Recognition.Higher Education Academy Fellows.17th annual seda conference 2012 ppt nov2012_revised
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This document summarizes the 17th Annual SEDA Conference on excellence in teaching. The conference focused on recognizing, enhancing, evaluating, and achieving impact in teaching. It included a workshop on rewarding teaching and developing the identity of Higher Education Academy Fellows. The workshop aimed to better understand the UK Professional Standards Framework and professional recognition process. It also discussed how to systematically reward teaching within institutions. Key issues discussed included the lack of national systems that promote teaching's importance and perceptions that teaching is undervalued and underrewarded in UK higher education. The UK Professional Standards Framework was presented as a means to benchmark, develop, recognize, and reward teaching roles. Professional recognition through the Higher Education Academy was also discussed.
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Recognition.Higher Education Academy Fellows.17th annual seda conference 2012 ppt nov2012_revised
- 1. 17th Annual SEDA Conference 2012 Excellence in Teaching: recognising, enhancing, evaluating and achieving impact Raj Dhimar and Nigel Purcell 15 and 16 Nov
- 2. Rewarding teaching: developing the identity if Higher Education Academy Fellows
- 3. Workshop aims • Better understand - UKPSF/Professional recognition • Dialogue about value of teaching awards and Fellowships • Develop thinking on how individuals, teams and departments can be rewarded for their teaching • Consider systematic approaches to rewarding teaching within institutions and beyond 3
- 4. Key issues - rewarding staff Few national systems which promote the importance of teaching at multiple stages (Young, 2006) Institutional reward processes are seen to be inadequate, despite progress in policies (Ramsden, 2008) UK Government promotion of teaching in HE (DfES 2003, BIS 2009, 2011) Perception of teaching in UK HE is valued and rewarded too little, both culturally and in HR promotion (Gibbs 2003) 4
- 5. The UK Professional Standards Framework and Professional Recognition Scheme What is it? Why is it important? Uses of the Framework 5
- 6. What is the UKPSF? Describes the professional role of ‘teaching and supporting learning’ in HE … Practitioner perspective … 3 x Dimensions construct… 4 x Descriptors comprehensively covering teaching and learning support roles within HE. 6
- 7. What is it for? The UKPSF provides a means to: • Benchmark • Develop • Recognise & reward … teaching and learning support roles within HE. 7
- 8. Key changes to the UKPSF • Clarified terminology – e.g. ‘SD’ – now ‘D’ • D1 and D2 enhance clarity – explicit link to Dimensions of the Framework • D3 revised + new D4 • 2 new Fellowship categories – Senior and Principal Fellow • PF (D4) = Strategic impact 8
- 10. Some key uses to date • Development/operation of institutional CPD Frameworks to enhance learning and teaching • Engagement with recognition scheme that provides opportunities for staff to demonstrate their professionalism against the UKPSF at different points in their career Over 38,000 individuals have been recognised as AF, F, SF or PF of the HEA – demonstrates a valuable indicator of professional identity for those engaged with teaching and learning 10
- 11. Professional Recognition of The HEA The HEA recognises staff against The UKPSF in two ways: 1. The individual experience route: • HEA – offers recognition against each of the UKPSF Descriptors as AF, F, SF and PF. Application process available – http://www.heacademy.ac.uk/professional-recognition • Submission of evidence based on an Account of Professional Practice, supported by referees or advocates and assessed by peer accreditors 2. Through successful completion of an accredited institutional provision 11
- 12. Update on recognition – developing identity Good Standing Code of Conduct Developments UKPSF Impact Study Consultancy 12
- 13. Over to you – your context • How can we better reward and recognise those engaged in HE learning and teaching? • In tables identify, discuss and record (on flipchart) new ways or schemes in which the following groups can be rewarded: - Individuals - Teams - Departments - Institutions (HE providers) 13
- 14. Individuals Teams Schools/Faculties HE Providers • Identify what resources will be required. Who will need to be involved? When and how will it happen? • Be prepared to feedback a short summary of your group’s discussion. • Identify how the reward be achieved and what might it be called? • Identify some criteria and procedures to judge it • Identify any issues and challenges with implementing the awardit 14
Editor's Notes
- It outlines the professional role of teaching and supporting learning within the HE environment. Or is it the profession of From the perspective of the practitioner.It provides a means to comprehensively recognise and benchmark teaching and learning support roles within HE.
- Benchmark = SET STANDARDSDevelop = to enable staff to work towards meeting those standards teaching and learning support roles within HE. Recognise = that staff have met those standardsGain recognition for your own teaching and learning support activities Plan and guide your own Continuing Professional Development in the area of teaching and learningPromote the professionalisation of teaching and learning support within Higher EducationFoster creative and innovative approaches to teaching and learningEnable staff to gain recognition and reward for developing their capabilities as teachers and supporters of learningGain Academy accreditation for education development programmes and schemesEnhance the quality and prominence of teaching and learning activitiesFacilitate and support the design and delivery of initial and continuing education development programmes and activitiesDemonstrate to students and other stakeholders the professionalism that staff and institutions brings to teaching and support for student learningDevelop policies and systems for the recognition and reward of teaching and learning support staffPromote a strong culture of teaching and learning support
- Removal of the term Standard Descriptor – now simply DescriptorMinor, amendments, refinements and some additional detail to Descriptors 1 and 2 to enhance their clarity – tied into dimensions of the FrameworkDescriptor 3 revised to clarify purpose and focus
- Development and operation of institutional CPD Frameworks to enhance learning and teachingEngagement with recognition scheme that provides opportunities for staff to demonstrate their professionalism against the UKPSF at different points in their career
- Split group into 4 and take responsibility for each category. Identify the following…what is the award?How will the award be achieved?What resources will be required?What criteria and procedures might be used?