Teaching and Learning Exchange

Professional Recognition Programme

Supporting Documentation for Fellow of the Higher Education Academy

Introduction....................................................................................................................1Pre-registration...............................................................................................................2Registering for the Programme......................................................................................2Making a Claim for Recognition as a Fellow................................................................2Submitting Evidence......................................................................................................3Appendix 1, Fellow - Professional Recognition Programme Registration....................4Appendix 2, Fellow – Reflective Account of Practice Submission...............................6Appendix 3, Fellow – Dialogue Submission..................................................................9Appendix 4, Fellow - Portfolio Submission.................................................................11Appendix 5, Fellow – Advocate Guidance Notes........................................................14

IntroductionThis document includes the various forms and guidance needed to make a Professional Recognition Claim for Fellow of the Higher Education. You should refer to this document after having read the Professional Recognition Programme Handbook and in conjunction with the UKPSF (link1).

Fellow of the HEA is for colleagues who demonstrate:

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 KnowledgeIII. A commitment to all the Professional ValuesIV. 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

(see UKPSF, p. 5)

If you are involved in a learning support role you will also find the ‘Dimensions of the framework: staff in learning support roles’ helpful (link2)

If you are involved in doctoral supervision you will also find the ‘Dimensions of the framework for Doctoral Supervisors’ helpful (link3)

1 https://www.heacademy.ac.uk/sites/default/files/downloads/UKPSF.pdf 2 https://www.heacademy.ac.uk/system/files/ukpsf_dof_ss_final_270716.pdf 3https://www.heacademy.ac.uk/system/files/downloads/ ukpsf_dof_doctoral_supervisors_150416_final_0.pdf

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Pre-registrationThe Teaching and Learning Exchange offers introductory workshops at the beginning and end of each academic year that introduce the different categories of fellowship. Attending the introductory workshop will provide an overview of the programme and the UKPSF, and will help you identify an appropriate category for recognition along with the best route to achieve this.

Registering for the ProgrammeBefore developing a claim for Fellowship you must register with the programme. Registration has the following aims:

1. To support you to identify the most appropriate category of Fellowship to apply for.

2. To ensure that the Professional Recognition Programme is the best route to support your development.

3. To help us identify appropriate ongoing support.

The criteria for acceptance onto the programme are: Experience of teaching/supporting learning. Completion of a teaching related qualification or a record of professional

development in education e.g. through workshops, short courses, relevant conferences.

To register for the programme as a Fellow of the HEA you should complete the registration form in Appendix 1.

Making a Claim for Recognition as a FellowOnce you have been accepted on the programme you will need to prepare a submission for professional recognition. This will be made up of:

Evidence of how you meet the Fellow category. 2 Advocate Statements (1 of whom must be a Fellow, Senior Fellow or

Principal Fellow of the HEA) – see Appendix 5 for guidance for advocates.

The workshop programme outlined in the Handbook exists to provide support and guidance on the form and content of applications. You must use this support and mentoring to prepare your evidence.

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Submitting Evidence

The Professional Recognition programme provides the opportunity to submit Professional Recognition Claims in one of three formats.

Professional Recognition Claim

Reflective Account of

Practice

Dialogue Portfolio

Fellow Written Reflective Submission, no more than 3000 words in length.

Submission of evidence mapped to the UKPSF followed bya 30 minute recorded professional Dialogue.

Portfolio of evidence mapped to the UKPSF, including a Commentary that should not exceed 2000 words.

2 advocate statements

During support workshops and meetings with your mentor, you will have an opportunity to consider the most effective ways to evidence your practice against the Fellow category and illustrate your critical and reflective practice.

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Appendix 1, Fellow - Professional Recognition Programme Registration

Please complete this application to register your interest to participate in the University’s Professional Recognition Programme at Fellow of the Higher Education Academy.

Send your completed application to recognition@arts.ac.uk

NameDepartmentDateIntended recognition level

The criteria for acceptance on the FHEA programme is: Experience of teaching and supporting learning Undertaken a teaching related qualification or have a record of professional

development in education, e.g. through workshops, short courses, relevant conferences.

Please provide a brief overview of relevant teaching and support experience within the context of the UKPSF Areas of Activity

E.g.:

For 3 years designed and delivered technical induction workshops to 1st year undergraduates (A1, A2)

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Please provide a brief overview of relevant personal and professional development and/or qualification(s) and how these have impacted upon your practice.

E.g.:

Attending a UAL Learning and Teaching Day 2013 workshop on IPADs and Student Learning led me to…

A UAL workshop on Diverse Learning influenced my own teaching by…

I found Schön’s work on the reflective practitioner important in my work because…

Does your Line Manager support you undertaking this professional development programme? YES/NO

Line Manager name:Line Manager email:

Please email your completed application to recognition@arts.ac.uk

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Appendix 2, Fellow – Reflective Account of Practice Submission

NameCollege/DepartmentDate

General principles to consider in preparing your Reflective Account

It is essential to refer always to the relevant parts of the UKPSF. In addition to the

guidance notes, you will need a copy of the UKPSF to hand when completing your

application.

Your application for Fellowship is based upon understanding specific aspects of

effective teaching, learning support methods and student learning whilst meeting

each dimension of descriptor 2. Your application should cover all Areas of

Activity, Core Knowledge and Professional Values in facilitating others’ learning

The quality of your reflection is far more important than quantity. The word

count for the reflective account is 3000 words. Advocate statements will be in

addition to this. Applications that exceed the word limit will not be accepted.

The reflective account is a personal and critical account, so you should focus

throughout on your own professional practice and decision-making.

Your account must clearly indicate the Dimensions of the Framework reflected

upon. Please also ensure you provide reasons for the choice of activities you

describe, and demonstrate that you reflect on your teaching practice and the

students’ learning experience. One approach might be:

Describe an activity (that evidences the Framework)

E.g., the planning of a taught session.

Describe what is significant about this activity and what prompted you to

engage with it.

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Perhaps this was a redesign to improve students’ motivation and

learning, which implies that students were not learning and lacked

motivation. Be sure to outline how you know this to be the case, e.g.

student feedback, observation, discussion with peers.

Describe how you planned the activity and what informed your thinking.

Perhaps an understanding of learning theory and the importance of

motivation for learning led to a specific teaching approach.

Describe what happened. If the outcome was successful, how was it

successful and how do you know this to be the case? When thinking about

this, ensure you address any issues that may have prompted you into action.

For example, if the concern was students’ motivation and learning,

how did you observe or measure any change in this?

What next, can this be built and improved on?

Programmes of study used as examples must be equivalent to at least Level 4 or

above within the Framework for Higher Education Qualifications.

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Your Reflection

In preparing your reflection it can be useful to describe your role and your general

approach/philosophy to teaching and supporting learning. Whilst reviewers welcome

context it is important to link this to concrete and concise examples of practice that

can demonstrate your approach in action. You should choose activities that enable

you to evidence how you meet the Descriptor. Applicants often find it helpful to

structure their writing in terms of the Areas of Activity and then explicitly reference

Core Knowledge and Professional Values within this. It is important to note however

that individual’s accounts will be very different and there is no standard one way to

prepare a claim.

Remember that in your reflections you should make explicit use of the elements of Core Knowledge and Professional Values to reflect on the activities you are describing.

When completed please email your Professional Recognition Claim along with your Advocate Statements to: recognition@arts.ac.uk

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Appendix 3, Fellow – Dialogue Submission

NameCollege/DepartmentDate

When completed please email your application form along with your advocate statements to: recognition@arts.ac.uk

UKPSF Evidence Mapping

The purpose of mapping is to provide the reviewers with an overview of how the evidence submitted relates to the Fellow descriptor of the UKPSF. Please give a brief description of the evidence and indicate how it meets the UKPSF descriptor. To aid the reviewers please also reference individual aspects of the UKPSF i.e. (A1, V1, etc.)

No. Description of activity/evidence

Period Used as evidence for Descriptor

From To 2.1 2.2 2.3 2.4 2.5 2.6

[Add rows where appropriate]

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Professional Dialogue

Following submission of your evidence and UKPSF mapping, reviewers will undertake a preliminary assessment and you will be invited to a recorded Professional Dialogue. Whilst the discussion will focus on the evidence submitted, reviewers will seek to explore the extent to which the Descriptor has been met. You can expect to be asked:

1. To provide extended examples of how you have engaged with all of the Areas of Activity, Core Knowledge and Professional Values.

2. To discuss specific pieces of evidence and how these reflect a critical and scholarly approach.

3. Discuss where CPD has helped you to become an effective teacher/supporter of learning.

The Professional Dialogue will last for no more than 30 minutes.

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Appendix 4, Fellow - Portfolio Submission

NameCollege/DepartmentDate

When completed please email your application form along with your advocate statements to: recognition@arts.ac.uk

General principles to consider in preparing your Portfolio

It is essential to always link evidence and commentary to the relevant parts of

the UKPSF. For that reason, in addition to these guidance notes, you will need a

copy of the UKPSF to hand when completing your submission.

Your submission for Fellowship is based upon understanding specific aspects of

effective teaching, learning support methods and student learning whilst meeting

each dimension of descriptor 2. Your submission should all Areas of Activity,

Core Knowledge and Professional Values in facilitating others’ learning.

The quality of your evidence and commentary is far more important than

quantity. The portfolio submission provides the opportunity to submit different

types of media that demonstrate how you meet the Associate Fellow descriptor

of the UKPSF. In order to help the reviewer understand how your evidence meets

the UKPSF you will at times need to :

o Indicate what the evidence represents.

o Outline significant areas of context.

o Outline your thought process embedded in the evidence, for example if

you are submitting evidence about lesson planning, what approach did

you draw upon and why.

o Discuss how evidence relates to wider theory and HE practice.

o Discuss how you evaluate the evidence and how you might develop it

further.

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You may find it helpful to utilise the commentary to describe your personal

philosophy of teaching, link this to the scholarship of learning and teaching and

indicate how your evidence reflects this

Programmes of study used as examples must be equivalent to at least Level 4 or

above within the Framework for Higher Education Qualifications.

Evidence Mapping

The purpose of the mapping document is to provide the reviewers with an overview of the portfolio of evidence submitted along with how this relates to the UKPSF. Please give a brief description of the evidence and indicate how it meets the UKPSF descriptor. To aid the reviewers please also reference individual aspects of the UKPSF i.e. (A1, V1, etc.)

No. Description of

activity/evidence

Critical/Reflective

Commentary, if separate

Used as evidence for Descriptor

2.1 2.2 2.3 2.4 2.5 2.6

[Add rows where appropriate]

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Whilst the portfolio may be comprised of different types of evidence, you should adhere to an indicative word count of no more than 2000 words for the Commentary.

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Appendix 5, Fellow – Advocate Guidance Notes

Adapted from the HEA

Thank you for agreeing to provide an advocate statement.

The guidance below is designed to help you prepare your advocate statement for a

Fellow candidate. You should be a Fellow, Senior Fellow, or Principal Fellow of the

HEA, or an appropriately experienced member of staff working for a higher

education provider. All advocates need to be familiar with the UK Professional

Standards Framework (UKPSF).

What is the function of the advocate statement?

The function of the advocate statement is to provide an informed peer review of the

candidate’s work using your knowledge of their professional experience. You should

be able to comment and substantiate the candidate’s evidence of a sustained record

of effectiveness in relation to learning and teaching. If possible, please comment on

the candidate’s most recent role and responsibilities. To write an appropriate

advocate statement, please take time to read/view the candidate’s submission and

comment directly on its content.

What information do I need to provide?

You should be able to comment and substantiate the candidate’s record of

effectiveness in relation to teaching and/or the support of learning in higher

education. Your statement should primarily refer to the candidate’s experience and

achievements in learning and teaching and should refer to his/her research record

and/or professional practice only in so far as this directly informs their teaching.

Please comment directly on the content of the candidate’s claim and base your

statement on how he/she meets the dimensions of the UK Professional Standards

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Framework at Descriptor 2 (see page 3). Please provide practical examples to

support your comments wherever possible. If you have been involved in peer

observation of the candidate’s teaching or support of learners, please draw on the

evidence this provides. Similarly, please comment on any innovative practice and/or

contribution to developments in teaching and learning within his/her discipline.

To achieve Fellowship, the HEA expects all the Dimensions – Areas of Activity, Core

Knowledge and Professional Values – of the UK Professional Standards Framework

for teaching and supporting learning in higher education (UKPSF) to underpin the

practice of those making the claim. Please provide examples, where appropriate, of

ways in which this underpinning is apparent in the candidate’s account.

Is there a standard format?

There is no standard form for advocate statement but you may find it helpful to

comment under the Dimensions of the UKPSF identified in the submission. The

Dimensions of the UKPSF are listed overleaf.

Please provide an electronic copy of your advocate statement to the candidate and

ensure that it includes verifiable information, i.e. it should be written on headed

notepaper wherever possible, should include your name, job title, organisation

(including department if applicable), email address and preferably your signature.

It is the candidate’s responsibility to collect the statement from you. A suggested

word length for the statement is circa 500 words.

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The Higher Education Academy’s Professional Recognition for Fellow aligns to the

Dimensions of The UK Professional Standards Framework and focuses on

Descriptor 2:

An individual working in this category demonstrates a broad understanding of

effective approaches to learning and teaching as key contributions to high quality

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

successful engagement across all five Areas of Activity;

appropriate knowledge and understanding across all aspects of Core

Knowledge;

a commitment to all the Professional Values;

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.

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