Links between University of Northampton C@N-DO CPD Scheme and the UKPSF

1. Changemaking @ Northampton – Development Opportunities
C@N-DO: a framework for enabling positive change

2. The UKPSF -
Sector Professional Standards Framework
Revised November 2011
The UKPSF …
… describes the main dimensions of the roles of teaching and supporting learning within the
HE environment
The Framework has been developed by the Academy on behalf of the sector as a whole and
so it is the property of all of those with a direct interest in the HE sector.
(http://www.heacademy.ac.uk/ukpsf#whatisframework)
The UKPSF is used
… to benchmark teaching and learning support roles HE
… as a basis for national professional recognition
… to help structure and plan academic professional development
The UKPSF can be found at
http://www.heacademy.ac.uk/professional-recognition
http://www.heacademy.ac.uk/ukpsf

3. There are two main elements to the UKPSF
• The Descriptors:
A set of statements outlining the key characteristics of someone
performing four broad categories of typical teaching and learning
support roles within Higher Education.
• The Dimensions of Practice
These are a set of statements outlining the:
– Areas of Activity undertaken by teachers and supporters of
learning within HE
– Core Knowledge that is needed to carry out those activities at
the appropriate level
– Professional Values that someone performing these activities
should embrace and exemplify

4. UKPSF Descriptors – categories of Fellowship
Associate
Fellow of the
Academy
Graduate Teaching
Assistants or Associate
Lecturers with limited
teaching role
Learning support,
demonstrators or
technicians with some
teaching responsibilities.
Career researchers or
staff experienced in
professional areas with
some teaching
responsibilities.
Fellow of the
Academy
Staff for whom teaching
or learning support is a
significant element of
their role
Academic or Support
staff holding substantive
teaching & learning
responsibilities
Experienced
professionals with
substantive teaching &
learning responsibilities
e.g. within workplace
settings
Senior Fellow
of the
Academy
Staff with considerable
expertise in supporting
high quality student
learning in all dimensions
of the framework
Experienced staff
demonstrating sustained
impact & influence on
the L&T practice of
others over a number of
years
Significant experience
leading, managing,
programmes, mentoring,
departmental, school or
university L&T
responsibilities
Principal
Fellow of the
Academy
Highly experienced,
sustained and effective
impact in relation to
institutional, national or
international L&T
strategy
Wide-ranging strategic
leadership and
policymaking
responsibilities in
connection with key
aspects of L&T
Strategic impact and
influence in relation to
L&T that extends beyond
their own institution.

5. UKPSF Dimensions of Practice
Areas of
Activity
Professional
Values
Core
Knowledge
The UKPSF Dimensions of
Practice
- underpin the organisation
of C@N-DO workshops
- underpin the UKPSF
Requirements for the
award of the different
categories of Fellowship
- Underpin the C@N-DO
assessment tasks.

6. UKPSF Dimensions
Areas of Activity Core Knowledge
Professional
Values
A1 Design and plan learning
activities and/or programmes
of study
A2 Teach and/or support
learning
A3 Assess and give feedback
to learners
A4 Develop effective learning
environments and approaches
to student support and
guidance
A5 Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating
research, scholarship and the
evaluation of professional
practices.
K1 The subject material
K2 Appropriate methods for
teaching, learning and
assessing in the subject area
and at the level of the
academic programme
K3 How students learn, both
generally and within their
subject/disciplinary area(s)
K4 The use and value of
appropriate learning
technologies
K5 Methods for evaluating the
effectiveness of teaching
K6 The implications of quality
assurance and quality
enhancement for academic and
professional practice with a
particular focus on teaching
V1 Respect individual learners
and diverse learning
communities
V2 Promote participation in
higher education and equality of
opportunity for learners
V3 Use evidence-informed
approaches and the outcomes
from research, scholarship and
continuing professional
development
V4 Acknowledge the wider
context in which higher
education operates, recognising
the implications for professional
practice.

8. Reflecting a national development
Separate Processes for
Professional Recognition
Direct Application
to HEA
PGCHE
Accredited
CPD
Schemes

9. C@N-DO ….
Developed in response to:
• review of the existing PGCTHE provision and
• institutional priorities and targets
• the UKPSF
Aims:
• Professional Development & Assessment that is practical and directly
related to teaching
• Flexibility of
– mode of delivery
– speed of progression
• Professional development provision which is inclusive across the whole
staff body

12. PGCAP – 60 Credits @ Level 7
30 Credit, Level 7 – APEL
module
Critical
engagement
with Literature
Suuccessful
C@N-DO
Fellowship
Submission
30 Credit, Level 7 Module
Enquiry-based
L&T Project

13. What I C@N-DO!

14. UKPSF Dimensions
Areas of Activity Core Knowledge
Professional
Values
A1 Design and plan learning
activities and/or programmes
of study
A2 Teach and/or support
learning
A3 Assess and give feedback
to learners
A4 Develop effective learning
environments and approaches
to student support and
guidance
A5 Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating
research, scholarship and the
evaluation of professional
practices.
K1 The subject material
K2 Appropriate methods for
teaching, learning and
assessing in the subject area
and at the level of the
academic programme
K3 How students learn, both
generally and within their
subject/disciplinary area(s)
K4 The use and value of
appropriate learning
technologies
K5 Methods for evaluating the
effectiveness of teaching
K6 The implications of quality
assurance and quality
enhancement for academic and
professional practice with a
particular focus on teaching
V1 Respect individual learners
and diverse learning
communities
V2 Promote participation in
higher education and equality of
opportunity for learners
V3 Use evidence-informed
approaches and the outcomes
from research, scholarship and
continuing professional
development
V4 Acknowledge the wider
context in which higher
education operates, recognising
the implications for professional
practice.

15. UKPSF
Dimensions Examples from my practice
A1
A2
A3
A4
A5
K1
K2
K3
K4
K5
K6
V1
V2
V3
V4
NOTES:

16. Inner Ring– I have some
experience of this; I am working
towards successful engagement
within my prac ce.
Second Ring – I have developed
a broad understanding of
effec ve approaches in rela on
to this & I have evidence of
successful engagement within
my prac ce, underpinned by
relevant CPD & scholarship
Third Ring – I have a thorough
understanding of effec ve
approaches to teaching &
learning support in rela on to
this & can demonstrate
development as a consequence
of CPD & scholarship. I have a
good range of experience of
successful engagement within
my own prac ce, & can easily
evidence posi ve impact as a
key contribu on to high quality
student learning
Outer Ring – I am able to
demonstrate sustained impact &
influence on the L&T prac ce of
others in this area over a period
of 3 years+; this may include
contribu on to HE L&T
Literature & CPD.
The C@N-DO UKPSF Self-Audit Tool

17. Evaluate your strengths in each
Dimension …
• Inner ring – I have some experience of this; I am working towards
successful engagement within my practice.
• Second ring – I have developed a broad understanding of effective
approaches in relation to this & I have evidence of successful engagement
within my practice, underpinned by relevant CPD & scholarship
• Third ring – I have a thorough understanding of effective approaches to
teaching & learning support in relation to this & can demonstrate
development as a consequence of CPD & scholarship. I have a good range
of experience of successful engagement within my own practice, & can
easily evidence positive impact as a key contribution to high quality
student learning
• Fourth ring – I am able to demonstrate sustained impact & influence on
the L&T practice of others in this area over a period of 3 years+; this may
include contribution to HE L&T Literature & CPD
… THEN draw them together to form a 'picture' of how you judge your
existing experience and expertise.

18. Getting started with CAN-DO
1 Awareness,
Orienta on &
Self-Audit
2 Support,
Guidance &
Planning
Interview
3 CPD – Courses
&
Implementa on
4 Recording your
CPD & preparing
evidence
You have started!
5 Assessment,
Award &
Forward
Planning

19. Any questions?