Introduction to the uk professional standards framework  august 2013
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Introduction to the uk professional standards framework august 2013

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An introduction to the UK Professional Standards Framework for teaching and supporting learning in higher education

An introduction to the UK Professional Standards Framework for teaching and supporting learning in higher education

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  • They are a set of statements outlining etcAll interact K + V = A
  • In groups of 3 to 5 Feedback in plenary

Introduction to the uk professional standards framework  august 2013 Introduction to the uk professional standards framework august 2013 Presentation Transcript

  • Raj Dhimar Professional Standards Framework (PSF)
  • 2 Session outline • Explore your interests and expectations of the PSF • Provide opportunities for you to interpret and engage with the PSF • Understand the dimensions and descriptors • Consider the PSF’s potential uses and implications to higher education providers • Identifying future needs for Thailand higher education in the context of professional standards for teaching and supporting learning
  • “Qualifications” for higher education lecturers? • Dearing (1997) - enhancing professionalism of HE teaching, the future of higher education white paper (2003), students and the heart of the system white paper (2011) • Learning and Teaching Support Network (LTSN) • Institute for Learning and Teaching in Higher Education - membership organisation • The Higher Education Academy - subscription organisation • Higher Education Statistics Agency - staff profiles Teaching Quality - external drivers (UK) - historic and current 3
  • 4 Why are training and CPD important? Those who are trained have greater self awareness of the factors impacting on learning environments Professional development leading to professional recognition provides a benchmark for individuals and institutions, and gives the general population and students themselves confidence that they are being supported by qualified, capable and competent professionals. Research evidence in this area is limited but examples are available – e.g. Impact of Teaching Development programmes for HE. HE providers have autonomy to develop and manage staff for their own individual circumstances.
  • • PSF provides set of descriptors, developed with the sector, against which institutions can benchmark their approaches to the professional development of staff. • Sector-owned, managed by the HEA. • Offers universities and colleges criteria which support the initial and continuing professional development for staff who teach and support student learning. • Flexible framework that is adaptable to the needs of the individual and of the institution. • Many institutions use the PSF and seek external validation of their approaches to professional development against the framework. The HEA alone accredits over 400 provision in over130 HEIs across the UK. • Not mandatory. There are other routes to accreditation too, which the HEA welcomes. • Has potential to be a key indicator of UK HE’s ongoing commitment to teaching, as well as giving confidence that minimum threshold standards have been met by academic staff. 5 Professional Standards Framework
  • A framework for HEIs to: • Align initial and continuing professional development provision for all staff involved in teaching and supporting learning in Higher Education • Inform progression, promotion and reward criteria Comprises : Dimensions (Areas of Activity, Core Knowledge and Professional Values) Descriptors (D1, 2, 3 and 4) equivalent to Associate Fellow, Fellow, Senior Fellow and The PSF 7
  • 8 The Dimensions Areas of Activity Undertaken by teachers and supporters of learning within higher education Core Knowledge Needed to carry out those activities appropriately Professional Values the manner in which teaching professionals should perform and carry out their learning and teaching activities
  • Design & plan (A1) Teach/support learning (A2) Assess & feedback (A3) Evaluate & Develop (A5) Environment Support Guidance (A4) The Areas of Activity 9
  • Uses of the Framework (1) Gain recognition for your own teaching and learning support activities Plan and guide your own Continuing Professional Development in the area of teaching and learning Promote the professionalisation of teaching and learning support within Higher Education
  • Uses of the Framework (2) Foster creative and innovative approaches to teaching and learning Enable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learning Gain Academy accreditation for education development programmes and CPD schemes
  • Uses of the Framework (3) Enhance the quality and prominence of teaching and learning activities Facilitate and support the design and delivery of initial and continuing education development programmes and activities Demonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learning
  • Professional Standards Framework consultation 13 What does the teaching community think? HEA , (2011), PSF consultation, recognising excellence in teaching and learning Broad general support for the idea that those who teach in HE should be appropriately qualified Strong support (66%) for transparency of public information in relation to teaching qualifications and fellowships Strong support (89%) for collaboration between the HEA and relevant professional bodies in relation to the alignment of standards providing this was limited, targeted and not overly resource-intensive
  • a) Explore the PSF. • - How do you interpret it? • - What are the distinctions between the Descriptors? • - How might you interpret the Dimensions in your own practice? b) What challenges/opportunities can you identify in your interpretation of the Framework? 15 Activity
  • To find out more 16 About the Professional Standards Framework http://www.heacademy.ac.uk/uk psf About Professional Recognition http://www.heacademy.ac.uk/pr ofessional-recognition About Accreditation http://www.heacademy.ac.uk/ac creditation