The UK Professional Standards Framework (UKPSF) is a framework that supports the professional development of staff involved in teaching and supporting learning in higher education. It aims to foster dynamic approaches to teaching and learning through creativity, innovation and continuous development. The framework acknowledges the variety of teaching practices that support student learning and facilitates institutions in gaining recognition for quality-enhanced approaches.
The framework contains five areas of teaching activity, six dimensions of core knowledge, and four professional values that staff are expected to demonstrate. It also includes four descriptors that are aligned with the Higher Education Academy's fellowship categories to recognize individuals' roles and experience in supporting teaching and learning. The framework is intended to support both individuals and institutions in developing and recognizing high quality practices
Making Paraeducators a Respected Profession in your State- One State's Efforts By Doug Nelson, Kent Gerlach, Reen Doser, Britta Dionne, Jean Scarletti, Maria Pittson
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Making Paraeducators a Respected Profession in your State- One State's Efforts By Doug Nelson, Kent Gerlach, Reen Doser, Britta Dionne, Jean Scarletti, Maria Pittson
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
After Launching a Couple Dozen Blogs, I Figured Out How To Do it RightAaron Hockley
Lessons learned and best practices for preparing and launching a blog using the WordPress blog platform. Originally presented at WordCamp Seattle in September 2009.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. The UK Professional Standards Framework
for teaching and supporting learning
in higher education
2011
2. 2 UKPSF 2011
Aims of the Framework
The UK Professional Standards Framework:
1. Supports the initial and continuing
professional development of staff engaged
in teaching and supporting learning
2. Fosters dynamic approaches to teaching
and learning through creativity, innovation
and continuous development in diverse
academic and/or professional settings
3. Demonstrates to students and other
stakeholders the professionalism that
staff and institutions bring to teaching and
support for student learning
4. Acknowledges the variety and quality of
teaching, learning and assessment practices
that support and underpin student learning
5. Facilitates individuals and institutions in
gaining formal recognition for quality-
enhanced approaches to teaching and
supporting learning, often as part of wider
responsibilities that may include research
and/or management activities
Areas of
Activity
Core
Knowledge
Professional
Values
3. UKPSF 2011 3
Areas of Activity
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
Dimensions of the Framework
Core Knowledge
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
Professional Values
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
4. 4 UKPSF 2011
Descriptor 1 Typical individual role/career stage Related HEA
recognition
Demonstrates an understanding of specific
aspects of effective teaching, learning
support methods and student learning.
Individuals should be able to provide
evidence of:
I. Successful engagement with at least
two of the five Areas of Activity
II. Successful engagement in
appropriate teaching and practices
related to these Areas of Activity
III. Appropriate Core Knowledge and
understanding of at least K1 and K2
IV. A commitment to appropriate
Professional Values in facilitating
others’ learning
V. Relevant professional practices,
subject and pedagogic research
and/or scholarship within the above
activities
VI. Successful engagement, where
appropriate, in professional
development activity related to
teaching, learning and assessment
responsibilities
Individuals able to provide evidence of
effectiveness in relation to their professional
role(s), which, typically, will include at least
some teaching and/or learning support
responsibilities. This teaching and learning
role may sometimes be undertaken with the
assistance of more experienced teachers
or mentors. Typically, those likely to be at
Descriptor 1 (D1) include:
a. Early career researchers with
some teaching responsibilities (e.g.
PhD students, GTAs, contract
researchers/post doctoral
researchers etc.)
b. Staff new to teaching (including
those with part-time academic
responsibilities)
c. Staff who support academic
provision (e.g. learning
technologists, learning developers
and learning resource/library staff)
d. Staff who undertake demonstrator/
technician roles that incorporate
some teaching-related responsibilities
e. Experienced staff in relevant
professional areas who may be
new to teaching and/or supporting
learning, or who have a limited
teaching portfolio
Associate
Fellow
5. UKPSF 2011 5
Descriptor 2 Typical individual role/career stage Related HEA
recognition
Demonstrates a broad understanding
of effective approaches to teaching and
learning support as key contributions to
high quality student learning. Individuals
should be able to provide evidence of:
I. Successful engagement across all
five Areas of Activity
II. Appropriate knowledge and
understanding across all aspects of
Core Knowledge
III. A commitment to all the
Professional Values
IV. Successful engagement in
appropriate teaching practices
related to the Areas of Activity
V. Successful incorporation of subject
and pedagogic research and/
or scholarship within the above
activities, as part of an integrated
approach to academic practice
VI. Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment
and, where appropriate, related
professional practices
Individuals able to provide evidence of
broadly based effectiveness in more
substantive teaching and supporting
learning role(s). Such individuals are likely
to be established members of one or more
academic and/or academic-related teams.
Typically, those likely to be at Descriptor 2
(D2) include:
a. Early career academics
b. Academic-related and/or support
staff holding substantive teaching
and learning responsibilities
c. Experienced academics relatively
new to UK higher education
d. Staff with (sometimes significant)
teaching-only responsibilities
including, for example, within
work-based settings
Fellow
6. 6 UKPSF 2011
Descriptor 3 Typical individual role/career stage Related HEA
recognition
Demonstrates a thorough understanding
of effective approaches to teaching and
learning support as a key contribution to
high quality student learning. Individuals
should be able to provide evidence of:
I. Successful engagement across all
five Areas of Activity
II. Appropriate knowledge and
understanding across all aspects of
Core Knowledge
III. A commitment to all the
Professional Values
IV. Successful engagement in
appropriate teaching practices
related to the Areas of Activity
V. Successful incorporation of subject
and pedagogic research and/
or scholarship within the above
activities, as part of an integrated
approach to academic practice
VI. Successful engagement in continuing
professional development in
relation to teaching, learning,
assessment, scholarship and, as
appropriate, related academic or
professional practices
VII. Successful co-ordination, support,
supervision, management and/
or mentoring of others (whether
individuals and/or teams) in relation
to teaching and learning
Individuals able to provide evidence of a
sustained record of effectiveness in relation
to teaching and learning, incorporating for
example, the organisation, leadership and/or
management of specific aspects of teaching
and learning provision. Such individuals are
likely to lead or be members of established
academic teams. Typically, those likely to be
at Descriptor 3 (D3) include:
a. Experienced staff able to
demonstrate, impact and influence
through, for example, responsibility
for leading, managing or organising
programmes, subjects and/or
disciplinary areas
b. Experienced subject mentors and
staff who support those new to
teaching
c. Experienced staff with
departmental and/or wider teaching
and learning support advisory
responsibilities within an institution
Senior
Fellow
7. UKPSF 2011 7
Descriptor 4 Typical individual role/career stage Related HEA
recognition
Demonstrates a sustained record of
effective strategic leadership in academic
practice and academic development as a key
contribution to high quality student learning.
Individuals should be able to provide
evidence of:
I. Active commitment to and
championing of all Dimensions of
the Framework, through work
with students and staff, and in
institutional developments
II. 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
III. Establishing effective organisational
policies and/or strategies for
supporting and promoting others
(e.g. through mentoring, coaching)
in delivering high quality teaching
and support for learning
IV. Championing, within institutional
and/or wider settings, an integrated
approach to academic practice
(incorporating, for example,
teaching, learning, research,
scholarship, administration etc.)
V. A sustained and successful
commitment to, and engagement
in, continuing professional
development related to academic,
institutional and/or other
professional practices
Individuals, as highly experienced academics,
able to provide evidence of a sustained and
effective record of impact at a strategic
level in relation to teaching and learning, as
part of a wider commitment to academic
practice. This may be within their institution
or wider (inter)national settings. Typically,
those likely to be at Descriptor 4 (D4)
include:
a. 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
b. Staff responsible for institutional
strategic leadership and policy-
making in the area of teaching and
learning
c. Staff who have strategic impact and
influence in relation to teaching and
learning that extends beyond their
own institution
Principal
Fellow