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Providing quality HE provision in colleges and how the HEA can support you. Steve Outram – HE in FE Lead, HEA. 2011. UKPSF 2011. The HEA and College-based HE ( HE in FE).

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Providing quality HE provision in colleges and how the HEA can support you.

Steve Outram – HE in FE Lead, HEA

2011

UKPSF 2011

the hea and college based he he in fe
The HEA and College-based HE( HE in FE)
  • Thinking strategically about college-based HE and student learning experiences within the new context of changing transactional, transformational and competitive relationships
  • UKPSF
  • Scholarship and Research
  • Teaching, learning and assessment
  • Reaching across the UK
  • Maintaining networks
  • Maintaining Partnerships
scholarship and research
Scholarship and Research
  • History of workshops
  • Development of resources
  • New inquiry with LSIS, MEG and AoC
        • Literature review
        • Tutors and scholarly activity
        • Scholarship and research in the curriculum
teaching learning and assessment
Teaching, Learning and Assessment
  • Report by John Widdowson and Madeleine King
  • Forthcoming workshops
  • Maintaining resources
reaching across the uk
Reaching across the UK
  • England
  • Wales – ColegauCymru
  • Scotland
  • Northern Ireland
  • Proposed Summit
  • Membership of Changing the Learning Landscape
maintaining networks
Maintaining Networks
  • Through the newsletter
  • Through workshops
  • Through Summit
maintaining partnerships
Maintaining Partnerships
  • Subscriber group
  • Working with
      • AoC
      • LSIS
      • ACP
      • CVU
      • QAA
      • MEG
      • Scotland’s Colleges
      • ColegauCymru
      • Colleges Northern Ireland
aims of the framework
Aims of the Framework

The UK Professional Standards Framework:

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

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3. Demonstrates to students and other stakeholders the professionalism thatstaff 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 ingainingformal recognition for quality enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities

who does the framework belong to
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
what is the ukpsf
What is the UKPSF?
  • Describes the professional role of ‘teaching and supporting learning’ in HE …
  • Practitioner perspective …
  • Expressed as Dimensions - used to construct…
  • Four Descriptors comprehensively covering teaching and learning support roles within HE.
what is it for
What is it for?

The Framework provides a means to comprehensively:

  • Benchmark
  • Develop
  • Recognise & reward …

teaching and learning support roles within HE.

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Comprehensive

Concise

Coherent

Practical

Strategic

The UKPSF

Developmental

Legitimate

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Areas of Activity

Undertaken by teachers and supporters of learning within HE

The Dimensions

Professional Values

Someone performing these activities should embrace and exemplify

Core Knowledge

Needed to carry out those activities at the appropriate level

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The Areas of Activity

Design & plan (A1)

Environment

Support

Guidance

(A4)

Evaluate

& Develop (A5)

Teach/support learning (A2)

Assess & feedback (A3)

what are the descriptors
What are the Descriptors?
  • Short statements…
  • Key characteristics…
  • Four categories HE, T & LS roles.
activities
Activities

A1Design 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

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A5 Engage in continuing professional

development in subjects/disciplines

and their pedagogy, incorporating

research, scholarship and the

evaluation of professional practices

core knowledge
Core Knowledge

The subject material

K2 Appropriate methods for teaching

and learning 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

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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

professional values
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

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V4 Acknowledge the wider context in

which higher education operates

recognising the implications for

professional practice

activity 1 fellowship categories
Activity 1: Fellowship categories
  • Explore the distinction between the Descriptors
  • What kinds of experience and development would be needed to move from one category to another?
  • Which category is right for you?
the fellowship scheme
The Fellowship Scheme

The Academy recognises staff against the UKPSF through its Fellowship scheme.

Associate Fellow = D1

Fellow = D2

Senior Fellow = D3

Principal Fellow = D4

applying for recognition
Applying for recognition

You can apply for recognition against the UKPSF in two ways:

Direct application route

Successful completion of an accredited institutional programme or scheme

the direct application route
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
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Fees
  • 1 )        Professional Recognition of individuals (non-accredited schemes) - that it is, individuals applying on the basis of their experience
  • Associate Fellow - Subscriber - £100, Non-subscriber – £200
  • Fellow - Subscriber - £200, Non-subscriber - £300
  • Senior Fellow Subscriber - £300, Non-subscriber - £500
  • Principal Fellow - Subscriber - £500, Non-subscriber - £700
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2)         Professional Recognition of individuals (Accredited schemes) – that is individuals applying having completed HEA accredited provision

  • Subscriber – £0,
  • A link to the tariff charges for all HEA work is at:
  • http://www.heacademy.ac.uk/assets/documents/subscription/Tariff_v2_210212_1407_FINAL.PDF
key principles for all applicants
Key principles for all applicants
  • Claim
  • Engagement
  • Reflection
  • Alignment
  • Commitment
  • CPD – evidence based
  • Quality
  • Currency
  • Sufficiency
activity 2 reflection
Activity 2: Reflection
  • Identify and share your own engagements with teaching and learning, both current and in the past
  • Take an example from your own practice and explore how you might use this activity reflectively to provide evidence for Area of Activity One
  • Develop alternative approaches to presenting the evidence
senior fellowships
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
principal fellowship
Principal Fellowship
  • Account of professional practice
        • Record of educational impact
        • Reflective account of practice
  • Three advocate statements
  • Confirming institutional signatory
  • Assessed by panel of 3 accreditors
next steps strategies
Next steps – strategies
  • Form into pairs/trios – based on chosen category
  • Agree next review date with partners
  • Set target for completion
you can use the framework to
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
and you can use it to
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
and also
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
and also1
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
to find out more
To find out more
  • About the Framework http://www.heacademy.ac.uk/ukpsf
  • About the Fellowship scheme http://www.heacademy.ac.uk/professional-recognition
  • About Accreditation http://www.heacademy.ac.uk/accreditation
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