Transcript Document

EDUCATION IN A CHANGING
ENVIRONMENT
SANDY COPE
UNIVERSITY OF DERBY
www.derby.ac.uk
PILOT CPD FRAMEWORK – A SIX
YEAR PROJECT
• Why 6 years?
– Ownership takes time, Staff and Institution
– Building Communities of Practice locally
– Building Dispersed Communities e.g. Nationally
– Takes the project past TQEF funding
– Technical Infrastructure Support Development
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Key Drivers
• Personal
• Dual Professionalism
• Creation of a Learning Communities/Culture
• Organisational Stance
– Coaching or Command and Control
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PERSONAL MAKES THE
DIFFERENCE
• Lorriman (1997)
– “the systematic maintenance, improvement and
broadening of knowledge and skill, and the
development of personal qualities necessary for the
execution of professional and technical duties
throughout the practitioner’s working life”
• Rodgers and Smith (2002)
– Argues that professional status is always contingent
and unfinished
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ORGANISATIONAL STYLE
• Technical Rationale and Artistic View (top down/bottom
up)
• Problem from a management perspective, appears to be
an inability by companies to quantify the benefits of CPD
in monetary terms (Burgess, 2000)
• Creating opportunity costs
• Balance between value added and cost – should we be
doing it anyway?
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University Values
• Quality, Valuing People, Opportunity and Openness, Customer Focus,
Challenge and Innovation
• E.g. Quality
• Derby: We are committed to doing the best that we can do in all we
do. We take responsibility for setting and achieving high standards
and are proud of what we are able to achieve. We value quality in
others, seek to learn from our mistakes, transfer good experiences
and strive to continuously improve. We deliver what we have
committed to do. We meet our deadlines and keep those affected of
our progress.
• Professional Teaching Standards: We know our subject material;
endeavour to understand the implications of quality assurance
and enhancement for professional practice, design and planning
of learning activities and/or programmes of study; and a commitment
to continuing professional development and evaluation of practice.
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PROFESSIONAL TEACHING
STANDARDS – How we are building
into structure and processes
• Embedded in the new Validation and Revalidation
procedures for teams
• Recommended to use, but not formally tied to the DPR
• Tie up of LIS systems
• HEA accreditation visit – focus on how we interpret the
standards and apply them to our own institution at each
level
• Fellow – belong to a CoP, participation in VARSP
• Senior Fellow - lead a CoP, externality
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Appendix 8.5.2
I want to apply for Associate (SD1), Fellow (SD2)
or Senior Fellow (SD3) status to demonstrate my
professional teaching standards. What do I need
to consider?
When you have collected sufficient evidence, you will
be given a time and date for a viva which will involve
peer review of your evidence against the standards
published in the Participants Booklet.
At the viva, an informed discussion will take place
where 2 colleagues from the LTA Advisory Research
Group (LTAARG) will discuss with you your evidence
so you can critically reflect on what has been achieved
and how you may further develop your professionalism
in learning and teaching. You will also be given advice
on how you may wish to work towards the next level.
In the first instance contact the Faculty/School/
Department CPD Teaching Fellow or Senior
Teaching Fellow for advice and guidance. If you
are not sure who this is contact QED, or follow
the link on the QED website. http://
www.derby.ac.uk/qed/LTA/contents.htm
You will then be given guidance on mentoring
(or coaching if appropriate), and given details of
how to start collecting a range of evidence for
your portfolio. (Participants Booklet). There are
also resources on the intranet under the
Learning Teaching and Assessment (LTA) link
which you can access via QED
The result of your viva, a record of the level
approved and evidence will go to QED for
internal review by the LTASG. The result of the
viva will then be validated by a University Panel
and you will then receive confirmation of your
HEA status. Records will be kept with QED
should the HEA wish to audit our records.
The evidence can be used by you if you wish as
support for your programme team under the new
validation procedures or your DPR
PROCESS FOR SD 1 & 2
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COMMUNITIES OF PRACTICE
• Wenger (1998)
– Creating contexts that make development possible
– “Practice is first and foremost a process by which
we can experience the world and our engagement
with it as meaningful”
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Subject-based CPD
(Subject Scholarship)
Subject-based CPD
(Learning, Teaching, Assessment)
Work-based CPD
(Implicit CPD Activity)
Work-based CPD
(Explicit CPD Activities)
Updating subject knowledge reading and assimilating
journals, articles, research
reports, publications etc
Attending subject conferences
- research and development
Reflecting on subject
developments, their impact on
curriculum renewal and
associated action planning
Professional practice including
scholarly engagement,
publishing, dissemination,
refereeing, networking, PhD
supervision, inter-professional
practice, bidding, professional
advice, consultancy etc
Module / programme / subject team
meetings
Faculty / department away days
Internal subject-specific pedagogical
workshop / conference
External subject-specific
pedagogical workshop / conference
run by LTSN, professional body etc
Participating in a subject project to
improve learning and teaching, e.g.
FDTL, TQEF, LTSN
Accredited subject-specific
programmes of study, e.g. P/g
Certs, Dips and Masters in aspects of
subject learning and teaching by
Learning Through Work schemes and
negotiated curricula
External examining and validation
panels
Acting as a QAA / OFSTED / ALI
reviewer / assessor
OMST - peer observation of
teaching, learning and its
outcomes
Evaluating practice to prepare:
module or programme reports
subject, departmental or
Faculty reports
Action planning as a result of
evaluations and reports on
learning and teaching
Student support and guidance
academic practice
Analyses, evaluations,
preparations, writing selfevaluations and documents, for
periodic subject reviews,
validations and re-validations
Learning through: mentoring
partnerships; paired / team
teaching
Applying generic
developments such as
constructive alignment to
curriculum design and delivery
CPD events – seminars,
workshops, conferences – run
internally by:
the Quality Enhancement
Department (QED)
Corporate Staff Development
(OPD)
Accredited CPD programmes,
e.g. P/g Certificates, Diplomas,
Masters:
in HE Learning and Teaching
offered at UoD
by Learning Through Work
schemes at UoD or at other HEIs
Secondments, formal job swaps
and longer term exchanges
Training sessions for specific
skills, e.g. IT; appraisal (DPR)
HEA membership and
participating in HEA sessions
Some Components of Continuing Professional Development (CPD) Activity
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Biggest Challenges for Implementation?
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Recognising what we do
Valuing what we do
Capturing what we do
Crediting what we do
Evaluating what we do
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