Institutional approaches to HEA accreditation

Transcription

1 Institutional approaches to HEA accreditation How a selection of institutions have approached the development of CPD schemes for accreditation by the Higher Education Academy

2 Contents Section Page Introduction 3 Background 4 University College London 5 Brief Background 5 Rationale and aims of UCL Arena 5 UCL Arena and other organisational priorities and policies 5 Outline of UCL Arena 6 Making professional recognition Decisions with UCL Arena 7 Reflections on the UCL Arena scheme 7 Key features of UCL s approach 8 Future plans and further developments 8 Rose Bruford College and Liverpool Institute for Performing Arts 9 Introduction to PReSPA 9 Joint Rationale and the development of a collaborative CPD scheme 10 Outline of PReSPA 10 Future plans and developments 11 University of Greenwich 12 Brief background 12 Rationale for the GOLD-PDF 12 The GOLD-PDF and other organisational priorities and policies 12 Outline of the GOLD-PDF 14 CPD Workshops and the GOLD-PDF 14 Making professional recognition decisions within the GOLD-PDF 18 Reflections and future developments 19 2

3 Introduction The professional development of staff who teach and support learning in higher education continues to be a topic high on the agendas of governments and HE providers alike. As of this month, over 55,000 teaching and learning professionals have been recognised as Fellows of the Higher Education Academy (HEA), giving them - and their institutions - a clear mark of value in learning and teaching and a sign of commitment to all those involved: students, teachers and supporting staff. The UK Professional Standards Framework (UKPSF) is the backbone of the HEA s recognition and accreditation services, a national framework which covers HE staff engaged in learning, teaching and assessment, and student support. It is dedicated to supporting the development of higher education staff involved in enhancing the learning experience of students. While a significant number of staff involved in teaching and supporting learning in HE achieve professional recognition through applying directly to the Higher Education Academy (HEA), there has been substantial growth in the number of universities and colleges that have developed accredited programmes to support the professional development of their staff and provide opportunities for professional recognition within their own institutions. Currently 134 institutions have programmes such as this accredited by the HEA. We have therefore developed this collection of examples of approaches to HEA accreditation to help institutions who are considering embarking on such developments to visualise how such initiatives have been brought to life elsewhere. We hope the insights included will provide inspiration and spark institutional conversations as to how the UK Professional Standards Framework and HEA accreditation can be utilised within a range of universities and colleges. The HEA provides a range of additional support opportunities for those institutions interested in pursuing the accreditation of both initial and continuing professional development initiatives. These range from attendance at regional workshops and masterclasses focusing on developing HEA accredited programmes and schemes, to bespoke consultancy packages to facilitate and support institutional developments. Further information on these services can be found via the Higher Education Academy website ( Alternatively any member of the accreditation team will be more than happy to discuss your requirements with you. Kathryn Harrison SFHEA Academic Lead Accreditation, Recognition and Reward Accreditation@heacademy.ac.uk October

4 Background The UK Professional Standards Framework (UKPSF) is a comprehensive set of professional standards and guidelines for HE providers and leaders. A nationally-recognised framework for benchmarking success within HE teaching and learning support, it can be applied to personal development programmes at individual or institutional level to improve quality and recognise successful practice. As of October 2014, over 55,000 teaching and learning professionals have been recognised as a Fellow of the Higher Education Academy. While a significant number of staff involved in teaching and supporting learning in HE achieve this professional recognition through applying directly to the Higher Education Academy (HEA), there has been substantial growth in the number of universities and colleges that have developed accredited programmes to support the professional development of their staff and provide opportunities for professional recognition within their own institutions. Currently 134 institutions have programmes such as this accredited by the HEA. In addition to the traditional postgraduate taught programmes for those who teach in HE, institutions are now developing wider continuing professional development (CPD) schemes for HEA accreditation. These wider schemes allow institutions to take a more flexible, bespoke approach to the development and professional recognition of a wider range of staff. As of October 2014, almost 100 institutions have invested in their staff and developed a form of accredited CPD scheme and our work across the sector indicates that the establishment and success of such schemes remains a priority for a wide range of institutions. A formal policy to guide the establishment and operation of HEA accredited provision has been created to support institutions ( and should be the main point of reference for institutional teams. This publication is designed to supplement the policy document and provide three real institutional examples of how developing an HEA-accredited CPD scheme has been approached. These institutional approaches have been provided by the staff within institutions themselves in conjunction with a designated HEA UKPSF consultant and collated to provide insights into how some institutions have approached CPD scheme development to date. 4

5 University College London Brief Background University College London (UCL) is a large research-led university employing a diverse group of staff providing a high quality education to an equally diverse group of students. Accreditation and recognition of teaching and supporting learning in HE has always been an essential element to the professional development needs of those engaged in teaching and supporting learning activities. The enhancement of the current UCL CPD Scheme to form the Advancing Research-Based Education (UCL Arena) scheme reflects this commitment. Research-led teaching is central to the UCL experience and this is evident in the way UCL Arena has been developed and underpinned by the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF). UCL Arena is led by a team based in the Centre for the Advancement of Learning and Teaching (CALT). This report provides some insights into the development and operational aspects of the UCL Arena scheme. Rationale and aims of UCL Arena UCL and the Centre for the Advancement of Learning and Teaching (CALT) team have been refining the scheme that was initially accredited by the HEA in Given recent changes in institutional goals, that scheme has been adapted and evolved into UCL Arena. UCL Arena will be re-accredited in 14/15 academic year and will include D1- D4. This scheme has been developed to: provide staff who teach and support learning with the opportunity to gain recognition for their work and continuously develop their approaches to teaching; create a structured framework for individual and group development of teaching and learning through peer review, the provision of an easily identifiable broadly-based platform for exchange of practice and celebration of education across UCL, and for exploring research into teaching and learning in higher education; raise the profile of education across the institution. It sets out to achieve: a hunger for developing compelling new ways of helping students to learn, especially within research-based education; an appreciation of the excitement derived from focusing on new approaches to teaching both in disciplinebased environments and across disciplines; an increase in the number of UCL Arena and HEA Fellowships. UCL Arena and other organisational priorities and policies UCL is looking forward and setting out the aims it wants to achieve over the next 20 years. Being a global leader in the integration of research and education underpinning an outstanding student experience is one such aim. This provides an excellent backdrop for the development of UCL Arena and the embedding of the UKPSF into relevant polices and strategies. There is a real sense of optimism, excitement, and willingness to embrace and use UCL Arena to help meet the aims of the Learning and Teaching Strategy in terms of the student learning experience and the professional development of staff in particular. Led by the UCL President and Provost, many of the senior management team are keen to explore how UCL Arena can be embedded within relevant HR policies to 5

6 recognise and reward staff. For example, within the annual appraisal system where discussions with individuals can highlight the development opportunities to work towards Fellowship. Another example is in the review of the promotions criteria where one of the strands will focus on education. Outline of UCL Arena The concept of UCL Area is one of coherence and a space where staff can engage with a range of development opportunities and events, both formal and informal which meet their development needs at various stages of their career. The elements of UCL Arena are as follows: UCL Arena One is aimed at Postgraduate Teaching Assistants (PGTAs). This approach includes formal learning opportunities with a route to Associate Fellowship of the Higher Education Academy (AFHEA). UCL Arena Two is for probationary staff with a role teaching and supporting learning. This approach includes formal learning opportunities with a route to Fellowship of the Higher Education Academy (FHEA). UCL Arena Open for the recognition of experienced staff and other student-facing staff including librarians, e-technologists, and certain administrative staff. This approach includes a range of development opportunities such as guidance sessions, UCL Arena seminars and workshops, events, and networking opportunities to interact with and review the teaching of peers and colleagues and provides routes to Associate Fellowship, Fellowship and Senior Fellowship of the Higher Education Academy (SFHEA). Staff eligible to gain Fellowship via UCL Arena Open have access to introductory and guidance sessions. In preparing their applications for professional recognition, staff can draw upon a range of resources, online materials, peer support and support from the UCL Arena team. The application comprises four parts: Part 1: This comprises general details and personal information relating to the applicant. Part 2: All applicants provide examples of their individual professional teaching related activities and relevant CPD mapped against the dimensions of the UKPSF 1 & 2. Part 3: In addition they provide a narrative normally broken into a number of case studies (though not always), which illustrates the successful engagement with the UKPSF aligned to the relevant Descriptor. Alternatively, the main part of the claim for Fellowship can be an oral/multimedia presentation. This is apresentation that can be given in any format (PowerPoint, Prezi, a lecture with hand-out or a flipped lecture and discussion). Applicants are also asked to indicate their willingness to engage in CPD thus remaining in good standing. Whatever format the application is presented in, the content of developmental activities need to provide evidence of: engaging in peer dialogue and review; acting on feedback from students; participation in UCL Arena seminars and workshops and other subject-based education focused events; reading around the relevant literature in relation to their practice 1 Those applying for AFHEA only map against two areas of activity and core knowledge. 2 Those seeking SFHEA, are required to provide examples related to leadership, coordination and/or mentoring. 6

7 The full requirements for each type of submission are clearly presented in a guidance document for applicants. As well as achieving a Fellowship from the HEA, staff will gain UCL Arena Fellowship. Part 4: The final part of the application is the references. The referees provide comments on the work of the applicant and how they meet the Descriptor in the UKPSF with examples to support the evidence presented in the application. In addition, the referee can add anything extra they might want to about the applicants achievements. Making professional recognition Decisions with UCL Arena The recognition decisions are made as follows: A pool of assessors has been created comprising staff who are experienced and recognised teachers from different disciplines across UCL. For example, they are members of the UCL Learning and Teaching Team, staff who have achieved teaching and learning awards, those who have successfully attained their own professional recognition as part of their development and training. They meet for an introductory meeting and discuss sample applications for professional recognition. They are provided with detailed instructions and a guidance booklet for the assessment of the applications. Assessors work in groups with new members of the pool paired with more experienced members. A recognition panel is held around four weeks after the application submission deadline. Each application or presentation is considered at the panel and applications which meet the appropriate UKPSF descriptor are confirmed. Where there may be more development needed (of the application itself or additional teaching experience), detailed feedback is provided. Feedback to applicants always includes suggestions for future development and where relevant makes recommendations for activities to facilitate application to the next category of Fellowship. In terms of quality assurance, assessors meet for a standardisation meeting to compare the outcomes from the applications which assists with the training. An experienced external reviewer is involved in the process and advises the UCL Arena team on the development of the scheme at each recognition panel meeting and at an annual review meeting. As UCL Arena expands and develops, a steering group which will meet once a term will provide input and direction to ensure the scheme continues to meet the needs of UCL. Faculty tutors, CALT members and others from the wider UCL Arena team will be involved in this group. Reflections on the UCL Arena scheme Before the current rapid expansion of UCL Arena, the previous scheme was selected for inclusion in Measuring the impact of the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF) (HEA 2013) A series of UKPSF Impact Study Vodcasts were made which highlight the benefits of using the UKPSF both for the team in working with staff, and applicants developing their practice and skills. With the transition to UCL Arena, several staff have already attained Fellowship via UCL Arena Open and found engaging in the scheme beneficial for their development as indicated in the following quotes: At a research-intensive institution, you are always busy combining research with your teaching, so it can seem that there s not enough time for professional development. However, UCL Arena is a way to develop your teaching and gain accreditation while building on work you ve already done. It gets you to think about the value of teaching, your students and helps raise the profile of your discipline and your degree at UCL. Applicant for Senior Fellowship 7

8 For me, the Fellowship with the Higher Education Academy has been about more than just gaining a qualification. It has also given me access to resources that I ve found really helpful as a lecturer. I think the idea is that UCL Arena encourages people to continue with their development and commit to lifelong learning in education. I would definitely recommend this programme to anyone who is enthusiastic about teaching and who is looking for an effective and innovative way to reflect on and further advance one s teaching skills. Applicant for Fellowship I ve found that gaining the title of Associate Fellow has definitely helped with applications for most teaching positions. For course conveners it s assurance that I possess the necessary knowledge and skills to design a variety of learning activities and to teach effectively in any setting. Key features of UCL s approach Applicant for Associate Fellowship UCL Arena is highly inclusive, adopting an all-encompassing approach to professional recognition. All events run by the unit for the development of e-learning and CALT come under the UCL Arena umbrella including the UCL annual Teaching and Learning Conference. Research-based learning is the main unifying theme for all work undertaken at UCL, with areas such as object-based learning being particularly active in certain areas. This approach to learning enables students (including undergraduates) to make a genuine contribution to knowledge. Through UCL Arena Open application process, staff can write about and reflect upon the value of these approaches and the benefits to the student learning experience. With many postgraduate teaching assistants (PGTAs) involved in teaching and supporting learning, UCL Arena provides them with the opportunity to gain a Fellowship which is seen as part of a passport to an academic career. Their enthusiasm to be involved is having an effect on senior staff who also recognise that participation in the scheme can also reap benefits for them and their students. Future plans and further developments UCL have set up an expanded scheme which has resulted in an overwhelming response from their staff. There is a strong appeal in staff sharing their positive experience of developing education. It is anticipated that a wider pool of UCL staff will be involved in the further development of the UCL Arena when opportunities to submit claims for Principal Fellow are included as there will be opportunities for secondment to work with the CALT and the UCL Arena team. UCL Arena will also enable a closer alignment between the more formal elements, UCL Arena One and UCL Arena Two, with UCL Arena Open. Finally, a quote from the Vice Provost (Education) Anthony Smith at UCL sums up the benefits of introducing an accredited CPD scheme. I am very excited about the launch of UCL Arena and the opportunities it will provide to our people. I see it as a powerful signal that UCL is committed to recognising and developing staff involved with all facets of education and at all stages of their careers. 8

9 Rose Bruford College and Liverpool Institute for Performing Arts Introduction to PReSPA PReSPA, the Professional Recognition Scheme for the Performing Arts, was accredited by the Higher Education Academy (HEA) in May 2013 and registered its first participants in September It represents the culmination of a developmental partnership between two higher education institutions (HEIs) at opposite ends of the country, both of whom specialise in theatre and the performing arts and the associated disciplines of technology, design and management. These were the Rose Bruford College of Theatre and Performance and the Liverpool Institute for Performing Arts (LIPA). PReSPA is a highly flexible scheme, designed around the development needs and constraints of staff who teach in small specialist colleges but who maintain a profile in professional practice and/or research in their chosen field. As such, the scheme is suitable for adoption, through an accreditation process, by other specialist colleges in the same area who wish their staff to obtain HEA Fellowship in a supported and specialist environment. Although both Rose Bruford and LIPA share a similar purpose and mission that of preparing students to work in the industries of theatre and the performing arts and for the technology, design and management of those industries they have very different histories and profiles and each was able to bring distinct strengths and specialisms to the partnership. LIPA is situated right in the heart of Liverpool. It was co-founded by Mark Featherstone-Witty, its current CEO, and Sir Paul McCartney, who remains its lead patron. It offers undergraduate and foundation courses in theatre and the performing arts (theatre, music, dance) and arts management, design and technology, validated by Liverpool John Moores University, with whom it maintains a close relationship. It is one of the youngest HEIs (1996) and is totally focused on practice and teaching, aimed at preparing future practitioners in the performing arts industries and associated disciplines. It has between 40 and 50 full time staff and at least as many who combine teaching with industry practice. The Rose Bruford College of Theatre and Performance is situated on the borders of Kent and London and offers taught courses at undergraduate and Masters level validated by the University of Manchester, and research degrees validated through Goldsmiths, University of London. Founded in 1950 by Rose Bruford, today it comprises around 50 staff teaching courses at undergraduate, postgraduate and doctoral level to home and international students. While it has a strong research profile, its main focus is still that of teaching and practice. Since 2010, it has offered a Postgraduate Certificate in Learning and Teaching in Higher Education (Theatre and the Performing Arts), PGCLTHE, which was re-accredited by the Higher Education Academy in May Rose Bruford College and LIPA are both members of GuildHE and it was through encouragement of their mission group that the two made contact with each other and with the Higher Education Academy. There were obvious similarities: both were small colleges with strong local connections; both were known for their links to the performing arts industries and their emphasis on artistic practice; and both colleges already had reputations for innovation. Among other things, Rose Bruford have developed a sizeable open learning resource, Reflection on Learning and Teaching in the Performing Arts, ( part-funded by JISC, which was launched in This interactive virtual college is designed around study rooms and study areas, linked to relevant elements of the UK Professional Standards Framework (UKPSF) and challenging practising teachers in the performing arts to extend their reflection and enquiry. LIPA have fostered links with the performing arts industries through the LIPA companions scheme, whereby luminaries in the fields of acting, dance and music are given the title of companion in return for real 9

10 involvement in the teaching of practice, including masterclasses. More recently, they are launching the LIPA primary school in September 2014, a new departure in that it aims to use teaching methods and practices aligned to the performing arts to deliver the curriculum. A LIPA Sixth Form College is likewise envisaged soon. Joint Rationale and the development of a collaborative CPD scheme From the start, LIPA and Rose Bruford realised that their emphasis on practice and teaching in the performing arts could be enhanced through PReSPA to achieve certain desirable aims: embedding the UKPSF directly into the various curricula and their realisation as student experience; drawing together staff development activity in each institution cohesively into an holistic cognitive framework; encouraging and recognising staff reflection and with an accessible and progressive recognition scheme that was actively pursued through the annual staff appraisal cycle, but was flexible enough to capture a multitude of evidenc- bearing opportunities. Apart from the mutual respect and good will between the two institutions and their disciplinary congruence, there was also the perceived benefit from a joint scheme; because they could use each other s staff in the adjudication process they could both achieve greater objectivity and authority of decision making. Once there was agreement on these aims, the joint development of the scheme was facilitated through a number of HEA seminars in 2011 around the production of recognition schemes. The team reported finding these sessions incredibly helpful in terms of in terms of structuring their thinking. At the first of these seminars, the team encountered the Aspire scheme of the University of Exeter ( with its supportive ethos, detailed guidance to applicants, and alternative modes of evidence presentation. The LIPA and Rose Bruford team developed and transformed these ideas to suit the world of theatre and the performing arts and, after a number of iterations, produced a joint submission for the accreditation of PReSPA for Descriptors D1 to D4 of the UKPSFl. Outline of PReSPA PReSPA is explicitly linked to annual staff appraisals, and participation is actively encouraged by managers, who will provide each applicant with a mentor or critical friend. Regular meetings thereafter will facilitate the process of personal review of professional practice and the compilation of evidence, and the identification of opportunities to extend and enrich this evidence. Once the applicant and their manager and critical friend feel the case is fully developed, applicants will submit the evidence through one of two forms, either the written completion of an application form specifically designed for each descriptor or via an oral presentation directly to the adjudication panel, followed by a critical dialogue of question and answer. It is also possible to present in hybrid form, combining elements of both these routes. Evidence is explicitly aligned to the UKPSF throughout and the application is accompanied by two or, in the case of Principal Fellowship, three supporting statements from advocates. The adjudication panels comprise members from each institution and each application is judged by at least one member from each institution, a further member from the other institution, and an independent reviewer external to both institutions. This panel composition ensures that evidence is judged by a majority of outsiders, who can be relied on to bring objectivity and distance to their decision making. There is the usual safeguard of appeal to the complaint procedure of the home institution and annual monitoring of the scheme which reports to the appropriate committee at each institution. 10

11 Future plans and developments The first group of applicants to PReSPA began the process in September 2013 and the first panel was held in June This first group worked towards primarily Fellowship and Associate Fellowships, but it is envisaged that HEA Senior and Principal Fellowships will feature more significantly in the future. One side effect of the scheme s operation is that several staff at each institution have applied directly to the HEA to obtain Fellowship or Senior Fellowship so that there is an independently created body of experienced staff available for adjudication panels. Both institutions see the scheme as drawing together the many disparate activities of staff development and appraisal and have the aim that all staff will have achieved recognition or be working towards it in the foreseeable future. They are also hopeful that other like-minded institutions will join the PReSPA scheme to partake of the benefits of a rigorous yet flexible route to professional recognition for teaching practitioners in the disciplines of theatre and the performing arts, and the technology, design and management aspects of these industries. 11

12 University of Greenwich Brief background This report concerns the HEA-accredited Greenwich Opportunities in Learning and Development (GOLD) CPD scheme. Set up in September 2012, it was the second iteration of a professional development framework starting January 2011 and so the University of Greenwich was certainly one of the early adopters of HEA-accredited CPD schemes. Since 1997 it has operated a highly regarded Postgraduate Certificate in Higher Education, with 30 to 40 graduates per year, and has been accredited by the HEA, and previously the Institute for Learning and Teaching in Higher Education, since their accreditations began. Rationale for the GOLD-PDF With the welcomed increased emphasis on learning and teaching in the sector, the institution aimed to increase the proportion of its staff professionally recognised for their teaching. It was also important that the scheme recognised all categories of practice (relating to descriptors one to four of the UK Professional Standards Framework - UKPSF) to more securely embed the UKPSF into the institution s mind-set across both operational and strategic activities. The GOLD-PDF and other organisational priorities and policies The University of Greenwich has learning and teaching as its primary focus as is evident from its Strategic Plan. Its first objective concerns learning and teaching: Maximising the individual potential and satisfaction of students through outstanding learning and teaching. Specifically the university aims to improve staff teaching capabilities through training, development and recognition, value and reward staff/student contributions while building a shared understanding of quality. Relevant key performance indicators include increasing the proportion of academic staff with an accredited teaching qualification from 35% (2012) to 75% (2017), raising the National Student Survey Overall Satisfaction score to 86% and student retention to 93%. The institution has had a teaching career pathway since 1997 and has also introduced a lecture series in 2010, an e-portfolio-based recognition pathway explicitly referencing the UKPSF and leading to the award of HEA Fellowships (accredited 2010) and other initiatives rewarding teaching. There is an active network of Teaching Fellows and Associate Teaching Fellow, which promote enhancement in learning & teaching and identify opportunities for wider engagement. From the academic year 2012/13 all stages of the employment cycle from recruitment to exit have incorporated the new University of Greenwich values and behaviours. In 2013 the University of Greenwich joined the University Alliance major institutions leading an innovative approach to creating entrepreneurial learning and research environments in partnership with industry and the professions. The introduction of the GOLD-Professional Development Framework (PDF) has drawn together several such activities and has strengthened organisational synergies between: i. The Teaching Fellow scheme. ii. The Greenwich Graduate initiative. iii. Policy changes related to new arrivals and transition, and to feedback and assessment. iv. Technology-enhanced learning. v. School based learning innovation and enhancement projects. vi. The existing Educational and Professional Development programme. Figure 1 shows how the GOLD-PDF is embedded within various University of Greenwich processes. 12

13 Figure 1: Embedding the GOLD-PDF By May 2014 over 100 staff had entered the GOLD scheme and 33 staff had already successfully completed the process, achieving various categories of recognition (first 12 months of operation), with a pass rate of approximately 90%. Just under a half (48%) are HEA Senior Fellows and the remainder are split roughly equally between HEA Fellows and HEA Associate Fellows (Table 1). While no HEA Principal Fellows have yet been recognised there are some in the scheme aiming for this category. It is intended that staff will eventually engage with the GOLD-PDF at more than one point in their career, achieving the category of recognition appropriate to their activities at the time. Table 1: Numbers of staff achieving recognition in the first 12 months of scheme operation Category Number recognised Pct Senior Fellow 16 48% Fellow 9 27% Associate Fellow 8 24% Total 33 13

14 Outline of the GOLD-PDF There are two main strands of provision in the GOLD-PDF. Postgraduate Certificate in Higher Education leading to professional recognition as a Fellow of the Higher Education Academy. GOLD-PDF CPD scheme supported by a programme of CPD workshops that may be used to gain professional recognition at each of the four categories of Fellowship. The Postgraduate Certificate in Higher Education prepares new staff to become successful university lecturers, was last re-accredited by the HEA and Nursing and Midwifery Council in January 2011, and is available in both part-time attendance and online blended modes. On completion, successful participants are recognised as Fellows of the HEA. Postgraduate Certificate Aims Topics Modes Progression To develop practical and evaluative skills necessary for teaching in higher education To facilitate learning in a range of settings and give advanced professional development To encourage the development of subject-specific pedagogy. Learning theories & their application Diversity Purposes of assessment Learner support & guidance Teaching strategies Curriculum models Use of technology to facilitate learning Quality assurance Curriculum development & evaluation Teaching & learning in inter-professional Settings Evidence-based practice For those already employed in HE In-service (attending) In-service (technologyenhanced, flexible) For suitably qualified people who would like to teach in HE but are not yet employed in the sector Pre-service: attendance plus >= 60 hours teaching practice on placement. Opportunities to progress for: All successful participants: MA Education MA Applied Professional Studies with advanced standing. NMC qualified participants: MA Professional Practice in Health and Social Care with advanced standing. CPD Workshops and the GOLD-PDF This is a flexible, self-managed route to attaining professional recognition with the HEA. It is available to all permanent and fixed term members of academic and professional services staff and to suitable staff from associate colleges. On completion, successful participants are recognised at one of the following categories of HEA Fellowship: Associate Fellow Fellow Senior Fellow Principal Fellow The Educational Development Unit (EDU) provides lists of the CPD events ( 14

15 Table 2) that can contribute towards an application for GOLD-PDF as well as bespoke training events, local and international academic conferences. Table 2: CPD activities underpinning the GOLD-PDG scheme CPD provision offered Hours available CPD Timeframe GOLD GOLD Panel Member Training 4 Sep-Feb 2. GOLD Information Sessions 18 Oct-Mar 3. GOLD Guidance Workshops (Compulsory start point for participants) 18 Oct-Mar 4. GOLD Recognition Panel Dates (Compulsory assessment point for participants) Oct-Jul 5. GOLD Information Webinars 2 Nov, Jan CPD 277 Essentials 76 Jan-Jun Personal Skills (IT) 42 Feb-May Career Management 20 Feb-May Personal Skills 72 Jan-Jun Managing Change 14 Mar-Jun Leadership & Management 35 Mar-Jun Enhancing Performance 19 Feb-May Grand Total 319 Eligible staff include: All staff on permanent or fixed-term contracts of at least a year, who undertake 100% of their work in higher education. The Associate Fellowship category is open to postgraduate research students of the university who teach and staff from associate colleges who are employed on a part-time basis to teach in higher education. The GOLD Guidance workshop is the only place to obtain the Registration of Intent form and is an opportunity explore the UKPSF, the ethos underpinning the GOLD-PDF and to discuss individually with each applicant which UKPSF descriptor is most appropriate for them. Applicants must attend a GOLD Guidance workshop with their mentor and have obtained formal agreement (sign-off) from their line manager. The mentor will be one of the applicant s two referees. An interesting feature is that the scheme allows two applicants co-mentor one another and then a third referee would also be appointed for each candidate. 15

16 Figure 2: Flowchart of the GOLD process from the applicant s point of view Each category of GOLD Fellowship can be evidenced either by the written route (by application form only) or by the verbal route (involving a live presentation to the panel and question and answer). Whichever route the applicant chooses, they may present a proportion of their evidence in video format, through URL links to an online platform. Precisely the same criteria and word-lengths apply to video as to written evidence. The diagram over the page illustrates the evidential requirements for the GOLD Scheme. 16

17 ALL ALL Verbal Writte n ALL ALL Section Route D1 Associate Fellow D2 Fellow D3 Senior Fellow D4 Principal Fellow 1 Personal information vignettes: example activities, mapped to UKPSF 8-10 vignettes: example activities, mapped to UKPSF vignettes: example activities, mapped to UKPSF 3 Trajectories of Practice: mapped to UKPSF ~100 words each short professional narratives explicitly relating an activity to elements within the UKPSF via tabulated columns. Taken together, they should demonstrate complete coverage of the UKPSF. ~1000 words each show development over time, highlight specific activities, with dates. 3 2 Reflective Case Studies relating to D1 4 Reflective Case Studies relating to D2 4 Reflective Case Studies relating to D3 4 Descriptor Case Studies relating to D4 showing how D4 II V are met explicitly (and how D4 I is met implicitly). 500 words each (1 may be submitted as online videos) 500 words each (up to 2 may be submitted as online videos) 1000 words each, of which up to 2 may be submitted as online videos) 15 minutes presentation + 10 minutes Q&A 20 minutes presentation + 10 minutes Q&A 40 minutes presentation + 20 minutes Q&A Applicants are required to explain why they believe their accounts justify the Descriptor category claimed, demonstrating conscious fulfilment of the evidential requirements. They are expected to reflect on activities that epitomise their claim to their chosen descriptor level and demonstrate the depth of their professional knowledge and their commitment to the professional values of the UKPSF. Applicants are also expected to show evidence of development including, but not limited to: Peer review and dialogue (peer observation of teaching, discussions with external examiners / colleagues / networks, conference events). Follow instructions on explicitly listing CPD courses they have engaged in (partly to provide parity with PgCert candidates who have to demonstrate 10 hrs CPD). Scholarship, through inclusion of citations from current literature in teaching and learning, showing crucial analysis and academic rigour.. Reflecting upon feedback from students (e.g. Programme Committee meetings, online discussions, assessment results, PRES, PTES and NSS results). 4 Open reference statements, informed by Peer Observation of Teaching (POT) of a teaching session (D1-3), from: Mentor and Referee Or two Referees if candidates are co-mentoring University of Greenwich Advocate and a Referee Figure 3: Evidential requirements for the GOLD Scheme Mentors, who are essential to the scheme, support the applicant in the process providing an active sounding board and provide one of the references which complement and validate the evidence presented in the application form. Mentors also undertake a peer observation of teaching (POT) of a teaching session (D1-3). Referees are experienced colleagues familiar with the UKPSF (ideally holding a category of Fellowship) and with a close working knowledge of the impact and effectiveness of the candidate in their current role(s). Referees provide informed peer review and comment/enlarge upon statements in an application. Peer observation of teaching is incorporated as a developmental, formative process which can provide valuable feedback and opportunities for reflection on teaching. POT provides a basis for a reflective discussion 17

18 between applicants and mentor on how their teaching practice meets the UKPSF, for informing the mentor reference and substantiate claims. Making professional recognition decisions within the GOLD-PDF The GOLD recognition panel is managed by the Human Resources department and meets at roughly monthly intervals to consider the evidential submissions of applicants. The membership (Figure 4) includes: a Permanent Chair (who is a National Teaching Fellow), a member of the Educational Development Unit, a senior academic, a non-voting administrative officer and up to two additional members drawn from academic staff, invited externals/hea/edu/professional Services/HR. The evidential requirements are shown in Figure 3. The panel only consider the evidence as presented. Written route candidates do not attend the panel. Verbal route candidates do attend and make a presentation to the panel, after which they withdraw for five minutes to allow the panel to identify key questions to ask (for clarification only) in a Q&A session that follows. No new evidence may be sought from the applicant, to ensure equivalence with the written route. Presentations and Q&A sessions are videoed for moderation and audit purposes. There are mechanisms for the moderation of decisions and for appeal (on procedural grounds only). Figure 4: Membership of the Recognition Panel There are two possible outcomes from a panel: 1 An award is made and advice offered as to how the successful candidate can employ their experience and skills to further enhance their area of provision and collegial engagement. 18

19 2 An award is not made and the applicant is given specific advice and an action plan to guide them in their one chance at resubmission. If, on resubmission, the evidence is still found to be inadequate, the applicant must wait at least a full 12 months before attempting a new submission. Reflections and future developments The recognition panels are a good way of achieving consensus judgements. Adjudication discussions are dialectical in nature and there is flexibility in that while overall consensus is aimed for, a majority consensus or simple majority vote is also acceptable. Panels take about minutes per application and the pool of members have all received training. The scheme is part of initiatives aimed at changing the institutional culture. It seems to be removing the resistance not unique to Greenwich to peer observation of teaching. POT is a central, purely formative, aspect of the scheme and also aims to have staff engaging in observation at least once a term. As a vehicle for achieving institutional objectives such as increasing the proportion of academic staff with an accredited teaching qualification, the GOLD Scheme is on track for supporting this goal. The GOLD brand has also been perceived very positively and draws together a wide range of activities under one umbrella. This makes it easy for staff to identify what they need to engage with and also have a strong perception of how the institution is working towards its goals in teaching and support of learning. The GOLD brand is to be extended to cover all professional development activities. An increased throughput is anticipated as management begin to further prioritise the scheme and related KPIs, and an element of competition between Faculties regarding numbers of staff recognised may assist with this. Recognition has not been linked to progression/promotion, but HR would like to make the link more explicit. Starting points might include allocating additional points for GOLD achievements in the promotions criteria or linking it more fully to the appraisal system. There are plans to set up a reflective writing session to provide more guidance for staff in this important skill. The team also need to provide update training for Recognition Panel members. The scheme will apply for accreditation again in 2015 and developing mechanisms allowing Recognised Staff demonstrate how they have remained in good standing will be part of preparations for this. 19

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