Recognising and Rewarding Successful Teaching Using the UK

Recognising and Rewarding Successful Teaching Using the UK

Recognising and Rewarding Successful Teaching Using the UK Higher Education Academy Professional Standards Framework (UKPSF) as a mechanism for individuals to gain formal recognition Caroline Marcangelo, SFHEA: HEA Consultant This short presentation aims to Provide a brief introduction to the Professional Standards Framework (UKPSF) and the role the Higher Education Academy plays in supporting them A short explanation about the four categories of HEA Fellowship and how Fellowship is used within the UK, and increasingly in a global context, to recognise and reward teaching and the support of learning in Higher Education 3 2/25/20

EURIE Summit 2017: Caroline Marcangelo The Professional Standards Framework Describes the professional role of teaching & supporting learning in Higher Education Offers a practitioner perspective and a benchmark for continuing professional development Categorises the elements of teaching and supporting of learning in Dimensions Uses four broad Descriptors to describe four categories of Fellowship As an agreed standard, may be regarded as a professional credential required for tenure/promotion 4 2/25/20 EURIE Summit 2017: Caroline Marcangelo The Descriptors denoting categories of

Fellowship There are four categories of Fellowship: Associate Fellow (descriptor 1) Fellow (descriptor 2) Senior Fellow (descriptor 3) Principal Fellow (descriptor 4) Principal Associate Fellow Fellow Senior Fellow Fellow Fellowship categories are not hierarchical but linked to individual practice, experience, and the opportunities afforded through role and activities Applications for recognition are most likely to be successful by considered choice of the appropriate descriptor Being familiar with the different descriptors also offers an opportunity for development and future aspirations UKPSF 2011 pp. 4 - 7

5 2/25/20 EURIE Summit 2017: Caroline Marcangelo The Dimensions of the PSF There are 3 core dimensions of professional practice These are: Areas of Activity (5) Core Knowledge (6) Professional values (4) Core Knowledg e The three core dimensions have a number of elements each (in parentheses) Areas of Activity

They outline the complexity of the professional role of a individual involved in teaching and support of learning in Higher Education Although described individually, they interact with each other in the reality of professional practice UKPSF 2011 p. 2 & 3 6 2/25/20 EURIE Summit 2017: Caroline Marcangelo Areas of Activity: These professional activities outline what you do often as part of a cyclical process Design and plan learning activities and/or programmes of study (A1) Teach and/or support learning (A2) Assess and give feedback to learners (A3) Develop effective learning environments and approaches to student support and guidance (A4) Engage in continuing professional development (CPD) in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the

evaluation of professional practices (A5) 7 2/25/20 EURIE Summit 2017: Caroline Marcangelo Core Knowledge: The six aspects of core knowledge that inform your practice are: The subject material (K1) Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme (K2) How students learn, both generally and within their subject/ discipline areas (K3) The use and value of appropriate learning technologies (K4) Methods of evaluating the effectiveness of teaching (K5) The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching (K6) 8 2/25/20

EURIE Summit 2017: Caroline Marcangelo Professional Values The professional values that should explicitly underpin teaching and supporting learning are: 9 Respect individual learners and diverse learning communities (V1) Promote participation in Higher Education and equality of opportunity for learners (V2) Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3) Acknowledge the wider context in which Higher Education operates recognising the 2/25/20 EURIE Summit 2017: Caroline Marcangelo implications for professional practice (V4)

Role of the Higher Education Academy The HEA recognises individuals who provide evidence to show how they meet the standards and gain Fellowship, and keeps a record of all those holding Fellowship There are 2 alternative routes to gain Fellowship: The direct application route, submitting a claim for fellowship to the HEA By successful completion of an accredited institutional programme or CPD scheme The HEA accredits institutional programmes that meet a set of specific criteria Overview of Current Numbers of Fellows Total number recognised 80,000 Principal Fellows 500+ Senior Fellows 5000+

Fellows 60,000+ Associate Fellows 15,000+ International Fellows of the HEA 140 120 100 80 60 Associate Fellow Fellow Senior Fellow Principal Fellow 40 20 0 A lia tra s u

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