Transcript A worked example of one of the activity areas

HEA membership
Building your
portfolio
CPD Route
• UKPSF has identified four types of recognition
depending on the roles and experience that an
academic has and each has its own descriptor:
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•
•
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Descriptor 1: An Associate Fellow
Descriptor 2: A Fellow
Descriptor 3: A Senior Fellow
Descriptor 4: A Principal Fellow
(See Handout for full breakdown)
PGCAP or CPD route
Direct application
What is expected from staff…
Undertake a review – present your evidence indicating how you meet
the requirements for the role you are aiming for. This involves:
1.
Construct a portfolio of examples to show in the review to illustrate
how your role and duties meet the requirements in each of the
three dimensions:
(Areas of activity, Key knowledge, Professional values)
2.
Produce a narrative to talk through the examples and how your role
meets the UKPSF– can be a series of prompts for you, not polished.
• Crucially, staff are only examined on the review itself. The portfolio
and narrative are not assessed.
What the reviewer is looking for
Developing ‘the story’
• You are essentially constructing a story that demonstrates
how you meet the criteria
• It needs to cover the five activity areas
• These represent the roles we do as academic and support
staff.
• The simplest way to imagine this story is a series of five
pages.
• Each page uses one or two examples to show how you
tackle the particular activity area.
Activity Area 1
Design and Plan
Learning
Activities
Activity Area 2
Teach and/or
support learning
Activity Area 5
Engage in cpd in
subjects/
disciplines &
their pedagogy
My ‘Story’
Activity Area 4
Activity Area 3
Assess and give
feedback to
learners
Develop effective
learning
environments &
approaches to
student support
& guidance
Using powerpoint
Using a blog
Using a word document
Using Pebblepad
Advice from the reviewers
1) Meet with your CF especially when you have a near ‘final draft’ to
make sure there is nothing obvious missing
2) Make sure that you have sufficient evidence to draw on
3) If going for D3 make sure the leadership of others is a key feature
and you use the word ‘I’
4) Expect reviewers to seek clarification at some points…i.e. don’t plan
a timed presentation which does not allow for ‘interruptions’.
5) Make sure any linked docs will open…e.g. practise somewhere
other than on your own desktop.
6) Scholarship is a key feature…if the work of one or more key authors
in teaching and learning in HE is not something you make reference
to when describing your approach to your work, you will most likely
be prompted to do so: lots of useful resources on DEAP which is
already grouped under the Activity areas.
Types of evidence
• What might be useful evidence?
• Remember this is for you to demonstrate your
role in creating or applying teaching / design /
feedback/effective learning
environments/cpd.
• How can we obtain evidence?
Engaging established staff with UKPSF SD3
A presentation from the Higher Education Academy Annual Conference, 22-23 June
2010.
https://www.heacademy.ac.uk/node/3300
This is an example of one
approach to this activity area.
Activity Area 2: Teach and Support Learning.
• List the roles/activities/projects you are involved in
that relate to teaching and supporting learning.
• Choose an example that allows you to demonstrate
how you meet this activity area.
• In this case, Activity Area 2 is specifically about:
1. Your awareness of different approaches to and methods
of teaching and supporting learning
2. Your ability to choose the most appropriate approach to
achieve the module/course aims.
Example: Developing & Assessing
Reflective Practice Demonstrates the way
Pedagogic /academic context
in which cpd, and
research have been
drawn on to inform
your practice
Application
e.g. Designed a new assessment
Evidence and outcome
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•
•
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Module assessment brief
Module brief
(teaching schedule)
Student work examples
Offer a little more detail
– could be on notes
rather than a slide.
Evidence can include anything to help
demonstrate the approach taken and the way it
worked out in practice. These need to be
hyperlinked documents.
For your Example
What is the context?
Pedagogic /academic context
Application
Evidence and outcome
Offer a little more detail
– could be on notes
rather than a slide.
Evidence can include anything to help
demonstrate the approach taken and the way it
worked out in practice. These need to be
hyperlinked documents.
The HEA has lots of Resources which may help with the
Pedagogic /academic context
for example:
Reflective practice: some notes on the development of the notion of professional
reflection
https://www.heacademy.ac.uk/sites/default/files/3573.pdf
Supporting Portfolio Development
https://www.heacademy.ac.uk/node/4524
Blackboard Discussion Boards - Adding Value to Work-Based Learning
https://www.heacademy.ac.uk/node/2906
Engagement through partnership: students as partners in learning and teaching in
higher education
https://www.heacademy.ac.uk/engagement-through-partnership-students-partnerslearning-and-teaching-higher-education
Online teaching
https://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_Online_Teac
hing
Internationalising the curriculum
http://www.brookes.ac.uk/services/cci/resourcekit.html
Feed-forward: Supporting Transferable Skills with Formative Feedback
https://www.heacademy.ac.uk/sites/default/files/Feed_Forward.pdf
Access to materials via MyBeckett
Develop effective learning environments &
approaches to student support & guidance
What theory or research underpins your approach?
Why is this appropriate for your particular group of students?
How do you know it is effective?
How does your approach demonstrate respect for individual learners and/or
diverse learning communities?
Some suggestions:
Flipped classrooms
Audio feedback
Discussion groups
Online materials
Mentoring
Peer feedback
Feed forward
Experiential learning
Engage in cpd in subjects/ disciplines &
their pedagogy
How do you keep your knowledge and expertise up to date?
What activities do you engage in as part of your professional development?
How does feedback from students and others inform your development and practice?
How do you evaluate your own teaching practice in relation to pedagogic theory and
research?
Is your teaching influenced by professional body standards?
Some suggestions:
courses
conferences
professional interactions
networking
consulting experts
working with others
learning by teaching
feedback
mentoring
personal research
discussion groups
communities of practice
membership of professional bodies
journals
external examiner duties
conference or journal paper reviews
Your examples should also
demonstrate:
For Senior Fellow
Demonstrating DVII Successful co-ordination, support, supervision,
management and/or mentoring of others in relation to teaching
and learning.
• Usually to demonstrate this examples need to be
drawn from the following academic roles:
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–
–
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Course leadership,
Academic lead/Group Head
Programme/scheme leader
Module leader of complex modules (lots of staff /students
to manage)
• Need to emphasise the ‘I’ in the examples.
• Need to show that this has been sustained over a
period of time (at least one to two academic sessions).
Examples might include:
• Managing one or more courses
• Supporting course leaders in ug/pg refocus
• Managing staff eg Staff deployment /PDR to
enhance teaching and learning
• Supporting and mentoring staff
• School level strategic roles (related to teaching and
learning)
Change to the ‘learner’ for D3
Normally, D3 submissions will include evidence drawn from work you have
done/are doing direct with students, and work with colleagues/other HE
professionals which impacts on student learning.
However,
in some cases the whole submission may be built around academic leadership
work where this is demonstrably directly linked to the student learning
experience. In such cases, you will need to evidence, across all Dimensions
of the Framework (Activity Areas, Core Knowledge & Professional Values),
how your work impacts upon colleagues, upon their work withstudents,
and upon the student experience.
Examples of the kind of learning and teaching leadership work you might
include would be heading up project teams/working groups, development
and implementation of faculty/school-wide work in response to student
feedback, influencing learning and teaching policy/practice at a faculty,
institutional, or national level. In terms of mapping this to the UKPSF D3
descriptor, those influenced through your work may be considered to be
your “learners”.
Next Steps
Your critical friend will help you review your
evidence against the appropriate descriptor.
If you have any further questions or to book a
review please contact your faculty lead: