF Dimensions Areas of ActivityCore Knowledge Professional Values A1 Design and 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. K1 The subject material K2 Appropriate methods for teaching, learning and assessing 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 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.

13. PGCAP – 60 Credits @ Level 7 30 Credit, Level 7 – APEL module30 Credit, Level 7 Module

14. What I C@N-DO!

15. UKPSF Dimensions Examples from my practice A1 A2 A3 A4 A5 K1 K2 K3 K4 K5 K6 V1 V2 V3 V4 NOTES:

16. Getting started with CAN-DO You have started!

18. Evaluate your strengths in each Dimension … Inner ring – I have some experience of this; I am working towards successful engagement within my practice. Second ring – I have developed a broad understanding of effective approaches in relation to this & I have evidence of successful engagement within my practice, underpinned by relevant CPD & scholarship Third ring – I have a thorough understanding of effective approaches to teaching & learning support in relation to this & can demonstrate development as a consequence of CPD & scholarship. I have a good range of experience of successful engagement within my own practice, & can easily evidence positive impact as a key contribution to high quality student learning Fourth ring – I am able to demonstrate sustained impact & influence on the L&T practice of others in this area over a period of 3 years+; this may include contribution to HE L&T Literature & CPD … THEN draw them together to form a 'picture' of how you judge your existing experience and expertise.

26. Next Steps Read the C@N-DO Overview & List of C@N-DO core workshops Arrange an individual Support, Guidance and Planning interview Shirley.Bennett@northampton.ac.uk Complete your C@N-DO Self Audit –Send a copy 1 day before your individual meeting –Bring hard copy to your individual meeting

27. Any questions?