Swansea Application Route Assessor and Mentor Training
“If Passion drives, let Reason hold the Reins” Benjamin Franklin
Being an assessor requires reasoned judgement of the applications made by impassioned teachers…
November 18, 2015
Purpose of this training• IT@S and its component parts• UK PSF and HEA Fellowship categories
Overview of the UK PSF and SAR
• consistency of judgement• decisions at D1/D2
Assessment Practice – D1/D2
• Differences between D2 & D3• decisions at D3
Assessment Practice – D3
• Pebble+, deadlines, allocationsAdmin and Logistics
• mentoring and what that entailsSupporting Applicants
Inspiring Teaching at Swansea (IT@S) Overview
Swansea Application
Route
AFHEAFHEASFHEA
Module 1 Introduction to teaching in HEAFHEA AND
SHTM34 Teaching and Learning for Health Profession’s EducatorsAFHEA
SHTM33 Designing and Evaluating your Teaching
PM – M19 Assessment and FeedbackFHEA
SHTM28Teaching and Learning for Practice TeachersAFHEA
or
Route 2
PGC in teaching in Higher EducationD1, D2
Route 3
PGC in Education for Healthcare ProfessionalsD1, D2
Route 1
Swansea Route D1, D2 and D3
Inspiring Teaching at Swansea
Module 2 Developing Teaching at SwanseaFHEA
AND
D1 D2 D3Certificated routes
Introduction to Teaching in HE PG Certificate in Teaching in HE
SHTM28 Teaching & Learning for Practice Teachers
PG Certificate in Education for Healthcare ProfessionalsSHTM34 Teaching & Learning
for Health Professions’ Educators
Swansea Application Route (written)
Reflective account & Teaching philosophy2 referees
Reflective account & Teaching philosophy2 referees
Reflective account & Teaching philosophy2 Case Studies2 referees
Swansea Application Route (presentation)
Account of practiceSupporting reflective presentation2 referees
Account of practiceSupporting reflective presentation2 referees
Account of practiceSupporting reflective presentation2 Case Studies2 referees
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Swansea University pathways to Fellowship
Quality Assurance and Moderation
The IT@S panel will assure the quality of the decisions made by the subcomponent panels through the moderation of the following:• A sample of the taught programme acceptances• A sample of all outcomes from the SAR
IT@S Panel
SAR Panel
- Sample of accepts
- All clarification or return outcomes
PGC HP Panel
- Sample of accept outcomes
PGC HE and Student Demonstrator Panel
- Sample of accept outcomes
Future Plans
Responsibility for the PG Cert teaching in Higher Education has moved to SALT(Staff already enrolled will be supported to complete the programme.)
A revised tHE will be offered (anticipated start of January 2016). Proposed final task will be to apply for HEA Fellowship through the SAR approach.
To offer an enhanced range of CPD for experienced staff
Fellowship growth at Swansea
11% - 2015(123 Fellows)
18% - 2016 (100 applications)
50% - 2017
80% - 2020
Starting from a low base to achieve ambitious strategic goals
Any Questions arising from the slideshare?
Specific requirements of the SAR• The structure of the
application• Evidence• Differences between
categories• Differences between
written and presentation routes and assessment
• References
Qualities/ Category Requirements?
• UK PSF – the dimensions and what these mean in practice
• Strengths• Weaknesses• What constitutes evidence• CPD and Pedagogical
references
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The Academy recognises staff against the UKPSFthrough its Fellowship scheme.
Associate Fellow = D1Fellow = D2Senior Fellow = D3Principal Fellow = D4
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The Fellowship Scheme
Associate Fellowship• Successful engagement in• two areas of activity• appropriate teaching and related
practices• appropriate core knowledge (at least
K1/2)• appropriate professional values• relevant professional
practices/research/ scholarship• CPD in teaching, learning and
assessment activities
Fellowship• Successful engagement in• five areas of activity• appropriate teaching and related
practices• all core knowledge • all professional values• incorporation of research/
scholarship within activities• CPD in teaching, learning and
assessment activities & related professional practices where appropriate
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D1 and D2 requirements
It is essential that applicants should provide evidence of having accessed and utilised external advice and guidance based on educational scholarship to inform their professional practice.
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Scholarship at D1/D2
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Considering T&L Practice and Evidence for Recognition
Scopeof Activity, Role
Sphere of Influence Source
of Evidence
Promoting Teaching: making evidence count (HEA, 2013: 10)https://www.heacademy.ac.uk/resources/detail/recognition/making-evidence-count-web
• Applications should relate to the positive impact on student learning
• At D3 individual must show sustained record of success/achievement
• Claims should evidence successful engagement with appropriate dimensions of UKPSF
• Claims should not be based on role, job description or status of individual
• Outcomes, impact and influence (and reflection of evidence of same) much more important than role activities per se 15
General Principles
The Swansea Assessment CriteriaThe Fellowship Categories document describes the various category requirements…BUT, submissions also assessed against the general principles embedded within the Swansea assessment criteria:• Clear evidence of their impact on the student learning
experience• A personal account, demonstrating their commitment to
learning and teaching• A reflective account, demonstrating their actions in
terms of improving their teaching, learning or assessment practice and/or impact on others
• For Senior Fellows – leadership of others in HE
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Assessment Practice
Group A– Paul Holland– Sian Rees– Sarah Roberts– Sam Webster
Group C– Simone Bedford– Michele Raithby– Liz Stratton– Chedly Tizaoui
Group B– Suzanne Darra– Neal Harman– Sue Jordan– Diane Kelly– Adam Shore
Group D– Evelien Bracke– Steve Capey– Andrew Dunning– James Titiloye
In groups discuss & note: 1. What you would expect the application look like as
it stands
e.g. Mapped to the criteria and UKPSF
2. How would you advise the applicant
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Making recognition decisions at D1 and D2
• I. Successful engagement across all five Areas of Activity
• 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, scholarship and, as appropriate, related academic or professional practices
• 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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D3 requirements
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Considering T&L Practice and Evidence for Recognition
Scopeof Activity, Role
Sphere of Influence Source
of Evidence
Promoting Teaching: making evidence count (HEA, 2013: 10)https://www.heacademy.ac.uk/resources/detail/recognition/making-evidence-count-web
D3.7 Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning At Descriptor 3, it is particularly important to demonstrate how you know your practice has influenced others, been effective and generated impact.This is the overarching descriptor and evidence for this should be found across the application. It is the essential distinguishing characteristic of the Senior Fellow.
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Exploration of 3.7
It is essential that Senior Fellows provide evidence of having accessed and utilised external advice and guidance based on educational scholarship and likely that they themselves will be undertaking some kind of research which may well (though this is not essential) include research for publication in peer review journals.
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Scholarship at D3
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Assessment Practice
Group A– Liz Stratton– Paul Holland– Simone Bedford– Sarah Roberts
Group C– Suzanne Darra– Adam Shore– Diane Kelly– Neal Harman
Group B– Chedly Tizaoui– Sam Webster– Sue Jordan– Evelien Bracke
Group D– Sian Rees– Andrew Dunning– James Titiloye– Michele Raithby– Steve Capey
In groups discuss & note: 1. What you would expect the application look like as it
stands
e.g. Mapped to the criteria and UKPSF
2. How would you advise the applicant
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Making recognition decisions at D3
Assessor Workload• Each application allocated to a ‘set’ of
two assessors• Each application reviewed
independently by each assessor• Hopefully no more than 5 applications
to each ‘set’• Senior Fellowship applications will be
allocated ‘more time’, so fewer of these to review.
• Each assessor involved in 2 of the 4 deadlines
• Attendance at SAR Panel• Can’t assess someone’s application if
you’ve mentored them.
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Assessor Review
• Areas of difference will be discussed beforehand.• If no agreement, will be discussed at the SAR Panel• An agreed recommendation and feedback comments will then be
recorded
Category No Assessors
Of Which Fellows
Of Which Senior Fellows
Of which externals
Associate Fellows
2 2 - -
Fellows 2 1 1 -
Senior Fellows
3 - 2 1
Application and Panel Deadlines 2015/16
Outcomes will be given approximately 12 weeks following submission.
Submission Deadline Date of SAR Panel
Fri 02/10/15 at 2 p.m. Fri 6/11/15
Fri 8/01/16 at 2 p.m. Fri 19/2/16
Mon 4/04/16 at 2 p.m. Thurs 12/05/16
Fri 1/07/16 at 2 p.m. Mon 01/08/16
Assessments and Recommendations
Assessment template for the Reflective Account/PresentationIncludes sub-elements for Case Studies
Recommendations will be one of the following 3 options:
Proceed Clarify Return
Application Send to reviewers
Decision
SAR Panel Moderation
IT@S panel
Feedback
Return FellowshipClarification
The HEA Application Review process
Introduction to Pebblepad
Pebblepad is an e-portfolio software available through home.swan.ac.uk
Used to support reflective learning in the Swansea Employability Awardand, for example, in Health Science modules which require reflection.
Why use Pebblepad• Enables sharing of applications with
mentors/others for comment, with referees and line managers without arranging a login.
• Enables ease of sharing with assessors and electronic feedback for applicants
• Facilitates a robust administrative structure and QA evidence for reporting
• Personal pronoun• Emphasise the positive• Where gaps are evident, make suggestions for
how the applicant might address these• Be specific• Make suggestions for future development
opportunities• Don’t write anything that you would not be happy
for the applicant to see
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Giving feedback
Feedback to Feedforward
Application Returned or
Clarified
Applicant (hopefully) reviews
the Feedback template comment
Discusses with a mentor/SALT Team
Revises application and
Resubmits
Application Assessed
Your feedback comments are vital.
They will be released to the applicant following the
IT@S panel.
You remain anonymous
(unless application is by presentation)
Application Successful
• What will mentors provide?– 1-1 or group guidance and support to encourage staff to
submit their application– Provide general feedback/prompts on draft
applications/presentations– Help in responding to feedback on unsuccessful
applications.• How much support are you expected to provide?
– Up to 4 meetings, but applicants have preparatory work to do too!
– There’s a Guide of things you might cover in each session
Overview of Mentoring Arrangements for the SAR
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• Mentors are not there to:– Help staff find a referee– Draft any element of someone’s application– Observe your mentee’s teaching practice– Proof-read the application/correct the presentation– Be held to account for the SAR Panel decisions.
• Further details: https://salt.swan.ac.uk/fellowship-mentors/
Overview of Mentoring Arrangements for the SAR
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