This document discusses requirements for two teaching recognition awards: the Principal Fellowship of the Higher Education Academy (PFHEA) and National Teaching Fellowship (NTF). It provides an overview of the evidence needed for each award, including demonstrating strategic leadership and commitment to enhancing student learning for the PFHEA, and individual excellence, raising teaching profiles, and developing excellence for the NTF. The document also shares examples of evidence that supported applications for these awards, such as impact of strategies to reduce student disadvantage, use of technology enhancing experience, and disseminating best practices. It prompts discussion of aspects of others' teaching practice that could provide award-worthy evidence.

1. Higher recognition for
Learning Developers – NTF and
PFHEA discussion session
Prof Debbie
Holley PFHEA
NTF
Dr Carina
Buckley,
PFHEA

2. Overview
• Summary of PFHEA requirements
• Summary of NTF requirements
• Evidence we used in our applications
• Discussion around how to potentially build up evidence to
support an application
• Opportunity for questions

3. PFHEA
• Who would apply?
• “highly experienced and/or senior staff with wide-ranging
academic or academic-related strategic leadership
responsibilities in connection with key aspects of teaching and
supporting learning;
• staff responsible for institutional strategic leadership and
policymaking in the area of teaching and learning;
• staff who have strategic impact and influence in relation to
teaching and learning that extends beyond their own
institution”.
• Source: https://www.advance-he.ac.uk/fellowship/principal-
fellowship#who

4. PFHEA
AdvanceHE (2021) indicates the following evidence is required:
• “Active commitment to and championing of all Dimensions of the Framework, through work with students and
staff, and in institutional developments”;
• “Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive,
focus on enhancing teaching quality in institutional, and/or (inter)national settings”;
• “Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g.
through mentoring, coaching) high quality teaching and support for learning”;
• “Championing, within institutional and/or wider settings, an integrated approach to academic practice
(incorporating, for example, teaching, learning, research, scholarship, administration etc.)”;
• “A sustained and successful commitment to, and engagement in, continuing professional development related
to academic, institutional and/or other professional practices”.
Source: https://www.advance-he.ac.uk/fellowship/principal-fellowship#who

5. Carina
Buckley

6. National
Teaching Fellow
• Annual competition.
• “The NTFS is open to all Higher Education Providers (HEPs) across the
four nations of the UK, including Further Education Colleges and
independent ‘alternative’ providers. Each UK HEP is invited to nominate
up to three individual members of staff who can clearly demonstrate
having an outstanding impact on student outcomes and the teaching
profession” (AdvanceHE, 2021).
• Application form requires evidencing of three distinct areas:
• Individual excellence
• Raising the profile of excellent
• Developing excellence
• Institution provides a supporting statement
• Applications are scored by trained NTF reviewers. Reviewer scores are
considered collectively when AdvanceHE decide award winners.
• See: https://www.advance-he.ac.uk/awards/teaching-excellence-awards/national-teaching-fellowship#2021

7. Debbie Holley
• Some of the evidence that supported my PFHEA and NTF
applications:
• Commitment evidenced to WP/intersectionality
discrimination and strategies to reduce impact of
disadvantage
• Track record of impact of technology leading to
enhanced student experience
• Working with Professional bodies at national level
• Scholarship in learning and teaching
• A sustained commitment to disseminating best practice
and ongoing CPD

8. What about you?
In pairs or small groups:
• Outline an aspect of your
practice
• Where did this aspect come
from?
• What did it lead to?
• Who did it impact?
• How do you know?
Does this feed into a wider pattern of
practice?