Excellence in Teaching: recognising, enhancing, evaluating and achieving impact

Raj Dhimar and Nigel Purcell 15 and 16 Nov

17th Annual SEDA Conference 2012

Rewarding teaching: developing the identity if Higher Education Academy Fellows

• Better understand - UKPSF/Professional recognition

• Dialogue about value of teaching awards and Fellowships

• Develop thinking on how individuals, teams and departments can be rewarded for their teaching

• Consider systematic approaches to rewarding teaching within institutions and beyond

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Workshop aims

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Key issues - rewarding staff

Few national systems which promote the

importance of teaching at multiple

stages (Young, 2006)

Institutional reward processes are seen to be inadequate,

despite progress in policies (Ramsden,

2008)

UK Government promotion of

teaching in HE (DfES 2003, BIS

2009, 2011)

Perception of teaching in UK HE

is valued and rewarded too little, both culturally and

in HR promotion (Gibbs 2003)

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The UK Professional Standards Framework and Professional

Recognition Scheme

What is it?

Why is it importan

t?Uses of

the Framewo

rk

Describes the professional role of ‘teaching and supporting learning’ in HE …

Practitioner perspective …

3 x Dimensions construct…

4 x Descriptors comprehensively covering teaching and learning support roles within HE.

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What is the UKPSF?

The UKPSF provides a means to:• Benchmark

• Develop

• Recognise & reward …

teaching and learning support roles within HE.

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What is it for?

• Clarified terminology – e.g. ‘SD’ – now ‘D’

• D1 and D2 enhance clarity – explicit link to Dimensions of the Framework

• D3 revised + new D4

• 2 new Fellowship categories – Senior and Principal Fellow

• PF (D4) = Strategic impact

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Key changes to the UKPSF

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Concise

Comprehensive

Coherent

Practical

Legitimate

Developmental

Strategic

The UKPSF

• Development/operation of institutional CPD Frameworks to enhance learning and teaching

• Engagement with recognition scheme that provides opportunities for staff to demonstrate their professionalism against the UKPSF at different points in their career

Over 38,000 individuals have been recognised as AF, F, SF or PF of the HEA – demonstrates a valuable indicator of professional identity for those engaged with teaching and learning

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Some key uses to date

The HEA recognises staff against The UKPSF in two ways:

1. The individual experience route:

• HEA – offers recognition against each of the UKPSF Descriptors as AF, F, SF and PF. Application process available – http://www.heacademy.ac.uk/professional-recognition

• Submission of evidence based on an Account of Professional Practice, supported by referees or advocates and assessed by peer accreditors

2. Through successful completion of an accredited institutional provision

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Professional Recognition of The HEA

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Update on recognition – developing identity

Good Standing Code of Conduct

UKPSF Impact Study Consultancy

Developments

• How can we better reward and recognise those engaged in HE learning and teaching?

• In tables identify, discuss and record (on flipchart) new ways or schemes in which the following groups can be rewarded:

- Individuals

- Teams

- Departments

- Institutions (HE providers)

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Over to you – your context

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Individuals Teams

Schools/Faculties HE Providers

• Identify what resources will be required. Who will need to be involved? When and how will it happen?

• Be prepared to feedback a short summary of your group’s discussion.

• Identify how the reward be achieved and what might it be called?

• Identify some criteria and procedures to judge it• Identify any issues and challenges with implementing

the awardit