Supporting postgraduates in their role as teachers

1. Staff and Departmental Development Unit Supporting postgraduates in their role as teachers Dr Clara Davies, SDDU Dr Gina Koutsopoulou, Institute of Psychological Studies Jonathan Ervine, School of Modern Languages

2. Aims: • To present models of good practice in training and supporting PGRs in their role as teachers from across the University • To encourage delegates to share their own practices in training and supporting postgraduates who teach; • To enable delegates to consider how their provision can be further developed in the future; • To gain feedback to help SDDU develop its PGR training provision that best meets the needs of departments, faculties and individual PGRs. UoL Learning & Teaching Conference

3. Part-time teachers (see Husbands & Allen, 2000) • Postgraduate Research Students (PGRs) • Teaching Assistants (TAs) • Contract Researchers • Staff who are otherwise employed elsewhere (e.g. Clinicians, Industry-based, Designers, LLC) • Staff who teach as a subsidiary part of their role (e.g. Library, Careers, Technician staff) • Staff who return after taking early retirement UoL Learning & Teaching Conference

4. 2005/6 HR Figures UoL Learning & Teaching Conference ~ £1,000,000

5. Benefits: • For the Institution • For the PGR • For the students • But … UoL Learning & Teaching Conference

6. Areas for consideration: • Impact of fees, NSS ... • Quality Assurance • Sit outside L&T strategy • Poorly visible in HR systems • Require greater support which takes more time / effort • Inconsistent approach • Relies on local champions UoL Learning & Teaching Conference

7. UoL Learning & Teaching Conference

8. Code of Practice: PG Students engaged in teaching (under review in 2006/7) • “All PGs with teaching responsibilities are entitled to receive adequate training & guidance at school and institutional level” • http://www.leeds.ac.uk/leeds/rphandbook/06-00.htm • http://www.leeds.ac.uk/hr/policy/documents/teachingassistance.doc • Institutional Level: http://www.leeds.ac.uk/sddu/lt/pgpt.html UoL Learning & Teaching Conference

9. School Support: • nominated member of staff to co-ordinate PG teaching • mentor assigned to each postgraduate involved in teaching • peer support mechanisms • In addition: • be trained in the use of specific equipment or techniques • receive all course information • be informed of relevant administrative procedures • be involved in module/programme review UoL Learning & Teaching Conference

10. The Tripartite Training Model see Bryson (2004), Davies & Mossley (2002) Departmental Induction to Local Practices Subject-Specific Training in Teaching e.g. School, SCs Generic, Centrally-delivered Training in Learning & Teaching UoL Learning & Teaching Conference

11. Level 1 Centrally-delivered / Generic Training Introduction to principles of good practice Roles & responsibilities of tutor / demonstrator At Faculty level? Level 2 School-based Induction Involving PG reps, tutors and/or DLT Induction to subject / local policies and practices School-based follow-up? Level 3 Dialogue with Module Leader Specific requirements of the teaching duties UoL Learning & Teaching Conference

12. How do part-time teachers develop? Knight, Tait, Yorke (2006) • Professional development • Non-award bearing – inc. departmental events • Award bearing • Personal • Commitment to students, intrinsic motivation, own experiences • Reflective judgement • Academic and social environment • Feedback from students • Mentoring by colleagues inc. teaching observation • Informal - collegiality – team working - assimilation UoL Learning & Teaching Conference

13. Departmental Examples: Jonathan Ervine, School of Modern Languages Gina Koutsopoulou, Institute of Psychological Studies UoL Learning & Teaching Conference

14. LUBS (Economics Division) – new for 2006/7 • Promoting team teaching approach • New TAs supported and mentored by staff and established TAs • New TAs shadowed by module leader / established TA • 4 + 1 rule for teaching duties • Fortnightly meetings UoL Learning & Teaching Conference

15. How is the CoP implemented in your School? • To what extent is there a: • Nominated individual to co-ordinate PG teaching? • … & training? • Mentor allocated to PGs for their teaching role? • Peer support mechanisms in place? • PG teacher input to module review? • How is (effectiveness of) the training and support arrangements monitored and evaluated? UoL Learning & Teaching Conference

16. How best to: • Provide ongoing support? • Mentoring, observing, shadowing, regular review meetings • Provide peer support? • Follow-up sessions, cluster groups, staff coffee room • Engage with relevant HEA subject centre? • Utilise Roberts’ funding for new training? • Work with SDDU? • Is any additional advice / support needed? UoL Learning & Teaching Conference

17. Department assumes primary responsibility for preparation but the centre provides some advice from the sidelines. • Department prepares part-time teachers with materials provided by the centre. • Centre staff work in the department as consultants to academic staff during preparation. • Centre has supported the department in the past in preparing part-time teachers but then this capability has been transferred to the department. • Centre and department agree a programme of teaching development tasks which are carried out by part-time teachers in the department. • Centre provides the preparation but with some disciplinary focus. UoL Learning & Teaching Conference