Presentation on theme: "Professional Recognition and engagement in continuing professional development: Why bother and what is in it for me? Changemaker@Northampton – Development."— Presentation transcript:
1 Professional Recognition and engagement in continuing professional development: Why bother and what is in it for me?– Development OpportunitiesDr Sally Bradley22 May 2014
3 Congratulations HEA Recognition Senior Fellow EdD modules Fellow Level 8FellowGuidanceScholarshipPeer SupportCourses in Supporting ProfessionalDevelopment, Academic Leadership, Mentoring, Assessing for Fellowship,HE Policy, Research Supervision etcLevel 7Associate FellowPractical courses for both new and existing staff reflecting the UKPSF< Level 7CongratulationsPractical Courses for staff new to teaching in HE< Level 7Academic QualificationsLevel 7Level 8PGCAP60 creditsEdD
5 New conversation?Problematising Ourselves: Continuing Professional Development in Higher Education, Clegg 2003
6 1997: National Committee of Inquiry into Higher Education – The Dearing Report 5. That future will require higher education in the UK to: …be at the leading edge of world practice in effective learning and teaching;6. To achieve this, higher education will depend on:professional, committed members of staff who are appropriately trained, respected and rewarded;
7 2003: The Future of Higher Education The origin of the UKPSF consultation lay in the proposal in the White Paper, The Future of Higher Education (DfES, 2003) that'from 2006 all new teaching staff should obtain a teaching qualification that incorporates agreed professional teaching standards'.
8 Teaching Qualifications: An old conversation or a recent development? along came the Browne Review Independent Review of Higher Education Funding & Student Finance6 . 3 The HE Council will provide students with assurance of the quality of courses – and there will be more qualified teachers.It will be a condition of receipt of income from the Student Finance Plan for the costs of learning that institutions require all new academics with teaching responsibilities to undertake a teaching training qualification accredited by the HE Academy, and that the option to gain such a qualification is made available to all staff – including researchers and postgraduate students – with teaching responsibilities.Anonymised information about the proportion of teaching-active staff with such aqualification should be made available at subject level by each institution. p48The White Paper Students at the Heart of the system :We encourage higher education institutions to publish anonymised information for prospective and existing students about the teaching qualifications, fellowships and expertise of their teaching staff at all levels. P9It mentions that “students should also expect to receive excellent teaching.
9 Dimensions of QualityAs Gibbs identified the following dimensions of a high quality learning experience and talks aboutthe proportion of teaching undertaken by full-time academics and proportion of those with postgraduate teaching qualifications Professor Graham Gibbs – in the Dimensions of qualityAnd “The Key Information Set will enable higher education institutions to illustrate the quality of the experience that they offer. A further way in which higher education institutions can demonstrate their recognition of the importance of teaching is to publish anonymised information for prospective and existing students about the teaching qualifications, fellowships and expertise of their teaching staff at all levels. We will ask HEFCE, working with the higher education sector, to advise on how best this can be delivered.”
11 UK or International?Do you get the sense that there is a theme emerging? And then along comes the Quality Assurance Agency with “Explaining staff teaching qualifications” in August 2013 alongside the Higher Education Statistical Agency asking for a breakdown of teaching qualifications. If this isn’t a big enough clue to teaching qualifications becoming part of the Key Information Set. Although I am not party to those discussions.But it isn’t just the UK … quality of teaching is a global phenomena as identified in the OECD a report “Fostering quality in teaching in Higher Education” September 2012.“Quality teaching is the use of pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning environments and student support services..” (OECD, 2012, p7)Isn’t that what we all strive to do? So now you’ve got the message that this isn’t firstly going away and secondly something that your institution has decided upon as a whim and indeed it is not just the UK Government interfering in higher education.No, if I can be blunt this is about jobs and survival. As soon as teaching qualifications appear in the Key Information Set then you will be competing for students on another level. And you will no doubt have seen in the Times Higher that Huddersfield (a competitor for Sheffield Hallam) have claimed that all their staff with substantive teaching hold Fellowship. So it has already started..
13 The UK Professional Standards Framework for teaching and supporting learning in higher education2011UKPSF 2011
14 What do we do as academics and student support? Answers on a post it note! One minute, starting now ….
15 What do we do as academics and student support? Teach and support learningAssess and give feedbackDesign and plan learning activitiesCreate environments in which students learn and are supportedEngage in CPDRight, I’m taking a risk here …Has anyone got Teaching or supporting learning down? PhewWhat about assessment and feedback?And design and planning – have you been involved in planning a teaching session, seminars, lectures, modules, programmes, curriculum design?So we have covered the easy ones … what about developing learning environments? Are you responsible for developing your VLE – Blackboard, etc or labs, placements, field trips?What you have just told me is that you are already engaged in four of the areas of activity outline in the UK Professional Standards Framework. The other one being your CPD … we will get to that later.Ok, next big question – what underpins all activities?
16 Teach/support learning (A2) The Areas of ActivityDesign & plan (A1)EnvironmentSupportGuidance(A4)Evaluate& Develop (A5)Teach/support learning (A2)Assess & feedback (A3)
17 Core Knowledge Use and value of learning technologies (K4) Subject material (K1)Methods for T&L (K2)How students learn (K3)Use and value of learning technologies (K4)Evaluating effectiveness of teaching (K5)Quality assurance and enhancement implications (K6)
18 The use and value of appropriate learning technologies Going back, learning technologies I’m guessing that you are all involved in some way with your Virtual Learning Environment, perhaps have used turnitin. But also things are discipline specific. In my own teaching I take students to experience our VERT suite Virtual Environment for Radiotherapy Training where we see how 3d visualisation can be used and sim man and sim baby along with berthing bertha – mannequins used in nurse education.
19 What underpins your practice? • The subject material, • Appropriate methods for teaching and learning in the subject area and at the level of the academic programme • How students learn, both generally and within their subject/discipline area • The use and value of appropriate learning technologies • Methods for evaluating the effectiveness of teaching • The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teachingThe next two headings are perhaps a little trickier because we don’t often stop and ask how do I know what I do works? We don’t give ourselves personal performance measures. What would you say if someone said and how do you know X works in your practice? It is a rhetorical question. And I will share another experience. I did a workshop with a group of very experienced academics and we were discussing assessment . Their response was, collectively, you can only assess by exam. That has always been the common practice within that discipline, so I asked how do you know it works and what is your evidence of that – we had an interesting discussion and I was able to share resources from the then HEA subject centre which demonstrated that exam only assessment was no longer the “recommended” assessment approach. And that links with the final statement. Another rhetorical question … how do you know your feedback works? We put a lot of time into writing feedback but why do we do this if we have no evidence that it works??
20 Professional Values Use evidence –informed approaches to teaching (V3) Respect learners and diverse learning communities (V1)Equality of opportunity for learners (V2)Use evidence –informed approaches to teaching (V3)Acknowledge wider context of higher education and the implications for professional practice (V4)The last dimension is Professional Values – the integrity within your practice. For the researchers amongst the audience, research ethics will be familiar. But what about teaching what values do we bring to that?• Respect individual learners and diverse learning communities• Promote participation in higher education and equality of opportunity for learners• Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development• Acknowledges the wider context in which higher education operates recognising the implications for professional practiceThe first two points relate to how we communicate and ensure our teaching is accessible to all those in the student cohort. What are ‘diverse learning communities’ might include campus based groups of students, electronic communicates, work based communities, or be defined on the basis of ethnicity, faith, social class age etc.The third is, perhaps so should be a given, the content of our teaching should be evidence based – from research, our own and others, our engagement in scholarship and of our own continuing professional development … you knew that was coming at some stage. How do you stay up-to-date? How do you put that into your teaching? We will come back to that in a moment.Lastly, higher education no longer works in a vacuum. There are other pressures and influences, not just governmental. At Sheffield Hallam we had a huge employability agenda, but for nursing the Francis report and the changes in the NHS mean that all the health professionals were working to that agenda alongside academic quality. And other agendas – global citizenship and sustainability.
21 AshokaUUK PSF Professional ValuesResponsibility for social changeV2 Promote participation in highereducation and equality ofopportunity for learnersMaking a difference for the betterV3 Use evidence-informed approachesand the outcomes from research,scholarship and continuingprofessional developmentInnovations and collaboration for maximum impactLiving according to valuesV4 Acknowledge the wider context inwhich higher education operatesrecognising the implications forprofessional practiceEmpathy without judgementV1 Respect individual learners anddiverse learning communities
22 Continuing Professional Development What does this mean to you? What does this mean for your practice?There is one last thing before I finish … and it has to be addressed because it has been and probably will be a thorny issue for academic staff. Continuing professional developmentIf you google scholar CPD in HE, you will find many articles from around the early 2000s – not going over the history again. Many including Sue Clegg’s 2003 article Problematising ourselves: continuing professional development in higher education focus on CPD “done to staff”, perhaps the old perception that Educational Development Units would deliver staff development … tell people how to teach. And certainly Clegg talks about scholarship not being recognised as CPD. I would argue that that has changed and I hope from my unpicking of the UK PSF that you will recognise that CPD is far broader than a “new staff” course, a new to teaching course. My perspective on CPD is far broader, perhaps more in line with Eraut 2000 and Wenger 2000 which includes informal learning, along side taught and certainly includes personal scholarship..
23 Continuing Professional Development participating in meetings, conferences and seminars presenting internal seminars postgraduate study discussion and networking learning from students (feedback) mentoring and supervision peer supported review updating, and delivery of teaching critical review and preparation of teaching materials reading and reviewing journal articles secondment and work shadowing consultancy activity undertaking research and the presentation of papers observing and reviewing teaching practice extending range and scope of teaching practice – new activities undertaking research ethics training external examining.
25 That’s me! I am a professional in learning and teaching and student support So we have now covered the UK PSF … I hope you are thinking yes, that is me as a professional, it’s what I do to a greater or lesser extent.Gaining professional recognition is about demonstrating those aspects of your practice. But it is more than demonstrating, it is celebrating that practice. And I mean that sincerely. The staff I have worked with at Sheffield, more than 650 in the last 12 months, range from the Vice Chancellor to a colleague who was a Grade 4 Administrator who work in careers doing on campus recruitment . She supported students in developing their interview and CV skills and gave feedback to them… and had evidence of her impact - she achieved Associate Fellowship.But what about me, I’m a researcher …
27 Researcher supporting students? PhD supervisionPlanning researcher development trainingLeading Research Supervisor trainingLeading on PhD Examining trainingExamining PhDsDelivery of research methodology training
28 Descriptors AFHEA / FHEA – the individual’s personal practice activity SFHEA – the development and mentoring others in learning and teachingPFHEA – the demonstrable impact in learning and teaching activity by influencing policy and strategyRecognition decisions made against the descriptor.
29 HEA Recognition Senior Fellow EdD modules Fellow Guidance Level 8FellowGuidanceScholarshipPeer SupportCourses in Supporting ProfessionalDevelopment, Academic Leadership, Mentoring, Assessing for Fellowship,HE Policy, Research Supervision etcLevel 7Associate FellowPractical courses for both new and existing staff reflecting the UKPSF< Level 7Practical Courses for staff new to teaching in HE< Level 7Academic QualificationsLevel 7Level 8PGCAP60 creditsEdD
30 Which category of Fellowship is appropriate for you, and how can you obtain recognition? Which Descriptor is appropriate for you?Which Route is appropriate for you?Direct Submission to for D1YesAssociate Fellowship D1How?Do you have at least 1 year HE teaching /support experience ?Noparticipation, leading tosubmission for D1NoHave you already successfully completed Module 1 of the UoN PGCTHE?Is teaching or learning support a significant element of your role?Claim Associate Fellowship (D1) from HEAYesDirect submission to for D2YesFellowship D2YesHow?Do you have at least 2 years FTE teaching / support experience?participation, leading tosubmission for D2NoNoHave you already successfully completed both modules of the (old) UoN PGCTHE?YesClaim Fellowship (D2) from HEAIs L&T Mentoring & Leadership a significant element of your role?Direct submission to for D3Senior Fellowship D3How?Are you able to demonstrate sustained impact & influence on L&T practice over a period of 3 years+ ?YesYesparticipation, leading tosubmission for D3No
31 What’s in it for me?Some examples from colleagues at Sheffield Hallam:Contribution to Professoriate application for Learning and TeachingDemonstration of leadership within a job application for Head of DepartmentClaim for National Teaching FellowshipRaising the profile of support staff and their contribution to the student experience
32 And the benefit to me?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. I've come through this process feeling it was a genuinely rewarding process - not a means to an end.
33 Impact of UKPSF 84% said UKPSF had led to change to : Academic developmentLearningTeachingStudent experienceBut few individuals recognised the UKPSF
35 2014 – 2015 HEA support for:Raising the status of teaching, and professionalisation of teaching;Support for disciplines;Employability;Education for sustainable development (ESD);Internationalisation;Assessment and feedback;Student engagement and working with students as partners;Technology enhanced and flexible learning;Widening participation, inclusivity, retention and success, including a focus on differential attainment issues;Postgraduate provision.
36 ProgrammesProgramme One: Curriculum Design graduate attributes including employability, inter-culturalism and global citizenship, digital literacies and education for sustainable development; specific discipline skills and curriculum priorities; interdisciplinary learning. Programme Two: Innovative Pedagogies recognising that students' engagement with learning is key to their learning gain and achievementProgramme One: Curriculum DesignThis programme will support curriculum design for: graduate attributes including employability, inter-culturalism and global citizenship, digital literacies and education for sustainable development; specific discipline skills and curriculum priorities; interdisciplinary learning.The HEA will:draw together the leading strategies and practices across higher education and develop a range of support and resources including curriculum design toolkits and frameworks.Programme Two: Innovative PedagogiesThis programme recognises that students' engagement with learning is key to their learning gain and achievement.explore and promote practices that contribute to inclusive and engaged student learning in diverse settings, including through support for development of ‘high-impact’ student engagement pedagogies such as peer-assisted learning, collaborative learning, student as researcher, innovative technology-enhanced learning.Programme Three: Student TransitionsThis programme will focus on issues of inclusivity, flexibility, widening access, equality and diversity, retention and social mobility, and will include a focus on examining the impact of HE policy reform in relation to student transitions into, through and out of HE.commission and share research into HE transitions including differentials in attainment, to inform the development of strategic approaches that have the greatest positive impact on student retention and success.Programme Four: Staff Transitions (Teaching excellence, professionalisation and CPD)This programme will build on the HEA’s current work on teaching excellence, professionalisation, reward and recognition, including the use of the UK Professional Standards Framework (UKPSF) in promotions criteria and remaining in good standing.maintain the currency of the professional standards framework through review, develop support for institutions to implement good standing; support development of a rounded career for all staff who support the student learning experience including promotions criteria.
37 Programmes: continued Programme Three: Student Transitions issues of inclusivity, flexibility, widening access, equality and diversity, retention and social mobility, impact of HE policy reform in relation to student transitions into, through and out of HE. Programme Four: Staff Transitions (Teaching excellence, professionalisation and CPD) build on the HEA’s current work on teaching excellence, professionalisation, reward and recognition, including the use of the UK Professional Standards Framework (UKPSF) in promotions criteria and remaining in good standing.
38 You C@N-DO it! And the HEA C@N (help you) DO it What now?You it! And the HEA (help you) DO it