201718 professional recognition handbook update[2] · pdf filehow will i know whether my...

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I. Table of Contents The UK Professional Standards Framework .................................................................................................. 3 The Dimensions of the Framework ................................................................................................................. 4 What are the Descriptors? .............................................................................................................................. 5

How can I achieve recognition for my work as a professional teacher/supporter of learning in Higher Education? ...................................................................................................................................................... 6 What are the routes to recognition available to me? ....................................................................................... 7 How do I know which category of recognition to apply for? ............................................................................ 7 When once I have decided which route to recognition to take and which level of recognition I am aiming for how do I get the process started? ................................................................................................................... 8 What units of the Creative Arts Education Suite are available for individual sign up? ................................... 9

What is needed to gain Recognition at Descriptor 1 and the award of Associate Fellow of the Higher Education Academy? .................................................................................................................................... 10 What does this mean for UCA staff? ............................................................................................................. 11 How can recognition at Descriptor 1 for Associate Fellow of the HEA be achieved? ................................... 11

How will I know whether my teaching/supporting learning practice will enable me to provide suitable and sufficient evidence? ....................................................................................................................................... 12 What kind of evidence will I need to provide? ............................................................................................... 12 Will I need to do any preparation before attending the first session of the unit? .......................................... 13 Who will assess this evidence for recognition? ............................................................................................. 13 How will this evidence be assessed for recognition? .................................................................................... 14 What feedback from the Panel can I expect to receive? ............................................................................... 14 If I am unsuccessful, can I resubmit? Will I receive support for my resubmission? ...................................... 15

What is needed to gain Recognition at Descriptor 2 and the award of Fellow of the Higher Education Academy? ..................................................................................................................................................... 16 What does this mean for UCA staff? ............................................................................................................. 16 How can recognition at Descriptor 2 for recognition as Fellow of the HEA be achieved? ............................ 17

How will I know whether my teaching/supporting learning practice will enable me to provide suitable, sufficient and broad evidence? ..................................................................................................................... 17 What kind of evidence will I need to provide? ............................................................................................... 18 Who will assess this evidence for recognition? ............................................................................................. 19 How will this evidence be assessed for recognition? .................................................................................... 19 What feedback from the Panel can I expect to receive? ............................................................................... 20 If I am unsuccessful, can I resubmit? Will I receive support for my resubmission? ...................................... 20 What is needed to gain Recognition at Descriptor 3 and the award of Senior Fellow of the Higher Education Academy? ..................................................................................................................................................... 21 What does this mean for UCA staff? ............................................................................................................. 22 How can recognition at Descriptor 3 for recognition as Fellow of the HEA be achieved? ............................ 22

How will I know whether my teaching/supporting learning practice will enable me to provide suitable, sufficient and broad evidence? ..................................................................................................................... 23 What kind of evidence will I need to provide? ............................................................................................... 23 Will I need to do any preparation before attending the first session of the unit? .......................................... 26 Who will assess this evidence for recognition? ............................................................................................. 26 How will this evidence be assessed for recognition? .................................................................................... 27 What feedback from the Panel can I expect to receive? ............................................................................... 27

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If I am unsuccessful, can I resubmit? Will I receive support for my resubmission? ...................................... 28 General guidance on successful applications for Fellowship ........................................................................ 28

1. Supports the initial and continuing professional development of staff engaged in teaching and supporting learning

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous

development in diverse academic and/or professional settings

3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning

4. Acknowledges the variety and quality of teaching, learning and assessment practices that support

and underpin student learning

5. Facilitates individuals and institutions in gaining formal recognition for quality - enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities

Areas of Activity

Core Knowledge

UKPFS 2011

Professional

Values

The UK Professional Standards Framework

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Areas of Activity

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

Core Knowledge

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

UKPSF 2011

Professional Values 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

The Dimensions of the Framework

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Descriptor 1 for recognition as Associate Fellow:

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:

I. Successful engagement with at least two of the five Areas of Activity

II. Successful engagement in appropriate teaching and practices related to these

Areas of Activity

III. Appropriate Core Knowledge and understanding of at least K1 and K2

IV. A commitment to appropriate Professional Values in facilitating others’ learning

V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities

VI. Successful engagement, where appropriate, in professional development activity

related to teaching, learning and assessment responsibilities

Descriptor 2 for recognition as Fellow:

Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

I. Successful engagement across all five Areas of Activity

II. Appropriate knowledge and understanding across all aspects of Core Knowledge

III. A commitment to all the Professional Values

IV. Successful engagement in appropriate teaching practices related to the

Areas of Activity

V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice

VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

Descriptor 3 for recognition as Senior Fellow:

Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of:


What are the Descriptors?

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IV. Successful engagement in appropriate teaching practices related to the Areas of Activity

V. Successful incorporation of subject and pedagogic research and/or scholarship within

the above activities, as part of an integrated approach to academic practice

VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices

VII. Successful co-ordination, support, supervision, management and/or mentoring of

others (whether individuals and/or teams) in relation to teaching and learning

Recognition can be achieved by:

• Deciding which Descriptor and Fellowship status is appropriate for your role, contracted

hours and extent or limit of experience

• Attending a unit of study either as part of a qualification via the Creative Arts Education

Courses either ECAE 7003 or ECAE 7007

• Producing during this period of study a portfolio that evidences your work in

teaching/supporting learning according to the UKPSF Descriptor that is appropriate for

your experience and role

• Submitting the portfolio of evidence produced as a result of participating in this unit of

study to the UCA Recognition Panel* who will assess the portfolio against the

requirements of the descriptor applied for

• Judgement by the panel that professional recognition should be awarded at the level of

Descriptor applied for on the basis of the evidence submitted.

* The Recognition Panel sits outside and separate from the award of academic credit and

makes judgements for professional recognition only.

How can I achieve recognition for my work as a professional teacher/supporter

of learning in Higher Education?

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What are the routes to recognition available to me?

How do I know which category of recognition to apply for?

See guidance on the types of staff who may be appropriate for recognition at Descriptor 1 on

page 10, Descriptor 2 on page 16 and Descriptor 3 on page 22.

If you are interested in achieving recognition or have been encouraged to apply for recognition by

your line manager in your PDR contact the Head of Learning, Teaching & Student Engagement,

Research & Development - Annamarie Mckie on 01634 88 8647 or email

[email protected] to arrange to meet for a professional conversation to consider:

a) what evidence of successful engagement with which dimensions of the UKPSF you are

able or unable to provide and thus

D1

Associate Fellow

Graduate Certificate in Creative Arts Education

Unit ECAE6001 Unit ECAE6002 Unit ECAE6003

Master of Arts in Creative Arts Education

Unit ECAE7004 Unit ECAE7005 Unit ECAE7006 …………………… Unit ECAE7007

Postgraduate Certificate in Creative Arts Education

Unit ECAE7001 Unit ECAE7002 …………………… Unit ECAE7003

D2

Fellow

D3

Senior Fellow

D1 and D2

Professional Recognition Panel

D2 and D3

Professional Recognition Panel

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b) which level of recognition is most appropriate for you to apply for

c) whether is it advisable to attend either a unit or units of the Creative Arts Education (CAE)

provision to help you prepare evidence for recognition (units of the CAE suite are outlined

on the next page)

d) what other evidence you can be compiling in readiness for attending a recognition unit of

study – including engaging in the required number of Peer-Supported Review (P-SR)

activities. Peer-Supported Review documentation is available via the following link:

http://community.ucreative.ac.uk/psr There is also video guidance on the possibilities,

process and paperwork on the Learning and Teaching web pages

https://ucalearningandteaching.wordpress.com/developing-your-teaching/peer-supported-

review/

A table designed to support this conversation by helping you identify where you can provide

evidence and where there are gaps is provided in Appendix A.

When once I have decided which route to recognition to take and which level of

recognition I am aiming for how do I get the process started? 1. Unit sign up route

If as a result of your discussion with a Learning and Teaching Facilitator, and with the

support of your line manager, you have decided to sign up for a unit of study you will need

to complete the application in Appendix B and return it to Annamarie. The application is

also available via the Learning and Teaching web pages.

https://ucalearningandteaching.wordpress.com/

2. Qualification route

If as a result of either a probationary requirement to gain a CAE qualification or as a result

of your discussion with a Learning and Teaching Facilitator, and with the support of your

line manager, you have decided to take the qualification route to Professional Recognition

you must apply on-line in the first instance via the uca website.

Follow the links below for further information on the courses and/or to apply:

http://www.uca.ac.uk/study/courses/grad-cert-creative-arts-education/ http://www.uca.ac.uk/study/courses/postgrad-cert-creative-arts-education/ http://www.uca.ac.uk/study/courses/ma-creative-arts-education/

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What units of the Creative Arts Education Suite are available for

individual sign up?

Successful completion of a credit bearing unit will lead to the award of academic credit but for a

Professional Recognition award of Associate, Fellow and Senior Fellow of the HEA, applicants

must submit a portfolio of evidence to the UCA Professional Recognition panel.

Unit ECAE7003 is designed to support candidates with developing a portfolio of evidence for

submission to the Recognition Panel for the award of Associate or Fellow of the HEA.

Unit ECAE7007 is designed to support candidates with developing a portfolio of evidence for

submission to the Recognition Panel for the award of Fellow or Senior Fellow of the HEA.

Only UCA staff (including PhD students) are eligible to apply for Professional Recognition via a

UCA route

Graduate Certificate in Creative Arts Education Unit Title Level Credits UKPSF dim-

ension focus ECAE6001 Exploring Learning and Teaching 6 20 A2 A4: K2 K3

K6: V4 ECAE6002 Designing and Delivering an Inclusive Curriculum 6 20 A1: K1 K4:

V1 V2 ECAE6003 Assessment, Feedback and Evaluation 6 20 A3: K5 K6 Post Graduate Certificate in Creative Arts Education Unit Title Level Credits ECAE7001 Exploring Pedagogy in Creative Arts Disciplines 7 20 A1 A2 A3 A4:

K1 K2 K3 K4 K5 K6: V1 V2 V4

ECAE7002 Enquiring into Pedagogy in Creative Arts Disciplines 7 20 K1: A5: V3 ECAE7003* Reflecting on the Profession of Teaching / Supporting

Learning 7 20 All dimensions

Master of Arts in Creative Arts Education Unit Title Level Credits ECAE7004 Critical Issues in Creative Arts Education 7 30 A1 A2 A3 A4:

K1 K2 K3 K4 K5 K6: V1 V2 V4

ECAE7005 Investigating Pedagogy in the Creative Arts 7 30 K1: A5: V3 ECAE7006 Researching Pedagogy in Creative Arts Education 7 40 K1: A5: V3 ECAE7007* Reflective Account of Professional Practice 7 20 All dimensions

*Units ECAE7003 and ECAE7007 will also run outside this academic provision and will thus be

non-credit bearing. Experienced staff seeking professional recognition may opt to attend either

the credit bearing (providing there is room in the cohort) or the non-credit bearing units. Portfolios

of evidence produced as a result of engagement with either the credit bearing or non-credit

bearing units will be submitted to the same Professional Recognition Panel to be considered for a

recognition award.

The Grad Cert. programme will not be running for this year due to changes in the Course team.

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Demonstration of: an understanding of specific aspects of effective teaching, learning support

methods and student learning. Individuals should be able to provide evidence of:

I. Successful engagement with at least two of the five Areas of Activity

II. Successful engagement in appropriate teaching and practices related to these Areas of

Activity

III. Appropriate Core Knowledge and understanding of at least K1 and K2

IV. A commitment to appropriate Professional Values in facilitating others’ learning

V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities

VI. Successful engagement, where appropriate, in professional development activity

related to teaching, learning and assessment responsibilities Individuals able to provide evidence of effectiveness in relation to their professional role(s),

which, typically, will include at least some teaching and/or learning support responsibilities. This

teaching and learning role may sometimes be undertaken with the assistance of more

experienced teachers or mentors. Typically, those likely to be at Descriptor 1 (D1) include:

a. Early career researchers with some teaching responsibilities (e.g. PhD students, GTAs, contract researchers/post-doctoral researchers etc.) b. Staff new to teaching (including those with part-time academic responsibilities)

c. Staff who support academic provision (e.g. learning technologists, learning developers

and learning resource/library staff)

d. Staff who undertake demonstrator/ technician roles that incorporate some teaching-related responsibilities

e. Experienced staff in relevant professional areas who may be new to teaching and/or

supporting learning, or who have a limited teaching portfolio UKPSF 2011

What is needed to gain Recognition at Descriptor 1 and the award of Associate

Fellow of the Higher Education Academy?

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What does this mean for UCA staff? Staff at UCA who are interested in achieving Professional Recognition at Descriptor 1 might

include:

Graduate Teaching Assistants

LSS staff in non-teaching roles

Technical support staff

PhD students

New sessional staff on minimal teaching contracts

Staff who have completed the Graduate Certificate in Creative Arts Education who are not

progressing on to the Postgraduate Certificate in Creative Arts Education

How can recognition at Descriptor 1 for Associate Fellow of the HEA be achieved?

Staff who wish to achieve recognition at this level will attend a unit of study ‘Reflecting on the

profession of teaching/supporting learning’. In 2018 you can sign up to attend this non-credit

bearing unit during June, when you will be timetabled to attend four days with other colleagues

who are aiming to apply for recognition at UKPSF Descriptor 1. During the sessions you will be

guided by the unit leader or a Learning & Teaching Facilitator on the kind of evidence you will

need to compile a portfolio that demonstrates your professional teaching/supporting learning

practice according to Descriptor 1.

Throughout the unit you will have the opportunity to work with colleagues to discuss your

teaching/supporting learning practice in relation to the UKPSF and to consider the kind of

evidence that you will need and are able to produce. A completed Appendix A may be a good

starting point.

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How will I know whether my teaching/supporting learning practice will enable me

to provide suitable and sufficient evidence? Members of the Creative Arts Education course team or Senior Fellow Applicants will be able to provide mentoring support and guidance on the professional recognition process for recognition at D1:

-‐ CAE Course Leader based at Epsom 01252 89 2782

-‐ Mike Rymer Technical Support & Lecturer based at Epsom [email protected]

-‐ Maria Tannant Learning Technologist based at Rochester 01634 88 8719

[email protected]

-‐ Sallyanne Theodosiou Senior Lecturer based at Epsom 01372 20 2569

[email protected]

-‐ Annamarie Mckie Head of Learning, Teaching & Student Engagement| Research &

Development on 01227 81 7448 or email [email protected]

You may be advised to attend a unit or units of the Creative Arts Education Suite of courses to help you fill a gap in the evidence that you are able to provide. Another possibility would be that through reflection on your experience you have identified an area for development.

What kind of evidence will I need to provide? Mapping of the evidence that explicitly maps your role to Areas of Activity, Core Knowledge and Professional Values of the UKPSF

Extracts from course assignments (if studying the CAE course) where you have reflected on the UK Professional Standards.

Learning Development Plan which highlights strengths, weaknesses and areas for development or Self Evaluation of your practice (this could be an Action Planning Framework or Personal Development Review [PDR])

Extract from a learning journal or a transcript of a conversation with a colleague/mentor around an aspect of teaching and learning practice.

Excerpt from a unit evaluation or other examples of student feedback.

Examples of Session Plans for two teaching/supporting learning activities (see UCA Session Plan template).

Minimum of two Peer Supported Review Activities (see separate PSR Schedule for guidance: available in the unit area on myUCA).

Evidence based practice (scholarship) showing how theory informs practice and vice versa.

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Will I need to do any preparation before attending the first session of the unit?

If you are signing up for Unit 7003 you are advised to start:

• collecting the evidence you have identified in the document ‘Evidence of Successful

Engagement’ document Appendix A.

• organising and engaging with the Peer-Supported Review activities agreed with a

Learning and Teaching Facilitator.

Who will assess this evidence for recognition? Your portfolio of evidence will be submitted to a panel convened specifically for this purpose. The

decision making process for Professional Recognition sits outside of the academic process. The

panel will consist of a minimum of two members from the following list, one of whom will be

internal and one external:

Pro Vice-Chancellor Academic Development (Principal Fellow HEA) OR

Executive Dean, Learning, Teaching & Research (Fellow HEA; application for

Principal Fellow in preparation)

Independent External Assessor (Senior Fellow HEA) OR

CAE External Examiner (Fellow HEA)

Course Leader, Creative Arts Education (Fellow HEA; application for Senior Fellow in

preparation) OR

Unit Leader of Accredited Unit (Fellow HEA; application for Senior Fellow in preparation).

The recognition decision for Associate Fellow or Fellow must be ‘reached by a minimum of two

suitably trained and experienced reviewers one of whom should be recognised by the HEA’.

(HEA 2014, Establishing and operating HEA accredited provision policy page 4)

The Recognition Panel for the award of Associate Fellow and Fellow will sit in early September,

2018 (date tbc).

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How will this evidence be assessed for recognition?

For recognition at Descriptor 1, the Recognition Panel will be looking for understanding of specific

aspects of effective teaching, learning, support methods and student learning in relation to your

professional role.

You will present a portfolio that evidences your own teaching/supporting learning practice. This

should include a minimum of two Peer-Supported Reviews.

At the front of the portfolio you are to provide a contents table (for template see Appendix C) that

shows on what pages there is evidence of engagement with:

-‐ At least two of the five Areas of Activity

-‐ Successful engagement in appropriate teaching and practices related to these Areas of

Activity

-‐ Appropriate Core Knowledge and understanding of at least K1 and K2

-‐ A commitment to appropriate Professional Values in facilitating others’ learning

-‐ Relevant professional practices, subject and pedagogic research and/or scholarship within

the above activities

-‐ Successful engagement, where appropriate, in professional development activity related

to reaching, learning and assessment responsibilities.

What feedback from the Panel can I expect to receive?

Applicants whose claim for recognition is unsuccessful will receive feedback from the Panel.

You will receive feedback on:

• the quality, quantity and suitability of the evidence submitted and

• what you will need to provide to achieve a successful recognition outcome

Please refer to Appendix D for the Recognition Panel Feedback Template.

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If I am unsuccessful, can I resubmit? Will I receive support for my resubmission?

You will be supported by a Learning and Teaching Facilitator to respond successfully to the

feedback you have been given by the panel.

Your will able to re-submit and the feedback will state whether your submission required minor or

major changes.

In the case of minor changes a decision on the re-submission will be made by Chair’s action April

2018. For major changes the portfolio of evidence must be re-submitted for scrutiny to the

Recognition Panel.

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Demonstration of: a broad understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:




IV. Successful engagement in appropriate teaching practices related to the

Areas of Activity

V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice.

VI. Successful engagement in continuing professional development in relation

to teaching, learning, assessment and, where appropriate, related professional practices development.

Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams. Typically, those likely to be at Descriptor 2 (D2) include:

a. Early career academics

b. Academic-related and/or support staff holding substantive teaching and learning responsibilities

c. Experienced academics relatively new to UK higher education

d. Staff with some significant teaching-only responsibilities including, for example, within work

based learning. UKPSF 2011

What does this mean for UCA staff? Staff at UCA who are interested in achieving Professional Recognition at Descriptor 2 might

include:

Academic staff on .5 or above permanent contracts

LSS staff in pedagogic roles with a substantial number of contact hours

What is needed to gain Recognition at Descriptor 2 and the award of Fellow of the

Higher Education Academy?

17

Technical Tutors

Sessional staff with a substantial number of teaching contact hours

Staff who have completed the Graduate Certificate in Creative Arts Education and who wish to

progress to the Postgraduate Certificate in Creative Arts Education.

How can recognition at Descriptor 2 for recognition as Fellow of the HEA be achieved?

Staff who wish to achieve recognition at this level will attend a unit of study ‘Reflecting on the

profession of teaching/supporting learning’ ECAE 7003. In 2015 you can sign up to attend this

non-credit bearing unit during June, when you will be timetabled to attend four days with other

colleagues who are aiming to apply for recognition at UKPSF Descriptor 2. During the sessions

you will be guided by the unit leader or a Learnig & Teaching Facilitator on the kind of evidence

you will need to compile a portfolio that demonstrates your professional teaching/supporting

learning practice according to Descriptor 2.




starting point.


to provide suitable, sufficient and broad evidence?

Members of the Creative Arts Education course team or Senior Fellow Applicants will be able to

provide mentoring support and guidance on the professional recognition process:




[email protected]


[email protected]



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• organising and engaging with the Peer-Supported Review activities agreed with a


What kind of evidence will I need to provide?

Mapping of the evidence that explicitly maps your role to Areas of Activity, Core Knowledge and Professional Values of the UKPSF.

Images that demonstrate/facilitate reflective practice (these could be in the form of a metaphor or ‘rich picture’ to demonstrate your journey in teaching/supporting learning)

Extracts from course assignments (if studying CAE course) where you have reflected on the UK Professional Standards.

Learning Development Plan which highlights strengthening, weaknesses and areas for further professional development in teaching and learning, or Personal Development Review (PDR).

Self-evaluation of your practice (this could be an Action Planning Framework or some other means of evaluating underlying beliefs and values in teaching and learning (eg Alexander Framework).

Excerpts from QA/QE exercises (eg example of revised practice in assessment feedback or curriculum development).

Excerpts from double entry learning journal, or personal blog or website where you are reflecting on your role as a teacher/supporter of learning.

Examples of planning and organising teaching (eg Session Plans, Schemes of Work).

A minimum of two Peer Supported Review Activities (see separate PSR schedule for guidance: available in the unit area on myUCA).




• organising and engaging with the Peer-Supported Review activities agreed with the


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Who will assess this evidence for recognition?

Your portfolio of evidence will be submitted to a panel convened specifically for this purpose. The


panel will consist of two members from the following list, one of whom will be internal and one

external:




Independent External Assessor (min Senior Fellow HEA) OR

CAE External Examiner (min Fellow HEA)


preparation) OR

Unit Leader of Accredited Units (Fellow HEA; application for Senior Fellow in preparation).

The recognition decision for Associate Fellow or Fellow must be ‘reached by a minimum of two

suitably trained and experienced reviewers one of whom should be recognised by the HEA’.

(HEA 2014, Establishing and operating HEA accredited provision policy page 4).

The Recognition Panel for the award of Associate Fellow and Fellow will sit in early September,

2018 (date tbc).




professional role.


should include a minimum of two Peer-Supported Reviews.

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-‐ All of the five Areas of Activity

-‐ Appropriate and understanding across all aspects of Core Knowledge

-‐ A commitment to all the Professional Values

-‐ Relevant professional practices, subject and/or pedagogic research and/or scholarship

-‐ Successful engagement in appropriate teaching practices related to the Areas of Activity

-‐ Successful incorporation of subject and pedagogic research and/or scholarship within the

above activities, as part of an integrated approach to academic practice

-‐ Successful engagement in continuing professional development in relation to teaching,

learning, assessment and, where appropriate, related professional practices.

What feedback from the Panel can I expect to receive?

Applicants whose claim for recognition is unsuccessful will receive feedback from the Panel. You

will receive feedback on:

• the quality, quantity and suitability/breadth of the evidence submitted and

• what you will need to provide to achieve a successful recognition outcome.

Please refer to Appendix E for the Recognition Panel Feedback Template.


You will be supported by the Learning and Teaching Facilitator to respond successfully to the


You will able to re-submit and the feedback will state whether your submission required minor or

major changes.

In the case of minor changes a decision on the re-submission will be made by Chair’s action. For

major changes the portfolio of evidence must be re-submitted for scrutiny to the Recognition

Panel.

21

Demonstration of: a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of:




IV. Successful engagement in appropriate teaching practices related to the Areas of

Activity

V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice.

VII. Successful engagement in continuing professional development in relation to

teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices

VIII. Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning.

Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams. Typically, those likely to be at Descriptor 3 (D3) include:

a. Experienced staff able to demonstrate, impact and influence through, for example, responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas

b. Experienced subject mentors and staff who support those new to teaching

c. Experienced staff with departmental and/or wider teaching and learning support

advisory responsibilities within an institution. UKPSF 2011

What is needed to gain Recognition at Descriptor 3 and the award of Senior Fellow

of the Higher Education Academy?

22

What does this mean for UCA staff?

Staff at UCA who are interested in achieving Professional Recognition at Descriptor 3 might

include:

Academic staff on substantive contracts who act as mentors to new members of the course

team/those new to teaching

Academic staff on substantive contracts with some leading, managing, or organising

responsibilities

LSS staff on substantive contracts who act as mentors to new members of the team/those new to

teaching

LSS staff in substantive roles either pedagogic or managerial with some leading, managing, or

organising responsibilities

Staff who have completed the Master of Arts in Creative Arts Education who can provide

appropriate and sufficient evidence for D3.

Staff who wish to achieve recognition at this level will attend a unit of study ‘Reflective of

professional practice’ ECAE7007. The first Panel for recognition at D3 will sit in Summer 2018

you can sign up to attend this non-credit bearing unit during June 2018, when you will be

timetabled to attend four days with other colleagues who are aiming to apply for recognition at

UKPSF Descriptor 3. During the sessions you will be guided by the unit leader on the kind of

evidence you will need to compile a portfolio that demonstrates your professional

teaching/supporting learning practice according to Descriptor 3.




starting point.

You will have the opportunity to work with colleagues to discuss your teaching/supporting

learning practice in relation to the UKPSF and to consider the kind of evidence that you will need

and are able to produce.

How can recognition at Descriptor 3 for recognition as Fellow of the HEA be

achieved?

23

Members of the Creative Arts Education course team or Senior Fellow Applicants will be able to

provide mentoring support and guidance on the professional recognition process:




[email protected]


[email protected]



You may be advised to attend a unit or units of the Creative Arts Education Suite of courses or

engage in particular activities to enable you to fill a gap in the evidence that you are able to

provide. Another possibility would be that through reflection on your experience you have

identified an area for development.

What kind of evidence will I need to provide?

For Professional Recognition at D3 you will compile a portfolio of evidence that demonstrates a

thorough understanding of effective approaches to teaching and learning as a key contribution to

high quality student learning in HE.

Your portfolio will need to include the following:

• Reflective Account of Practice • Case Study 1 of Professional Practice • Case Study 2 of Professional Practice.

As well as evidencing successful engagement across all the dimensions of the UKPSF through

explocit mapping, you will need to demonstrate successful co-ordination, support, supervision,

management and/or mentoring of others (whether individuals and/or teams) in relation to

teaching and learning (VII). This should include specific mentoring of Associate and Fellow HEA

Applicants.

Reflective Account of Practice (approximately 2000 words)


to provide suitable, sufficient and broad evidence?

24

In this section you should focus in particular on the education, training, employment, roles and

experience which have contributed to your professional development as teacher, mentor,

facilitator of learning and academic leader. You might include informal activities whether

individual, collaborative or team-based, that you believe have had a significant impact on your

academic practice and/or on the practice of others.

2 x Case Studies (approximately 2000 words each)

Case Studies should be reflective accounts of two particular contributions that have made a

significant impact on teaching and learning. Within each case study you will be expected to

include evidence of the use of a range of reflective tools (see list below) and to include a

reflective narrative which incorporates the Core Knowledge and Professional Values of Descriptor

3 of the UKPSF, to show how these interventions have informed and shaped your pedagogy and

the pedagogy of others. One of your case studies needs to show how you have worked with

others using skills, knowledge and awareness in leading, managing or organizing programmes,

subjects or disciplinary areas.

The focus of your two case studies and the content of your Reflective Account of Practice will

emerge from your professional pedagogic practice. The following types of evidence and activities

may help you identify the foci and what to include:

Extracts from:

• Pedagogic research • Individual Learning Development Plan • Extracts from course documentation • ISS/NSS/PTES Student Feedback • External Examiners comments • Engagement in University Committees/working groups and so on • Annual Academic Monitoring Reports • CAE course/unit assignments illustrating critical reflections on your teaching and

supporting learning role. • P-SRs.

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Examples of:

• Subject mentoring of staff new to teaching and/or coaching/mentoring conversation or specific intervention you have introduced to coach/mentor others in their teaching and learning, eg use of coaching style questions or use of a coaching model such as CRATE or GROW..

• Reflective narratives and Session Plans from Peer Supported Reviews • Notes from student meetings, • Quality Assurance or Quality Enhancement exercises (eg an example of a academic

development such as the writing of a new course, or a team development exercise triggered by QA measures)

• SWOT analysis of own strengths and weaknesses in relation to professional and pedagogic practice.

• Areas of research, scholarship and/or professional practice • Involvement in teaching and learning initiatives • Recognition and reward • Collaborating with others • Educational and staff development activity • Leadership, management and organisational roles within institution or wider higher

education context • Teaching and learning enhancement intervention designed to improve the student

learning experience • a teaching and learning plan for your team that you have devised.

Activities which may help you decide on the foci of your case studies and what to include in your

Reflective Account of Practice:

• Images that demonstrate/facilitate reflective practice (these could be in the form of a metaphor or ‘rich picture’ that represents your journey/career in teaching/supporting learning.)

• Brainstorm or ‘mapping exercise’ of the evidence you could submit that maps your role to Areas of Activity, Core Knowledge and Professional Values of the UKPSF

• ‘Professional development line’ (Karm, 2010) which illustrates key ‘critical’ or significant events in your teaching and learning role.

• Self-evaluation of your practice which explores underlying assumptions and beliefs about teaching/supporting learning (this could be an Action Planning Framework or the fully developed Alexander Framework)

• Peer Supported Review Activities of staff applying for Associate Fellowship or Fellowship of the HEA (see separate PSR schedule for guidance: available in the unit area on myUCA).

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Will I need to do any preparation before attending the first session of the unit?


• Considering how you might use the evidence you have identified in the document

‘Evidence of Successful Engagement’ Appendix A to support the development of your

two Case Studies and the Reflective Account of Practice.

• Organising and engaging with the Peer-Supported Review activities agreed with a


Who will assess this evidence for recognition? Your portfolio of evidence will be submitted to a panel convened specifically for this purpose. The


panel will consist of three members from the following list, one of whom will be internal and at

least one will be external:




Independent External Assessor (min Senior Fellow HEA) OR

CAE External Examiner (min Fellow HEA)


preparation) OR

Unit Leader of Accredited Unit (Fellow HEA; application for Senior Fellow in preparation).

‘The award of Senior Fellow of the HEA (SFHEA) must be based on the recognition decisions

reached by a minimum of three suitable trained and experienced reviewers on of who should be

recognised as a SFHEA.’ (HEA 2014, Establishing and operating HEA accredited provision

policy page 4).

The Recognition Panel for the award of Senior Fellow will sit in early September, 2018 (date tbc).

27




professional role.


should include two or three Peer-Supported Reviews.



-‐ All of the five Areas of Activity

-‐ Appropriate and understanding across all aspects of Core Knowledge

-‐ A commitment to all the Professional Values.

-‐ Relevant professional practices, subject and/or pedagogic research and/or scholarship.

-‐ Successful engagement in appropriate teaching practices related to the Areas of Activity.

-‐ Successful incorporation of subject and pedagogic research and/or scholarship within the

above activities, as part of an integrated approach to academic practice. Scholarship is

evidence based practice showing an understanding of how theory informs practice, and

vice versa.

-‐ Successful engagement in continuing professional development in relation to teaching,

learning, assessment and, where appropriate, related professional practices.

-‐ Keep in mind the word limit and provide a succinct submission focused on

Descriptor 3 vi & vii.

What feedback from the Panel can I expect to receive? Applicants whose claim for recognition is unsuccessful will receive feedback from the Panel.

You will receive feedback on:

• the quality, quantity and suitability/breadth of the evidence submitted and

• what you will need to provide to achieve a successful recognition outcome.

Please refer to Appendix F for the Recognition Panel Feedback Template.

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You will be supported by a Learning and Teaching Facilitator to respond successfully to the


Your will able to re-submit and the feedback will state whether your submission required minor or

major changed.

In the case of minor changes a decision on the re-submission will be made by Chair’s action. For

major changes the portfolio of evidence must be re-submitted for scrutiny to the Recognition

Panel.

General guidance on successful applications for Fellowship John Lee in ‘Enhancing Learning and Teaching in Higher Education. Engaging with the

Dimensions of Practice’ (2015) identifies the following points for putting an application together:

1. Make it personal

This should be a narrative describing and analysing your professional practice and is

generally best expressed by writing in the first person reflecting on your personal and

subjective responses to your experiences.

2. Make it individual

It is essential to identify your work in team efforts, especially in committee work, focussing

on the impact that you have had on a range of professional practice at different levels eg

Course/module; programme/degree; Department or School; Faculty or Institution wide;

Sector.

3. Make it reflective

It is essential your claim avoids being too descriptive but is also thoughtful and reflective.

Explain not only what you have done, but also how and why as well as the outcomes,

impacts and changes (if any) that followed.

4. Make it scholarly

Try to avoid simply stating principals without illustrating them. Your professional practice

might be underpinned by some key pedagogical concepts or you can use aspects of your

engagement with students, peers and the public; including peer-reviewed journal writing,

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visual arts, open public events and interactive multi-media presentations. For referencing

these sources, see..

http://webdocs.ucreative.ac.uk/UCA%20Harvard%20referencing%20guide-‐1475663400023.pdf

5. Make it evidence based

To demonstrate impact, you can use statistical evidence or you may have some

qualitative evidence in the form of personal testimony from individuals. One of the key

characteristics expected of an HEA Fellow in any of the categories is that their practice is

based on evidence of its effectiveness and is modified and adapted in light of this. The

evidence doesn’t always have to be positive.

6. Make it aligned

The UKPSF acts as a benchmark in judging whether you should be awarded a fellowship.

Check the category you are applying for and your engagement against the dimensions of

practice. Use the mapping sheets to plan your submission.

7. Make it current and sufficient

Is there enough and a good range of recent evidence (in last 3 years) in support of your

application? Get a colleague to give you some constructive feedback on it.

8. Developmental activities

Take part in the workshops and unit activities which are designed to help you discuss and

compare each other’s pedagogic ideas and practice using the UKPSF framework as a

reflective lens.

Lea, J (2015) (ed) Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice Berkshire, Open University Press.

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