• Demonstration of sustained effective leadership in academic practice and academic development

• Evidence of impact on high quality student learning

• Draw from a broad range of experiences and activities

• Underpinned by how you apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity

• Consider using examples of appropriate research and scholarly activity which underpin your practice as a leader

1

Evidence for D4 – Principal Fellowship

• Include activity within your institution or wider (inter)national settings

• Your personal contribution to policy and strategy development effectively impacting on high quality teaching

• Show how any direct teaching and supporting learning that you still do is fully informed by the Dimensions of the UKPSF

• Provide a personal account focussing throughout on your own professional practice and decision-making: where you are describing team or institution wide activities ensure that you make clear your own specific contribution

2

Evidence for D4 – Principal Fellowship

Policy and Strategy

development to

promote and

support others

Sustained record of strategic leadership to enhance student learning

Championing an

integrated approach

to academic practice

across the institution or wider

Strategic

Leadership

• Claim

• Personal

• Engagement

• Reflection

• Alignment

• Commitment

• Evidence based

• Quality

• Currency

• Sufficiency

4

Key principles (1)

• Claim = application is a claim – not an assignment + authenticity is crucial

• Personal = personal to your experience• Engagement = all based on examples of practice – not just theoretical • Reflection = using the Framework dimensions to explore the how and

why of your practice • Alignment = demonstrating that your practice is aligned with the

principles of the Framework• Commitment = continuing commitment to the value and quality of

Teaching & Learning – both your own and if appropriate others • Evidence based = CPD and where appropriate scholarly• Quality = more important than quantity – word count is only a guideline• Currency = need to demonstrate relevance – no absolute rule on this –

the sooner the better • Sufficiency = use the words available to make a sufficient claim based

on reflection on and evidence of impact

• Applications should relate to your positive impact on student learning

• At D4, you must show sustained record of success/achievement

•Claims should evidence successful engagement with appropriate dimensions of UKPSF

• Learning may also take place through reflection on experiences which have not worked

•Claims should not be based on role, job description or status of individual

•Outcomes, impact and influence (and reflection of evidence of same) much more important than role, activities per se

6

Key principles (2)