1. The UK Professional Standards Framework for for teaching and supporting learning
in higher education
2011
UKPSF 2011

2. Purpose of the day Examine and understand the revised UKPSF
Assess implications for professional practice
Identify and appreciate its potential uses
Plan your next steps in using the framework
Outline changes to the framework and evaluate their rationale
Assess its implications for your own professional practice
Identify and appreciate its potential uses within your institution
Outline and utilise the services provided by the HEA to support you in your uses of the framework
Plan your next steps in using the framework

3. Who does the Framework belong to?
Developed by the Academy
On behalf of the sector
It is the property of all those with a direct interest in the Higher Education sector
Needs to be stressed at all times – it is for the sector as a whole

4. From the perspective of the practitioner…
What is the framework?
A description of the professional role of ‘teaching and supporting learning’ within the HE environment…
From the perspective of the practitioner…
Expressed as three Dimensions of practice which are used to construct…
Four Descriptors comprehensively covering teaching and learning support roles within the HE environment.
It outlines the professional role of teaching and supporting learning within the HE environment. Or is it the profession of
From the perspective of the practitioner.
It provides a means to comprehensively recognise and benchmark teaching and learning support roles within HE.

5. What is it for? The Framework provides a means to comprehensively:
Benchmark
Develop
Recognise & reward …
teaching and learning support roles within HE.
Benchmark = SET STANDARDS
Develop = to enable staff to work towards meeting those standards
teaching and learning support roles within HE.
Recognise = that staff have met those standards
Gain recognition for your own teaching and learning support activities
Plan and guide your own Continuing Professional Development in the area of teaching and learning
Promote the professionalisation of teaching and learning support within Higher Education
Foster creative and innovative approaches to teaching and learning
Enable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learning
Gain Academy accreditation for education development programmes and schemes
Enhance the quality and prominence of teaching and learning activities
Facilitate and support the design and delivery of initial and continuing education development programmes and activities
Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning
Develop policies and systems for the recognition and reward of teaching and learning support staff
Promote a strong culture of teaching and learning support

6. Strengths – the Framework is:
Concise
Comprehensive
Coherent
Practical
Legitimate
Developmental
Strategic
Focused
Concise
Comprehensive
Coherent
Practical = practice focused rather than theory
Legitimate
Developmental
Strategic

7. The Dimensions of Practice
Areas of Activity
Undertaken by teachers and supporters of learning within HE
The Dimensions
of Practice
Don’t forget to say that they are a set of statements outlining etc
All interact
K + V = A!
Professional Values
Someone performing these activities should embrace and exemplify
Core Knowledge
Needed to carry out those activities at the appropriate level

8. Teach/support learning (A2)
The Areas of Activity
Design & plan (A1)
Environment
Support
Guidance
(A4)
Evaluate
& Develop (A5)
Teach/support learning (A2)
Assess & feedback (A3)

9. Activity 1: Exploring the Framework dimensions
The Dimensions
Internal groupings and relationships
Relationships of elements or groups of elements with other dimensions
The Descriptors
Relationship of the Dimensions to the Descriptors
Relationship of the Descriptor categories
In 2’s or 3’s
Examine the Dimensions of Practice
Identify groupings and relationships within each dimension
Identify relationships of individual or groups of elements with other dimensions
Identify key issues arising from the Framework
Illustrate with diagram on flip chart?
Feedback

10. What are the descriptors?
Short statements…
outlining key characteristics…
of 4 broad categories HE teaching & learning support roles.
Short statements…
… outlining the key characteristics…
… of someone performing 4 broad categories of typical HE teaching and learning support roles. – not strictly levels – key question is what is the relationship amongst the Descriptors?
Each descriptor consists of:
An introductory statement
A series of elements derived mainly from the Dimensions of Practice …
Take a look at Descriptor 2 – How do you think it has been constructed? First key feature – they draw on the Dimensions of Practice
Second key feature = simplicity/lack of detail – deliberate – this allows staff and institutions to flexibly adapt them to their particular circumstances and needs

11. Activity 2: Exploring the descriptors
How are D2, D3 and D4 different in terms of …
Teaching effectiveness?
Developing strategic leadership?
The championing of teaching?
The leadership and mentoring of others?
Impact and influence?
What evidence would be appropriate for D3?
How might this be assessed?

12. What is the Academy’s role?
Stewardship
Recognition
Accreditation
Stewardship of the Framework - Opportunity to exchange of ideas, questions, suggestions etc + CONSULTATION
Recognition as an Associate Fellow, Fellow, Senior Fellow and Principal Fellow = Portable national recognition – to benchmark staff
An accreditation service for educational development programmes and schemes

13. Academy recognition
The Academy recognises staff against the Framework in two ways:
The direct application route
By successful completion of an accredited institutional programme or scheme
The four categories have been used by the Academy to identify four titles for recognition
Not exactly levels though there is something hierarchical about them and they are often seen this way.
Senior Fellow now mapped against descriptors
Principal Fellow new award

14. The Fellowship Scheme Associate Fellow = D1 Fellow = D2
The Academy recognises staff against the Framework through its Fellowship scheme.
Associate Fellow = D1
Fellow = D2
Senior Fellow = D3
Principal Fellow = D4
The Academy recognises staff against the Framework through its Fellowship scheme. There are 4 categories of Fellow each mapped to a corresponding Descriptor:
Associate Fellow = D1
Fellow = D2
Senior Fellow = D3 – this is new
Principal Fellow = D4 - this is newer!

15. The direct application route
For Associate Fellow and Fellow:
Account of Professional Practice
Analytic approach
Structured round Areas of Activity
Core Knowledge and Prof Values - explicit
3000 words for Fellow
1400 words for Associate Fellow
Two referees + confirming institutional signatory
Assessed by accreditors appointed from the sector
Senior and Principal Fellow routes are under development – will be a synoptic approach

16. Senior Fellowships Account of Professional Practice
Synoptic approach
Reflective narrative
Two case studies of professional practice
c) 6000 words
Two referees + confirming institutional signatory
Assessed by accreditors appointed from the sector

17. Accreditation Changes
Two routes:
Documentary submission (‘light touch’ approach)
Accreditation Development Group meeting (ADM)
Both end in accreditation panel meeting decision
More robust application of ‘alignment with the UKPSF’
Design
Approach
Experiences
Evidence
Assessment

18. Transition Accreditation Recognition Accreditation Recognition
Current SD1 and SD2 accreditations run to full term
Current SD3 need re-submission
Recognition
Current Fellows continue
Current Senior Fellowships continue
Process guidelines now available
Accreditation
Current SD1 and SD2 accreditations run to full term
Current SD3 need re-submission
Recognition
Associate and Fellow scheme continue until end of academic year – OVERLAP WITH NEW SCHEME WHICH IS NOW AVAILABLE
Current Senior Fellowships continue
Process guidelines now available

19. You can use the framework to:
Gain recognition for your own teaching and learning support activities
Plan and guide your own Continuing Professional Development in the area of teaching and learning
Promote the professionalisation of teaching and learning support within Higher Education

20. And you can use it to:
Foster creative and innovative approaches to teaching and learning
Enable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learning
Gain Academy accreditation for education development programmes and schemes

21. And also:
Enhance the quality and prominence of teaching and learning activities
Facilitate and support the design and delivery of initial and continuing education development programmes and activities
Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning

22. And also:
Develop policies and systems for the recognition and reward of teaching and learning support staff
Promote a strong culture of teaching and learning support

23. To find out more About the Framework http://www.heacademy.ac.uk/ukpsf
About the Fellowship scheme
About Accreditation