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The UK Professional Standards Framework at Newcastle University
What is this?
A nationally recognised framework for evidencing the professional teaching
status of our academic staff
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• Browne report, on enhancing the student experience – “All new academics with teaching responsibilities should
undertake a teaching qualification” • The HE Academy Strategic Plan (2012-16) has explicit target
that: – “At least 50% of eligible academic staff working in UK higher
education have achieved descriptor 2 of the UK Professional Standards Framework through HEA accreditation or HEA recognition processes by 2016”
– Several universities are looking for 85%+ – 30-40 institutions expected to have accredited CPD framework
in place by January 2013 • HESA return Autumn 2013 – including professional teaching
qualifications of our relevant staff (NB not only UKPSF)
External environment
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A Diversity of approaches: • From formally taught academic programmes:
• Credit-bearing individual modules/ programmes at D1 • PGCerts at D2 for new lecturers, some with embedded D1
opportunities • To include the ‘informally caught’:
• Accelerated progression on PGCert • Routes to recognition for more experienced staff • Practice-based evidence of effectiveness • CPD schemes that integrate and pull together elements of provision
– e.g. Exeter exemplar
How is this (to be) delivered? – Sector Trends
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1. By June 2013 NU seek re-accreditation via the HE Academy (HEA) to confirm our status as an accredited recognising body for the UK Professional Standards.
Currently accredited, we have the Certificate in Advanced Studies in Academic Practice (CASAP) the Introduction to Teaching and Learning in HE (module from CASAP) and the Certificate in Clinical Education (from MClinEd). These accreditations expire in August 2013.
HOW? - Create a recognition panel, people and process – identify participants, give development support to gain official D3 status
HOW? - Implement throughout our Uni/HR policies and processes the importance of the UKPSF (rather than simply stating “CASAP”)
Priorities for Action – approved by Staff Committee, Nov 19th 2012
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2. Define and develop an approach to encouraging D1/2
status for larger number of our academic body than currently represented (improve from 12% reported to…??%) Requirement for recruitment, promotion?
3. Design CPD framework, more broadly, for implementation
2015. This to include an effective “fit” with the Researcher Development Framework; Leadership frameworks; Success Factors, as relevant
Priorities for Action
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Current and possible routes to recognised staff at Newcastle
Programme routes for new staff and affiliates as at present
Recognised staff and affiliates
Single NU Panel for Recognition
CClinEd ITLHE CASAP Possible non-programme route for experienced staff
Support loop
External (HEA) Recognition
Support and ££ needed
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Focus for change Processes • Recruitment • Induction • Probation • Promotion • Selection for specialist
roles • Recognition and reward • Integration with other
frameworks
Communities and people • Teaching and research staff • Directors of L&T • Chairs of LT Committees, etc. • Teaching Fellows • Development staff (QA and QE) • Careers Service/ Library teachers • PGRs who teach • RAs who teach • Deans • Staff Committee • PVCs/Provosts • EB
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Focus for change Possible policies • Role profiles
(especially Teaching and Scholarship Lecturer and Senior Lecturer leadership roles)
• HR Strategy • LTSE strategy • Academic Job
Description
Programmes • CASAP at D2, including • ITLHE at D1 and • NTA at D1 • MClinEd, including CClinEd at D2 • CASAP (Intensive) at D2 • Other, e.g. MMedEd for Oman/
Malaysia? • CPD routes
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• Paper to EB 11th December • Consultation with Faculties Nov 2012 – Jan 2013 • Regular working group and project plan • Support from HR where relevant re refining policies and
processes (as part of our submission and then for real implementation)
• We welcome Expressions of Interest in achieving UKPSF D3 (Descriptor 3) during 2013 by Directors of Excellence in Learning and Teaching (DELTs) to ukpsf@ncl.ac.uk
Next Steps
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Accredited CPD Schemes
Aston
Glasgow Caledonian
Robert Gordon
Cardiff Metropolitan
East London
Essex
Exeter
Nottingham Trent
Oxford Brookes
Plymouth
Southampton
Staffordshire
West London
York St John
(14)
Descriptors 1 to 3
Cumbria
Central Lancashire
Derby
Leeds Metropolitan
Lincoln
Sunderland
Teesside
UCL
(8)
Descriptors 1 & 2
Chester
Glyndwr
Greenwich
Kent
Roehampton
Sheffield Hallam
(6)
Descriptors 1 to 4
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CPD Schemes
Accredited
28 institutional schemes (see previous slide)
Almost Complete
Bedford
Canterbury Christ Church
Edinburgh Napier
Falmouth
Glasgow
Ulster
Portsmouth
Work in Progress
Aberystwyth/Bangor
Anglia Ruskin
Coventry
Durham
Edinburgh
LIPA/Rose Bruford
Open University
QMU, London
West Scotland
Worcester
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Dimensions of the Framework
Areas of Activity
Core Knowledge
Professional Values
Full details at: http://www.heacademy.ac.uk/ukpsf
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Dimensions of the Framework A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in CPD in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/ disciplinary areas K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of QA and QE for academic and professional practice with a particular focus on teaching
V1 Respect individual learners and diverse learning communities V2 Promote participation in HE and equality of opportunity for learners V3 use evidence-informed approaches and the outcomes of research, scholarship and CPD V4 Acknowledge the wider context in which HE operates recognising the implications for professional practice
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Descriptor 2 Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:
I. Successful engagement across all five Areas of Activity [D1 only two] II. Appropriate knowledge and understanding across all aspects of Core
Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the
Areas of Activity V. Successful incorporation of subject and pedagogic research and/ or
scholarship within the above activities, as part of an integrated approach to academic practice
VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices
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Descriptor 3
As Descriptor 2 in full, plus: VII. Successful co-ordination, support, supervision,
management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning
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UKPSF routes at Newcastle University
CertClinEd
Separate provision, not all accredited
Now Future
ITLHE/ CASAP
CASAP (Intensive)
Equate
Other ?
CertClinEd
Integrated provision, accredited where possible and appropriate
ITLHE/CASAP (PT)
CASAP (FT)
D2 D3 D4 D1
?
?
Where >50% Overseas delivery AND Not for NU staff (but award of descriptors depends on HEA policy)
Where Newcastle delivery and/or
NU staff
?
CASAP (International) ? ?
Other programmes?
CPD Route
Equate (if incl. mentoring)
e.g. Leadership, Unpacking your Chair
?
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