engaging academic staff through an institutional cpd framework

Engaging Academic Staff through an Institutional CPD Framework

Staff Development Forum Spring Conference York 2013

Aims of the session • Understand the value of a CPD framework as a

tool to recognise academic excellence. • Consider how mentoring can be used as a

vehicle to develop academic practice and provide a safe environment for personal development.

• To discuss the challenges of introducing a CPD framework and share ideas and best practice around how these can be overcome.

The Value of CPD Frameworks

• On a piece of flipchart paper describe your collective definition of CPD Framework.

• In short phrases describe what you think is the value of a CPD on separate post-its and add them to your definition.

The Value of HEA Accredited CPD Frameworks

• The higher education academy consider the value to be:– A means to demonstrate professional standards are being

met – Benchmarking teaching and learning support roles in HE– Provides a framework for the design of staff development

activities– Provides opportunity for staff to progress through the

framework and add to their CV– Promotes a culture where the quality of teaching is as

important as the subject (can be integrated into job descriptions and institutional policies)

The UKPSF• The UK Professional Standards Framework– Basis for all institutional CPD frameworks– Accreditation and recognition– Associate Fellow (D1), Fellow (D2), Senior Fellow

(D3)or Principal Fellow(D4)• Not role dependent

– Consists of dimensions of practice and associated criteria for each descriptor

The Dimensions of PracticeThese 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

Added Value• Prompts staff to become reflective about teaching and

student learning• Makes some identify areas for further development• Affirmation• Provides thinking space about learning, teaching and

assessment and opportunity for collegiate discussion• Kudos to some• Demonstrates a commitment to enhancing teaching as

an institution that claims to be teaching-led.• Is designed to be inclusive

External drivers• HESA• Chapter 3 of the QAA quality code• NSS• Student engagement surveys

Principal Fellow of the HEAStaff with sustained and

effective record of impact and influence on teaching and

learning at strategic level

Fellow of the HEA All academic staff who teach and

support student learning

• New academic staff induction and survival kit• Peer Observation of Teaching and Learning• Writing retreats• Learning, Teaching and Assessment development workshops e.g. master classes and Technology Enhanced

Learning workshops• Pedagogic research activities• Research Informed Teaching activities• Pedagogic conferences internal and external• Scholarly activities e.g. breakfast café, bespoke activities such as dialogue days and curriculum redesign events• SEDA Supporting Learning Technology and SEDA Embedding Learning Technology Awards

• Supporting learning in Higher Education (30 M level credits) • Post Graduate Certificate in

Academic Practice (PCAP*)• Post Graduate Diploma• MA

Professional Dialogic/Paper Routes

Senior Fellow of the HEA Experienced staff who lead and mentor others in the enhancement of teaching

and learning

Associate of the HEA Support staff who are not engaged

in assessment of students but who have a substantive element of their role in teaching and learning

Recognising Academic Practice York St John University Continuing Professional Development Framework

Professional Dialogue The purpose of the professional dialogue is to facilitate REFLECTIVE

LEARNING

• an intentional process, • where social context and experience are acknowledged, • in which learners are active individuals, • wholly present, • engaging with others, • open to challenge, and • the outcome involves transformation as well as improvement for both

individuals and their organisation’

(Brockbank, A Beech, N & McGill, I (eds) (2002) Reflective Learning in Practice Aldershot UK : Gower)

Professional Dialogue in HE Why dialogue? • Self reflection is insufficient for professional development because

‘reflection will need to be analytic and involve dialogue with others…..confrontation by self or other must occur’ (Griffiths & Tann 1991 cited in Day 1993 p86 ).

• not all dialogue is reflective and that in order to progress and change an individual has to be engaged ‘at the edge of their knowledge, their sense of self and the world as experienced by them’ (Brockbank and McGill 2007:65)

Professional Dialogue in HE

1 - action or learning event

2 - reflection-in-action

3 - description of the action/learning event and reflection-in-action

4 - reflection on the description of action, event or reflection-in-action (Schon’s reflection-on-action)

5 - reflection on the reflection on action

Challenges• In groups of 4 discuss what you think the

challenges are of using this type of mentoring approach with academic staff

• How would you propose to overcome identified challenges?

Potential challenges• Who are you to tell me• I have taught my subject for the last fifty years I think I

know what I am doing• You know nothing about my subject• I don’t want to be mentored by someone from my

faculty• Consistency in approach• When the relationship falls apart• Scholarly aspect of the process• On-going CPD evidence

Introduction to Mahara

Other aspects of the Framework• Alternative route to Fellowship– Paper applications

• Assessment challenges• References• Requirement for external evaluator• Celebrating success• Administrative challenges• Time limitations of HEA accreditation.

The Challenges of Introducing a CPD Framework

• Reflect on your own context and consider what the challenges would be if you were to introduce a CPD framework in your institution.

• Have a discussion at your table about how they might be overcome– Be prepared to feedback about 2 key challenges

• You might want to consider not only the introduction but the on-going challenge of implementation

Some personal challenges• Capacity• Getting senior management on board initially• Balancing the demands of achieving targets with

the developmental aspects of the process• Worrying about consistency of approach• Worrying about the extent to which the UKPSF is

embedded in the culture of the institution as opposed to dialogue about Fellowship

• The forthcoming code of practice and implications.

Your Reflection• As a group reflect on your definition of a CPD

Framework. Is it the same as the one you started out with? Are there additional values or challenges you would like to add?

• What measures of success would you use to evaluate your framework?

• What name would you give your framework!