An update from the National Forum for the Enhancement of Teaching and Learning in Higher Education regarding the emerging National Professional Development Framework for Teachers in Higher Education. December 16, 2014.

1. December 16th , 2014 Webinar outline
Eloise Tan and Terry Maguire,
National Forum
• Preview the findings and proposals from the
upcoming report, “Mapping Professional Development
Pathways for Teachers in Irish Higher Education: Where are
we now and where do we want to go?”
• Initial discussion on ‘what makes good teaching,
what makes excellent teaching?’
• Overview the upcoming national consultation
process

2. In the chat box
• What’s your name? What organisation/institution are
you from?
• Ex. Eloise, National Forum
• Have you been to a Forum event before?
• Ex. Digital roadmap consultation, Sectoral Dialogue,
National Seminar Series

3. From May Webinar
Summary of Forum research professional development research
projects
Existing CPD activity in Ireland
(online survey of all Irish HEIs)
What are the trends in accredited CPD in
Ireland?
Disciplinary approaches
(interviews and focus groups with
disciplinary experts)
What do the disciplines need from
a national framework?
Current International practice
(interviews with international experts)
What are the international /national
experiences and approaches towards
professionalising HE teaching?

4. Is your institution
undertaking any initiatives
around PD and teaching?
- HR based?
- Teaching and Learning
Focused?
Some questions to get started

5. Upcoming Professional Development Framework
Forum Publications
National
Consultation
“Mapping Professional Development
Pathways for Teachers in Irish Higher
Education: Where are we now and where do
we want to go?”
Summary of ‘Mapping PD
Pathways’
Research reports informing
‘Mapping’

6. Assurance
Ensuring minimum standards
are met for those who teach
e.g. required courses for new
staff
Staff engagement is obligatory
and focused on baseline
competencies
Sector can be confident that
all staff meet minimum
requirements and are
competent in teaching
Enhancement
continuously improving
teaching practice for
excellence
support for staff to engage
with CPD throughout their
career
Teaching and learning
engagement stems from an
individual's commitment and
is encouraged by institutional
commitment to staff and
student development
Sector works towards a
common culture of
continuous commitment to
teaching and learning
excellence

7. What is professional development?
Kennedy’s (2005) Spectrum of CPD Models

8. Typology of non-accredited professional development activities
Structured
non-accredited
Definition
These are externally organised
activities (by an institution, network,
disciplinary membership body). They
are typically facilitated and have
identified learning objectives.
Example in practice
Ex. workshops, seminars, MOOCs,
Dublin eLearning summer school
Unstructured
non-accredited
Definition
These activities are independently
led by the individual. Engagement is
driven by the individual's
needs/interests. Individuals source
the materials themselves
Example in practice
Ex. reading articles, following social
media, watching video tutorials,
keeping a reflective teaching
journal/portfolio , preparing an
article for AISHE
Collaborative
non-accredited
Definition
Learning from these activities comes
from their collaborative nature - in
this case professional development is
not a commodity to be consumed, it
is developed through the
collaborative process.
Example in practice
Ex. conversations with colleagues,
sharing research at a conference,
peer review of teaching

9. Typology of approaches to CPD
Mapping Professional Development Pathways for
Teachers in Irish Higher Education

10. 1. Linear - Staged
Novice
Advanced
Beginner
Competent
Proficient
Expert

11. 1. Linear - Staged
Novice
Advanced
Beginner
Competent
Proficient
Expert
Opportunities Challenges
Clear progression could make it easy to
interpret for those engaged, those
assessing, and those developing relevant
CPD activities
One pathway for all, lack of flexibility could
be a challenge for those with diverse
interests or diverse career paths
‘Expert’ level brings level of prestige,
could motivate engagement
Process to remain in good standing would
need to be built in
Accredited and non-accredited activities
could be incorporated
Linear format suggests that there are a set
amount of skills required at each stage
Assumes that there are stages of
‘excellence’ in teaching
Once ‘expert’ is achieved, where is the CPD
pathway?

12. 2. Foundation – Specialist
Entry
Foundation
Specialist
Option
Specialist
Option
Specialist
Option
Specialist
Option
Specialist
Option

13. 2. Foundation – Specialist
Opportunities Challenges
A single ‘entry foundation’ point means
that the sector could work towards
guaranteeing a level of teaching expertise
Pathways are not clear, could be confusing
for those looking to engage, develop CPD,
and assess CPD
Specialist options could appeal to those
with diverse interests and career paths
Lack of hierarchy might be not be appealing
for senior level staff
Specialist options could be created as the
need arises
Administrative load associated with
developing and assessing new specialist
options could be heavy
Specialist options allow for individuals to
follow/showcase their individual interests
Senior staff might not see it as appropriate
that they would have to demonstrate
‘foundation’ competence before pursuing
specialist areas
Accredited and non-accredited could be
incorporated
RPL routes must be developed
Entry
Foundation
Specialist
Option
Specialist
Option
Specialist
Option
Specialist
Option
Specialist
Option

14. 3. Staged – Specialist
Novice
•Specialist
options
Advanced
Beginner
•Specialist
options
Competent
•Specialist
options
Proficient
•Specialist
options
Expert
•Specialist
options

15. 3. Staged – Specialist
Novice
• Specialist
options
Advanced
Beginner
• Specialist
options
Competent
• Specialist
options
Proficient
• Specialist
options
Expert
• Specialist
options
Opportunities Challenges
Combination of linear and specialist
model could appeal to those who
seek flexibility and those who value a
clear hierarchy
Remaining in good standing needs to
be built in
After ‘expert’ level is achieved, one
could pursue various specialist
options
Deciding which levels need to be
achieved before pursuing which
specialist outcomes
Specialist options could be developed
as the need arises
RPL routes must be developed

16. 4. Central Requirement – Institutional
Implementation
Nationally
agreed
standards
Institution A
•Required induction
•Minimum required
CPD engagement
Institution B
•2 years to complete
CPD activities
•Required induction
programme
Institution C
•Departmental CPD
targets
•Flexible CPD
provision

17. 4. Central Requirement – Institutional
Implementation
Opportunities Challenges
Allows for institutional
flexibility/freedom to decide how
they meet national standards
Focus is on assurance, not
enhancement
Minimises the need for central
resources to monitor, evaluate the
process
One set of standards for the diversity
of teaching roles
Focus is on institutional quality, rather
than individual CPD
Career pathways not evident, more
akin to monitoring
Nationally
agreed
standards
Institution A
• Required induction
• Minimum required CPD
engagement
Institution B
• 2 years to complete CPD
activities
• Required induction
programme
Institution C
• Departmental CPD
targets
• Flexible CPD provision

18. Possible objectives for a national framework
Be
Sustainable
Provide highly
regarded
recognition
Be
Flexible
Be Research-
informed
Be
Connected
to practice
Be
Inclusive
Be clear in its
aims, objectives,
and mechanisms
???

19. National Consultation Process
• Open consultation – online submission
• Stakeholder forms – by invitation
• Lecturers
• Senior Management
• HR
• Students
• Academic support staff
• Heads of Department
• ???
• Institutional responses – coordinated by ???

20. Next steps
Publication of 3
resources
National
Consultation –
Online and through
Stakeholder
Forums
Analyse input from
National
Consultation
Develop a National
Professional
Development
Framework for
Teachers in Higher
Education

21. Thank you for joining us today.
To keep up to date with our progress or
to view this webinar visit our website
www.teachingandlearning.ie
National Forum for the Enhancement of Teaching and Learning in Higher Education