Changemaking @ Northampton – Development OpportunitiesC@N-DO: a framework for enabling positive change

The UKPSF -Sector Professional Standards Framework

Revised November 2011

The UKPSF …

… describes the main dimensions of the roles of teaching and supporting learning within the HE environment

The UKPSF is used

… to benchmark teaching and learning support roles HE

… as a basis for national professional recognition

… to help structure and plan academic professional development

The UKPSF can be found at

http://www.heacademy.ac.uk/professional-recognition

http://www.heacademy.ac.uk/ukpsf

The Framework has been developed by the Academy on behalf of the sector as a whole and so it is the property of all of those with a direct interest in the HE sector.

(http://www.heacademy.ac.uk/ukpsf#whatisframework)

• The Descriptors:

A set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education.

• The Dimensions of Practice

These are a set of statements outlining the:

– Areas of Activity undertaken by teachers and supporters of learning within HE

– Core Knowledge that is needed to carry out those activities at the appropriate level

– Professional Values that someone performing these activities should embrace and exemplify

There are two main elements to the UKPSF

UKPSF Descriptors – categories of Fellowship

Associate Fellow of the

Academy

Graduate Teaching Assistants or Associate Lecturers with limited

teaching role

Learning support, demonstrators or

technicians with some teaching responsibilities.

Career researchers or staff experienced in

professional areas with some teaching

responsibilities.

Fellow of the Academy

Staff for whom teaching or learning support is a significant element of

their role

Academic or Support staff holding substantive

teaching & learning responsibilities

Experienced professionals with

substantive teaching & learning responsibilities e.g. within workplace

settings

Senior Fellow of the

Academy

Staff with considerable expertise in supporting

high quality student learning in all

dimensions of the framework

Experienced staff demonstrating sustained

impact & influence on the L&T practice of

others over a number of years

Significant experience leading, managing,

programmes, mentoring, departmental, school or

university L&T responsibilities

Principal Fellow of the

Academy

Highly experienced, sustained and effective

impact in relation to institutional, national or

international L&T strategy

Wide-ranging strategic leadership and policymaking

responsibilities in connection with key

aspects of L&T

Strategic impact and influence in relation to

L&T that extends beyond their own institution.

UKPSF Dimensions of Practice

Areas of Activity

Professional Values

Core Knowledge

The UKPSF Dimensions of Practice

- underpin the organisation of C@N-DO workshops

- underpin the UKPSF Requirements for the award of the different categories of Fellowship

- Underpin the C@N-DO assessment tasks.

UKPSF Dimensions

Areas of Activity Core Knowledge Professional Values

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 continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/disciplinary area(s)

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4 Acknowledge the wider context in which higher education operates, recognising the implications for professional practice.

Reflecting a national development

Separa

te P

roce

sses

for

Pro

fess

ional

Reco

gn

itio

n Direct Application to

HEA

PGCHE

Accredited CPD

Schemes

C@N-DO ….

Developed in response to:

• review of the existing PGCTHE provision and

• institutional priorities and targets

• the UKPSF

Aims:

• Professional Development & Assessment that is practical and directly related to teaching

• Flexibility of

– mode of delivery

– speed of progression

• Professional development provision which is inclusive across the whole staff body

PGCAP – 60 Credits @ Level 730 Credit, Level 7 – APEL module

Critical engagement

with Literature

Suuccessful C@N-DO

Fellowship Submission

30 Credit, Level 7 Module

Enquiry-based L&T Project

What I C@N-DO!

UKPSF Dimensions

Areas of Activity Core Knowledge Professional Values

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 continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/disciplinary area(s)

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4 Acknowledge the wider context in which higher education operates, recognising the implications for professional practice.

UKPSF Dimensions Examples from my practice

A1

A2

A3

A4

A5

K1

K2

K3

K4

K5

K6

V1

V2

V3

V4

NOTES:

Evaluate your strengths in each Dimension …

• Inner ring – I have some experience of this; I am working towards successful engagement within my practice.

• Second ring – I have developed a broad understanding of effective approaches in relation to this & I have evidence of successful engagement within my practice, underpinned by relevant CPD & scholarship

• Third ring – I have a thorough understanding of effective approaches to teaching & learning support in relation to this & can demonstrate development as a consequence of CPD & scholarship.  I have a good range of experience of successful engagement within my own practice,  & can easily evidence positive impact as a key contribution to high quality student learning

• Fourth ring – I am able to demonstrate sustained impact & influence on the L&T practice of others in this area over a period of 3 years+; this may include contribution to HE L&T Literature & CPD

… THEN draw them together to form a 'picture' of how you judge your existing experience and expertise. 

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