Grounding of the UN CPD Scheme in the UKPSF
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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.
Getting started with CAN-DO
You have started!
Any questions?