Handbook 2 – FHEA (D2) - Home | York St John University · Web viewScreen casts of online modules Student feedback Feedback from external partners Examples of materials used to support

Handbook 1 – AFHEA (D1)

Recognising Academic PracticeThe YSJ Continuing Professional Development Framework

1

Associate Fellow of the Higher Education Academy (D1) Recognition Routes Handbook


Table of ContentsIntroduction.....................................................................................................................................................................................3

The UK Professional Standards Framework.................................................................................................................................3

Written or Professional Dialogic Route?..........................................................................................................................................4

The Process..................................................................................................................................................................................... 4

Group Start-Up Workshop (Dialogue & Written Route)..............................................................................................................4

Professional Dialogue 1 (Dialogue & Written Route)...................................................................................................................5

Professional Dialogue 2 (Dialogue & Written Route)...................................................................................................................5

Final Professional Dialogue: The Assessment (Dialogue Only)....................................................................................................5

Final Written Submission: The Assessment (Written Only).........................................................................................................5

References (Dialogue & Written Route)..........................................................................................................................................7

How will quality be assured and enhanced?....................................................................................................................................7

What is the appeals procedure?......................................................................................................................................................8

Maintaining Good Standing.............................................................................................................................................................8

Who do I contact if I need help?......................................................................................................................................................8

Appendix 1: The Process..................................................................................................................................................................9

Appendix 2: The UK Professional Standards Framework...............................................................................................................10

Appendix 3: Self-assessment proforma.........................................................................................................................................11

Appendix 4: AFHEA Written Application........................................................................................................................................14

Appendix 5 - Guidance notes for referees, to support an application for Associate Fellow..........................................................16

Appendix 6 – Completed Dimensions of Practice Mapping Document.........................................................................................19

Appendix 7 – The process..............................................................................................................................................................24

2


IntroductionYork St John University (YSJU) is committed to supporting staff in their personal and professional development. We are also committed to enhancing the student experience and one of the ways in which these commitments are brought together is by ensuring staff are supported in the development of their pedagogic practice. Currently staff new to teaching in higher education have to complete the Postgraduate Certificate in Academic Practice (PCAP) and subsequently become Fellows of the Higher Education Academy (HEA). Alternatively, for experienced educators who are not currently Fellows of the HEA, we are able to offer a development opportunity to achieve this recognition through a non-academic route as part of Recognising Academic practice: the YSJ CPD Framework (Appendix 1). This handbook explains the relationship between Associate Fellowship of the HEA and the UK Professional Standards Framework (UKPSF), the processes that you will have to undertake to achieve recognition as an Associate Fellow and the importance of maintaining on-going good standing in the development of your pedagogic practice.

The UK Professional Standards FrameworkThe UKPSF (Appendix 2) sets out the criteria that are considered to be core to the professional practice of a teacher in Higher Education. These criteria are defined under the headings of Areas of Activity, Core Knowledge and Professional Values. They must be met at the level of Descriptor 1 in order for an individual to be recognised as an Associate Fellow of the Higher Education Academy.

The HEA accredited YSJ CPD scheme will give you the opportunity to demonstrate that you meet Descriptor 1 and will enable you to achieve Associate Fellowship of the HEA. To gain recognition as an Associate Fellow of the HEA there are two possible routes: the Professional Dialogic route or the Written route.

3

The UKPSF (Descriptor 1) requirements are that an individual:

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 with at least two of the Areas of ActivityII. Successful engagement in appropriate teaching practices related

to the Areas of ActivityIII. Appropriate knowledge and understanding of at least K1 and K2IV. A commitment to all the Professional Values in facilitating others‘

learningV. Relevant professional practices, subject and pedagogic research

and/or scholarship within the above activitiesVI. Successful engagement where appropriate in professional

development activity related to teaching, learning and assessment responsibilities.


Written or Professional Dialogic Route?You will have already attended an introductory workshop setting out the pros and cons of the two methods of application. Whichever route you choose you will be provided with support to help you develop your application. The Written route requires you to bring your evidence together and write about it in approximately 2000 words. The Professional Dialogic route requires you to bring your evidence together using an e-Portfolio and to then talk about it and reflect on your achievements.

The following section explores the requirements and the process involved for obtaining AFHEA status via both the Written and Dialogic routes. As you will notice, the routes have much in common in terms of the overall process. The major difference is related to the final assessment where, for the Dialogic route, you will explore your e-Portfolio of evidence with a panel of peers and for the Written route, you will submit your 2000 words of evidence as an attachment via email.

The ProcessThe process will use a combination of the following: face-to-face sessions and the use of an e-Portfolio (Dialogic route), or a typed document (Written route), to collate your individual evidence and reflections. The process will require you, normally, to engage in two formal meetings (‘Professional Dialogues’) with a mentor, who will be a peer from within the institution. The culmination of your work will be either a final dialogic meeting, as detailed below, or the submission of your written piece of work on a specific date. There is an element of flexibility in the number of Professional Dialogues so that we can ensure that participants are ready for the final assessment for whichever route has been chosen. In between the meetings you will be encouraged to meet up with others also completing the route, for support, debate and the discussion of learning teaching and assessment matters. To get ready for Associate Fellowship you will also be required to engage in independent work to draw together evidence for each of the criteria in the UK PSF which will be stored within your e-Portfolio or referred to within your writing.

Group Start-Up Workshop (Dialogue & Written Route)This will be an initial meeting to discuss with a group of participants the overall process and introduce you to the e-Portfolio system and provide training in its use. It will also be an opportunity for you to explore the types of evidence that you might include to meet the criteria of the UK PSF (D1), and your development as a reflective practitioner.

Between the Group Session and Professional Dialogue 1 you are expected to begin to collate evidence of your teaching practice and to use the Descriptor 1 self-evaluation pro-forma (see Appendix 3) to help you identify your progress of achievement to the level of Descriptor 1. Evidence can include general teaching reflections, peer observation reflections, pedagogic project findings, evaluations from students or other staff, reflections on scholarly papers, and the types of workshops and other opportunities available through the YSJ CPD framework (see Appendix 1). Appendix 6, gives examples of evidence mapped to the dimensions of practice that you may find useful. Your mentor will have access to your e-Portfolio and will be able to help you evaluate your progress, add comments, etc.

4What is an e-Portfolio?

An e-Portfolio is a web-based tool that allows you to gather all of your professional evidence together in one place. You can upload files such as


Professional Dialogue 1 (Dialogue & Written Route)This is your first professional dialogue meeting with your mentor to explore and discuss the evidence you are starting to collate against each of the criteria in the UK PSF. This is an important part of the professional dialogue process and it is intended to draw on the scholarly nature of your pedagogic practice within the conversation. Other elements of this conversation will help you to identify how you are critically reflecting on your practice and moving forward.

Professional Dialogue 2 (Dialogue & Written Route)This will build on the development within Professional Dialogue 1 and be a further opportunity to consider the evidence provided within the e-Portfolio and provide an opportunity to discuss any issues. At the end of the meeting there will be agreement on what work still remains to be done and identification of further evidence required within your e-Portfolio. Further professional dialogues may be arranged with your mentor as required.

Final Professional Dialogue: The Assessment (Dialogue Only)This final professional dialogue meeting will involve you and two independent assessors. It will explore how you meet the criteria of the UK PSF through a formal conversation and the evidence you have provided in your e-Portfolio. Prior to this meeting the independent assessors will have access to your e-Portfolio. The assessment will be audio-recorded for moderation purposes to ensure the quality of the process.

Final Written Submission: The Assessment (Written Only)The Written route to Associate Fellowship asks you to demonstrate how you meet all aspects of Descriptor 1, through a Written account that includes a 1000 word Account of Professional Practice (APP) evidencing a sustained period of teaching and/or supporting learning, plus the development of two 500 word case studies that evidence your success and effectiveness within in each of your chosen areas of activity. Therefore, overall you will be required to write approximately 2000 words to support your application. Typically this takes the form of a Microsoft Word document that is submitted on a specific deadline date to [email protected].

You must be clear in your application how you evidence each of the Areas of Activity and how you apply the Core Knowledge and Professional Values of the UK PSF, as it is against these criteria that the assessment will be made. You will be assigned a mentor to help you develop your application; you must have a minimum of two face-to-face meetings with them, and you are advised to discuss a draft before your final submission. The application template is in Appendix 4.

Written applications will be assessed by two experienced members of staff who have achieved Associate Fellowship, Fellowship, Senior Fellowship or Principal Fellowship of the HEA, using the assessment grid in Appendix 3. Successful applicants will be eligible for Associate Fellowship of the HEA. Unsuccessful applicants will be provided with feedback and encouraged to resubmit following further development.

5

An e-Portfolio is a web-based tool that allows you to gather all of your professional evidence together in one place. You can upload files such as

mailto:[email protected]

https://www.yorksj.ac.uk/add/tel/moodle/mahara---eportfolio/


The entire process is outlined in the diagram in Appendix 7.

The OutcomeSuccessful participants will be eligible for Associate Fellowship of the HEA. Unsuccessful participants will be given feedback and guidance on further development and support as necessary.

How long will it take to complete?This will very much depend on you and your commitments and how quickly you are able to collate the evidence required within the e-Portfolio/Written document and engage in the professional dialogue meetings. It is anticipated that it should take a minimum of three months and a maximum of six months.

Who will your mentor be?Mentors will initially be drawn from the university’s network of trained mentors. All mentors will be either Associate, or Fellows of the HEA.

Who will your assessors be?Your assessors will be members of internal or external staff who have achieved Associate Fellowship, Fellowship, Senior Fellowship or Principal Fellowship of the HEA.

6


References (Dialogue & Written Route)In support of your application you must provide two references from peers who are able to comment on your skills and experience in teaching and learning.

Referees should be:

An experienced member of staff working in a UK Higher Education institution (preferably with Fellowship, Senior Fellowship or Principal Fellowship of the HEA)

Able to comment on your skills and experience in teaching and learning, and therefore able to validate the evidence in your application

Familiar with the UK Professional Standards Framework and the requirements for Associate Fellowship (this is not to say that they need to be experts; the ‘Guidance notes for referees’ document (Appendix 5) explains what they need to know)

It is up to you whom you invite to be your referees, bearing in mind the guidance given above. If you are a new member of staff at York St John, you may wish to invite someone from an institution at which you have previously worked to be one of your referees. Some applicants choose their mentor as one of their referees; this is fine, but remember that referees must have first-hand knowledge of your skills and experience in teaching and learning, so it may be more appropriate to choose your line manager or a peer from your School.

It is advisable to permit your referees to review the evidence within your Written application or Writtene-Portfolio, prior to completing your reference.

You should also supply them with a copy of the ‘Guidance notes for referees’, which includes the form they should use to complete your reference (Appendix 5). It is your responsibility to collect the references and to provide them to the assessors either at the point of your final Written submission or, in the case of the dialogic route, the week before your professional dialogue.

How will quality be assured and enhanced?Recognising Academic Practice, the YSJ CPD framework, has been formally scrutinised by the HEA. This means that the University is now accredited to use the framework and the processes within it to develop staff and to provide a means for individuals to gain recognition at all four fellowships.

Quality will be assured through internal moderation between assessors and mentors and amongst the assessors. Mentors and assessors will meet to discuss and ensure that standards are fair and consistent in the way the professional dialogues are facilitated and managed. Assessors will meet to ensure consistency across the assessments. Similarly, written applications will be moderated between two of the assessors. An external evaluator has been appointed who will review a sample of audio taped dialogues and written applications.

The team of individual staff, assessors and mentors involved in facilitating this route to Associate Fellowship, will take an ongoing evaluative approach to this professional development. We will evaluate the process and the assessment to ensure that we take account of feedback that you provide both during and following its completion.

7


What is the appeals procedure?In addition to formal assessment outcomes (i.e. pass or ‘further development required’), you will receive specific feedback around UK PSF criteria. If you disagree with an assessment outcome (i.e. ‘further development required’), you can appeal against this decision. The process of appeal will be to write to the Director of the Academic Development Directorate clearly stating:

Which specific part(s) of the assessment feedback you disagree with Why you disagree with the specific assessment feedback Your desired outcome

The Director of the Academic Development Directorate will respond to your request within 15 working days.

Maintaining Good StandingIt is important that as professionals you continue to develop your skills and knowledge through engaging internally with academic staff development, continuing to participate in peer observation of learning and teaching and reflecting on your day to day practice. Please make the most of the opportunities to work with the Academic Development Directorate through curriculum enhancement projects, the learning and teaching forums and opportunities to engage in pedagogic research. Examples of the types of professional development currently available can be seen in the YSJ CPD framework (Appendix 1). We hope that having successfully gained recognition as an Associate Fellow of the HEA you might consider how through further development you might consider applying for Fellowship (D2) recognition.

Who do I contact if I need help?If you need help generally about this professional development and feel you are unable to speak to your mentor please contact Mark Dransfield, Educational Developer & CPD scheme lead. If you are completing via the dialogic route and your query is specifically about using the e-Portfolio system, please contact the Technology-Enhanced Learning team via [email protected] .

8



Appendix 1: The Process

9


Appendix 2: The UK Professional Standards FrameworkThe UK Professional Standards Framework provides a general description of the main dimensions of the roles of teaching and supporting learning within the HE environment. It has two components:

1. The Descriptors:These are a set of statements outlining the key characteristics of someone performing four broad categories of typical learning and teaching support roles within higher education.

2. The Dimensions of Practice:These are a set of statements outlining the:

Areas of Activity undertaken by teachers and supporters of learning within HE.I. Design and plan learning activities and/or programmes of study

II. Teach and/or support learningIII. Assess and give feedback to learnersIV. Develop effective learning environments and approaches to student support and guidanceV. Engage in continuing professional development in subjects/disciplines and their pedagogy,

incorporating research, scholarship and the evaluation of professional practices

Core Knowledge that is needed to carry out those activities at the appropriate level.I. The subject material

II. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

III. How students learn, both generally and within their subject/ disciplinary area(s)IV. The use and value of appropriate learning technologiesV. Methods for evaluating the effectiveness of teaching

VI. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional Values that someone performing these activities should embrace and exemplify:I. Respect individual learners and diverse learning communities

II. Promote participation in higher education and equality of opportunity for learnersIII. Use evidence-informed approaches and the outcomes from research, scholarship and continuing

professional developmentIV. Acknowledge the wider context in which higher education operates recognising the implications for

professional practice

For access to the full framework, please click on this link:https://www.heacademy.ac.uk/sites/default/files/downloads/What%20is%20the%20UK%20Professional%20Standard%20Framework.pdf

10

https://www.heacademy.ac.uk/sites/default/files/downloads/What%20is%20the%20UK%20Professional%20Standard%20Framework.pdf

https://www.heacademy.ac.uk/sites/default/files/downloads/What%20is%20the%20UK%20Professional%20Standard%20Framework.pdf


Appendix 3: Self-assessment proformaThis document is used by the assessors to help them make a judgement against your claim for all levels of Fellowship of the HEA. Please use the document to

complete a self-assessment in order to identify any areas of weakness prior to your final submission or professional dialogue.

NB: AFHEA Colleagues will demonstrate engagement with at least 2 of the following. FHEA, SFHEA will demonstrate engagement with all of the following.Areas of activity A B C D E

1 Design and plan learning activities and/or programmes of study

2 Teach and/or support learning

3 Assess and give feedback to learners

4 Develop effective learning environments and approaches to student support and guidance

5Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

SFHEA ONLY: Colleagues will also6 Demonstrate successful co-ordination, support, supervision, management and/or

mentoring of others (whether individuals and/or teams) in relation to the Areas of Activity

7 Provide evidence of a sustained record of effectiveness in relation to the Areas of Activity, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision

Core Knowledge: Colleagues will demonstrate application of…. A B C D E

1 The subject material

2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

11

Handbook 1 – AFHEA (D1)3 How students learn, both generally and within their subject/ disciplinary area(s)

4 The use and value of appropriate learning technologies

5 Methods for evaluating the effectiveness of teaching

6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching




Professional Values: Colleagues will demonstrate active…. A B C D E

1 Respect individual learners and diverse learning communities

2 Promote participation in higher education and equality of opportunity for learners

3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice




12


KeyAs and Bs should predominate (80%) across the criteria in order to pass the dialogue. Some C areas are accepted.

Ds and Es should have been addressed through the mentoring process, and feedback acted upon before reaching the assessed dialogue meeting.

A I have thought carefully about this and have various experiences of doing it. I can produce a range of examples that demonstrates I have achieved this outcome/value and actively engage with it.

B I have thought carefully about this and have had experience of doing it. I can produce some examples that demonstrate I have achieved this and engage with it.

C I have thought about this and I have experience of doing it. I recognise my evidence is limited however and that I need to reflect on and develop this further.

D I have started to think about this but I have only limited experience to draw upon. I can produce little or no evidence to demonstrate I have achieved this. My active engagement does not emerge clearly in the evidence or dialogue.

E I have not really considered how to do this nor do I have any direct experience to reflect on. I can thus produce no evidence of achieving this outcome/value. I need to consider my development in this area and how I can more actively engage with this.

The above table was adapted by Ruth Pilkington from a grid by John Peters

13


Appendix 4: AFHEA Written Application

Information about the ApplicantName

Role (e.g. Programme Leader/ Admissions tutor/ employability co-ordinator)College/Discipline /Service

Length of employment at York St John University

Total number of years in Higher Education

Full or part time

Please list any qualifications you hold relevant to teaching and learning

Account of Professional Practice (APP)In no more than 1000 words describe how through your career you have developed your teaching practice. Please make sure your account provides evidence for your chosen two areas of activity and demonstrate how they are underpinned by appropriate core knowledge and professional values as in the UKPSF. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc.

14


Provide 2 examples that evidence your success and effectiveness as a teacher and that address your chosen areas of activityExamples of typical activities at Associate Fellowship level which could be used for this section:

ensuring content, methods of delivery and learning materials are appropriate for your teaching practices

selecting and using relevant technologies to enhance teaching, learning and assessment selecting and using appropriate assessment methods for formative and summative assessment working one to one with students to support their learning with specific strategies researching current practice in the sector and using the evidence to inform your teaching/and or

supporting learning. designing and delivering teaching sessions, and evaluating effectiveness developing employability, enterprise, international activities within the curriculum engaging students in development and evaluation of the curriculum.

Please give the word count at the end of each activity (maximum of 500 words)Example 1

Example 2

15


Appendix 5 - Guidance notes for referees, to support an application for Associate FellowThank you for agreeing to be a referee. The function of the reference is to provide a peer review of the

applicant’s practice and to support and supplement the information presented in their account of

evidence. The applicant will be submitting either a Written account of evidence, or a collection of evidence

presented in an e-Portfolio and discussed in a Professional Dialogue.

Your reference should primarily refer to the applicant's experience and achievements in teaching and

learning and should refer to his/her research record, where applicable, only insofar as this directly informs

their teaching. Please provide practical examples to support your comments wherever possible. If you have

been involved in peer observation of the applicant’s teaching or support of learners, please draw on the

evidence this provides. Similarly, please comment on any innovative practice, contribution to

developments in teaching and learning at institutional level, or contribution to national initiatives in

developing approaches to teaching and learning within the discipline in which the applicant is involved.

You may also find it helpful to review the applicant’s Written account or e-Portfolio of evidence.

We have provided a form (please see below) for you to add your reference to. Please complete it with

reference to the following:

The UK Professional Standards Framework asks that the applicant demonstrates a broad understanding of

effective approaches to teaching and learning support as key contributions to high quality learning, and

that they should be able to provide evidence of:

I. Successful engagement with at least two of the five Areas of Activity which are:

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.

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. Core Knowledge includes:

K1 The subject material

16


K2 Appropriate methods for teaching and learning 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.

IV. A commitment to all the Professional Values. Professional values include:

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.

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.

It is the applicant’s responsibility to collect the reference from you; we ask them to request an electronic

copy from you, and to obtain it prior to their assessment, and we thank you in advance for your support

with this. We recognise that this is a different kind of reference from one that is normally required for

promotion or job appointment, as we are looking for evidence of commitment to and effectiveness of

teaching and/or supporting learning rather than general academic achievement. This is an open reference

so please make sure it is electronically signed and e-mailed to the applicant so it can be included with their

application. If you wish your reference to be confidential please place it in a sealed envelope before giving

it to the applicant. We may wish to contact you to clarify points in your reference. If you need advice about

the reference please contact Mark Dransfield, Educational Developer.

17


Reference for Associate Fellowship of the Higher Education Academy

Name of Applicant

Name of Referee

Referee email address

Referee contact number

How long have you known the

applicant and in what capacity?

Please comment on the following aspects of the applicant’s professional practice:

Areas of activity

Core knowledge

Professional Values

Additional comments

Signed1

Date

Position in organisation

Name of organisation

1 This must be an electronic signature; a typed name will not be accepted. Alternatively, you may type your name, but you must send Academic Development ([email protected]) a separate email to confirm that you are supplying the reference for this candidate.

18



Appendix 6 – Completed Dimensions of Practice Mapping DocumentBelow is an example of the type of evidence that could be used in support of a claim against Descriptor 2 of the UKPSF (Fellow of the HEA).

NB: AFHEA colleagues will demonstrate engagement with at least 2 of the following. FHEA, SFHEA will demonstrate engagement with all of the following.

Areas of activity What types of things have you done? What types of evidence might be appropriate to use?

1Design and plan learning activities and/or programmes of study

Designing a series of teaching and learning activities to meet the learning outcomes of a module face to face or online.

Reviewing and designing an entire course curriculum

Reviewing the subject/course offer for a department or Faculty. This might be in conjunction with external partners or a professional body.

Lesson plans

Module handbooks

Programme documents

Mapping against professional standards or criteria

Feedback from programme review/revalidation

2 Teach and/or support learning

Use a range of teaching approaches

Design appropriate tasks to facilitate student learning

Consideration of appropriate rationales for use of methods

Develop a strategic approach to enhancing student learning

Peer observation (PSRLT) documents

Session materials

Student feedback/module evaluations

Comments from NSS results

3Assess and give feedback to learners Use a variety of assessment for learning activities for

students

Development online methods for providing feedback.

Provide creative solutions to provide feedback and promote student engagement

Engagement with quality assurance processes,

Assessment materials

Student feedback/module evaluations/NSS data

POLT documents

External examiner feedback

19


moderation, external examiners etcSelf-evaluations

Examples of innovation in assessment and feedback, audio video, screencasts etc

Assessment strategies for programmes

4Develop effective learning environments and approaches to student support and guidance

Develop effective learning opportunities within the VLE which might be for blended or distance learners.

Develop employer engagement within a module that supports authentic learning opportunities.

Provide a range of support for international students to ensure integration in the UK

Screen casts of online modules

Student feedback

Feedback from external partners

Examples of materials used to support students

5

Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Participate in POLT.

Engage in the Learning and teaching monthly forums

Complete the SEDA awards

Reflect on current pedagogic literature and review practice in light of this

POLT documents and feedback from peers and/ or self-reflective documents

Reflections on staff development

Descriptions of how staff development changed practice.

Self-evaluation of innovations in teaching learning assessment practice

Reflections on scholarly articles.

NB: AFHEA colleagues will demonstrate engagement with at least K1 & K2 of the following. FHEA, SFHEA will demonstrate engagement with all of the following.

Core Knowledge: Colleagues will demonstrate application of…. What’s my evidence? What do I need to do further to be able to

demonstrate this aspect of core knowledge?

20


1 The subject material

Knowledge of research informed teaching in own discipline area.

Engagement in subject based research

Attendance at subject based conferences

Integration of the above into own teaching practice

Publication of subject based research.

Engagement with professional organisations linked to subject area

2

Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

Knowledge of a range of teaching and learning methods suited to different levels of study

Consideration of issues related to transition into HE

Consideration of issues related to transition into employment related to discipline area

Alignment of teaching learning and assessment

Examples of variety of teaching methods that demonstrate considered rationale for their choice

Evidence of engagement with literature on transition/retention of specific student groups and strategies adopted in light of the evidence

Evidence of engagement with others to assist in developing employability skills of students

Reflection

Student evaluations and feedback

3How students learn, both generally and within their subject/ disciplinary area(s)

Knowledge of teaching and learning theories as appropriate

Knowledge of the ways in which students learning develops and how best to strategically influence students to become autonomous learners

Reflections

POLT

Pedagogic publications

Programme Learning teaching and assessment strategies.

4The use and value of appropriate learning technologies

Knowledge of appropriate use of technology within and without the VLE and the appropriate pedagogic rationales for their use in discipline area.

Screencasts of online materials

Feedback from students

Mahara pages21

Handbook 1 – AFHEA (D1)Knowledge of the use of technology for a range of models of online learning

Knowledge of e-portfolio systems and their use for learning including addressing employability skills

Sharing moodle links

5Methods for evaluating the effectiveness of teaching

Knowledge and implementation of a range of evaluation strategies

Able to draw conclusions from evaluations and make appropriate adjustments to teaching and learning.

Examples of evaluations with appropriate action plans

Accounts of the impact of evaluations and the changes made.

6

The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Knowledge of the role of moderation internal and external.

Knowledge of institutional quality systems

Involvement in moderation processes, exam boards.

Role as an external examiner

Role on learning and teaching steering group.

Participate in Faculty quality committees

Reflections on the above

Professional Values: Colleagues will demonstrate active….

What’s my evidence? What do I need to do further to demonstrate this professional value

1Respect individual learners and diverse learning communities

Appreciation of the diversity of student needs and adapting teaching approaches to suit.

Develops teaching to take account of international students and their integration into UK HE study

Sensitive to cultural and religious diversity of students.

Student feedback and other measures of success

Designing programmes , modules and teaching materials

Strategies used to improve retention of specific student groups

22

Handbook 1 – AFHEA (D1)May also take account of different communities including work based communities or those in online communities

2Promote participation in higher education and equality of opportunity for learners

Developing approaches to teaching and learning that are inclusive

Acknowledges the widening participation agenda and implications for practice.

Evidence should ideally indicate wide and pervasive approaches to ensuring equality of opportunity

Engagement with current practices sector wide and integration into own teaching.

Engagement with professionals in student services to consider appropriate strategies

3

Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Knowledge of up-to-date subject based research

Curiosity about how students learn which inspires reflection on existing evidence on teaching and learning

Continued reflection on practice, self-evaluation and action planning as a consequence

A critical approach to the use and integration of pedagogic research in curriculum developments. This may also include research into your own subject area.

Ability to demonstrate sound rationale for pedagogic practice design and choices.

Considers evidence based approaches to engaging students in learning e.g. application of the findings from studies, reading, personal enquiry of (for example) teaching, learning, learners, the subject, the environment etc

4

Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Engagement sector wide to share good practice in subject and pedagogic practices and to learn from others

Awareness of social and political agendas that influence recruitment, retention and student success.

Reflections

Changing practice in light of the wider context might for example, include how an individual has responded to the current demands of the Disability Discrimination Act, the employment agenda, or the widening access and participation agenda.

23


Appendix 7 – The process

24

Documents

Handbook 2 – FHEA (D2) - Home | York St John University · Web viewScreen casts of online modules Student feedback Feedback from external partners Examples of materials used to support