CPD Scheme Development Issues to consider

• Is it a CPD Framework for Learning and Teaching only or does it have a broader institutional remit?

• Which categories of staff does it cover?

• Where will it ‘sit’ in the institution?

• Has it received institutional approval/ratification?

• Are there other professional bodies to be considered in developing the Framework?

Context and Rationale

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• Are career trajectories aligned with the UKPSF?

• Are elements of the scheme embedded into Job specifications/ role descriptors?

• Are they integrated into Annual Performance Review processes?

• Are there mandatory links to probation/promotion?

• Are there links to other recognition mechanisms (institutional and national teaching fellowships etc)?

 

Institutional infrastructure

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• What routes to recognition are contained within the scheme?

• Which routes will be accredited elements of provision?

• How do processes vary with the level of descriptor?

• What use is made of the UKPSF in design of the scheme?

• What reference use is made to HE Academy criteria/individual recognition procedures at different levels?

Are there other professional bodies to be considered in developing the Framework?

Scheme design

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• What institutional hurdles must be cleared (to what time-line)?

• How is the scheme being communicated/promoted to key stake holders?

• How is capacity being developed?

• What training is being provided and for whom?

• Is there a pilot phase with intended roll out to wider audience?

• Initial central control vs. longer term devolution to School/ Faculty level?

Scheme development

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• Specified entry points in academic year or roll on-roll off?

• Membership, timing and frequency of Judgment Panels?

• Is there a Management Group and what is its remit?

• How are participants supported? What information and guidance is provided to them?

• Are there guidance notes for tutors, mentors, assessors etc? Do these ensure alignment with the UKPSF?

• Is support and/or training provided for these individuals?

Scheme Implementation

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• Individually designed submission or institutional documentation?

• Use of HEA criteria/individual recognition procedures at different levels?

• Electronic/written/oral submission?

• References/ Advocate Statements to verify evidence (who/how many at each level)?

• RP(E)L procedures?

Provision of evidence

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• Is there an Assessment panel (or panels) to make judgements and what is its (or their) composition

• How (if at all) does this vary with the level of recognition being applied for

• Involvement of individuals with formal responsibilities for L&T?

• External involvement in decision making?

• Processes to deal with unsuccessful submissions and time scales for appeals/ resubmission etc

Assessment - how are judgments made?

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Quality assurance of judgments

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Meeting expectations for accreditation as set out in guidance for institutions and leaders of provision:-

• Demonstration of explicit alignment with UKPSF (how the UKPSF permeates the Scheme (design, implementation, assessment and supporting infrastructure)

• Quality assurance of judgment processes

• Institutional commitment to initial and ongoing professional development of all staff teaching and supporting learning

 

Accreditation

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