SEDA Professional Development Framework

Dr Stephen BostockFHEA, SFSEDA, NTF

Chair of the SEDA Professional Development Framework Committee

SEDA email: stephen@keele.org.uk

Head of the Centre for Learning, Teaching and Assessment Glyndẅr University, Wrexham

s.bostock@glyndwr.ac.uk

SEDA Recognition (accreditation)Staff & Educational Development Association

SEDA’s Professional Development Framework‘Named Awards’ e.g. Learning, Teaching and Assessing

An Institution’s programmee.g. a PG Certificate

Participants from institution and elsewhere

Institutional aspect(institutional mapping document)

An institution demonstrates:• How professional needs are identified• How courses and pathways are developed to

meet these needs• Location of course within the institution• Links between the course and institutional

strategies• A review of the institution’s approach to

professional development

Programme aspect(programme mapping document)

1. SEDA Values

2. Common core development outcomes based on the professional development cycle:

3. Different specialist outcomes for each award, related to role, function, or need

Plan

Review

Identifyneeds

Implement

SEDA PDF Named Awards• Supporting Learning • Learning, Teaching and

Assessing• Leading and Developing

Academic Practice• Developing Professional

Practice • Developing Leaders• Embedding Learning

Technologies• Supporting Learning with

Technology• Action Research • Mentoring and coaching• Leading programmes

• Staff and Educational Development

• Leading Staff and Educational development

• Student Support and Guidance

• Supervising Postgraduate Research

• Enhancing Research Practice

• Responding to Change in HE • Enhancing Academic

Practice in XXX• External Examining

Example of Named Award Specialist Outcomes: Mentoring and Coaching

1. Recognise where mentoring/coaching may be beneficially used for staff development

2. Develop and implement strategies and plans for mentoring/coaching schemes or for the mentoring/coaching of individuals

3. Demonstrate understanding of mentoring/coaching theory and process in order to effectively mentor/coach colleagues in connection with one or more specific professional development objectives

4. Analyse and apply information from the relevant literature and from other sources (e.g. experience, peers) to inform and enhance mentoring/coaching practice.

Characteristics of PDF Recognition

• Mentored, supportive and developmental• Universities in the UK and elsewhere, and some

national organisations • Values and outcomes-driven programme

recognition; no academic levels or credits• Review every 5 years• Course leaders often become trained Recognizers

and mentors – a community of practice• Interested in becoming a SEDA Recogniser?

1992 SEDA

Institute of Learning and Teaching(Membership of ILT)

1999

Higher Education Academyaccreditation of IPD(‘Fellowship’ of HEA)

Teacher Accreditation(IPD)

2002

1974

Fellowship of SEDA

IPD

CPD

ProfessionalDevelopment

Framework

16 PDF Awardsaccreditationlevels 1,2,3

UK ProfessionalStandardsFrameworklevels 1,2,3

History of UK accreditation

Dearing Report

Teacher accreditation,levels 1,2

9

Example SEDA recognition at Keele U.

Supporting Learning (TAs) – UKPSF1Learning, Teaching and Assessing*

(faculty) – UKPSF2Embedding Learning Technology*Action Research* Enhancing Research PracticeExternal ExaminingRecognised Teacher (pathway)

* three parts of an MA