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

2. 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

3. 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

4. UKPSF Descriptors – categories of Fellowship

5. 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.

6. 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.

8. Individual application –AFHEA 1400 word account of your professional practice spread evenly across two Areas of Activity. Explain how you meet the requirements outlined in Descriptor 1 of the Framework. 2 References + institutional approval + £100 –FHEA 3000 word account of your professional practice spread evenly across the five Areas of Activity. Explain how you meet the requirements outlined in Descriptor 2 of the Framework. 2 References + institutional approval + £200 –SFHEA 6000 word account of your professional practice. Two parts - a reflective commentary and two case studies of professional practice. Explain how you meet the requirements outlined in Descriptor 3 of the Framework. 2 References + institutional approval + £300 The need for staff to remain ‘in good standing’ is being considered

9. Reflecting a national development Accredited CPD Schemes

10. C@N-DO …. Developed in response to: review of the existing PGCTHE provision and institutional priorities and targets the UKPSF Aims: Professional Development & Assessment that is practical and directly related to teaching Flexibility of –mode of delivery –speed of progression Professional development provision which is inclusive across the whole staff body

11. Criteria for Accreditation Accreditation CriterionSuggested Elements to Consider Criterion 1: The provision is fully aligned with the UKPSF Design  the centrality of the UKPSF to the provision is evident  the routes through the provision and the relationships between them are identified  the opportunities for participants to engage with the UKPF are clearly identified  Progression opportunities and APL mechanisms are clearly described Criterion 2: Participants fully engage with the UKPSF and evidence this engagement Implementation  how engagement is encouraged/expected  how engagement is evidenced  how participants are supported Criterion 3: Judgments made on this evidence are robust and sound Assessment  Judgments are transparent, robust and consistent  Judgments are quality assured  Support and training is provided for those making judgments  Arrangements for assessment of APL are clear

13. 1. Needs-driven – what challenge do you face? 2. Select course 3. Course Information 4. Mapping to UKPSF 5. Dates

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

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

17. What I C@N-DO!

18. 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.

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

21. 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.

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

24. Any questions?