Professional Recognition and Development Scheme

Principal Fellowship (D4)

Handbook 2018-19

Principal Fellowship handbook by CLT, University of Brighton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. https://staff.brighton.ac.uk/clt/PD/Pages/Accredited/PRD-Scheme.aspx

Contents 1. Introduction: the UoB PRD Scheme ............................................................... 1

2. What are the requirements for submission? .................................................. 4

3. Submission process and support .................................................................. 11

4. Assessment process ..................................................................................... 12

Appendix A: guidance for advocates ................................................................ 13

Appendix B: assessment criteria ...................................................................... 16

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1. Introduction: the UoB PRD Scheme

The University has an overarching CPD framework, co-ordinated by the Centre for Learning and Teaching (CLT), which delivers professional development for those staff with a teaching/supporting learning role (e.g. lecturers, PhD students, professional services staff). The Framework includes initial development courses and modules such as the PGCertificate in Learning and Teaching in HE, as well as workshops in other areas such as: writing for academic publication, course leadership, supervision, and blended learning (see

https://staff.brighton.ac.uk/clt/PD/Pages/PD.aspx for details). The CLT provision is supplemented by a PGCert course and two modules delivered by the School of Health Sciences, which have been specifically designed to meet the needs of health practitioners (and are also accredited by the relevant professional bodies). The PRD Scheme offers routes to all four categories of HEA Fellowship. This handbook explains how you can achieve the status of Principal Fellow of the Higher Education Academy (HEA). The PRD Scheme is accredited by AdvanceHE (formerly the HEA), and is based on the UK Professional Standards Framework (UKPSF). The UKPSF sets out three ‘Dimensions of Practice’ for teaching and supporting learning in HE (see following page for diagram), which are:

Areas of Activity, undertaken by those teaching and supporting learning in HE

Core Knowledge, needed to carry out those activities

Professional Values, that should be embedded in professional practice. The UoB’s PRD Scheme uses these Dimensions and we have added in an additional emphasis to one of the Areas of Activity (see diagram on the following page), to stress the importance of developing digital environments.

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The three dimensions of the Scheme/UKPSF: [text in italics is specific to the UoB PRD Scheme]

Areas of Activity A1 Design & 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 (including digital and/or blended 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

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

Core Knowledge K1 The subject material 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

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At Principal Fellowship level, you are required to meet Descriptor 4 as set out in the UKPSF, which is to:

Demonstrate a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning.

You will be required 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. Your demonstration of the above criteria is likely to be within the institution or wider (inter)national settings. You will need to be able to demonstrate wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning. You may be responsible for institutional leadership and policy-making within the area of learning and teaching, and you may be able to demonstrate strategic impact in relation to learning and teaching that extends beyond this institution. Examples of formal roles which usually enable colleagues to evidence Principal Fellowship include:

PVC with a learning and teaching focus

Head of a learning and teaching unit

A role within the institution that enables you to demonstrate strategic impact on learning and teaching

A senior manager (e.g. Dean, Head of School, Director of Education) with responsibilities for and leadership in learning and teaching

The UoB PRD Scheme uses the same format as the AdvanceHE guidance for our submissions; therefore, the guidance which follows has been taken from the documentation available on the AdvanceHE website (https://www.heacademy.ac.uk/individuals/fellowship/principal-fellow)

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2. What are the requirements for submission? There are 3 parts to your submission:

1. a Record of Educational Impact (REI)

2. a Reflective Account of Practice (RAP)

3. supporting statements from three advocates

NB: The word count for the application (RAP) can be up to (but must not exceed) 7000 words; this excludes the REI, references and advocate statements.

2 .1 Record of Educational Impact (REI) This should be presented in table format and should indicate the activities (roles, committee memberships etc.) which have enabled you to influence learning and teaching within the institution and beyond. You should focus on the last five years, though earlier activities which continue to have an impact can be included. You should also indicate where the activities have been used in your RAP (and you will expand on these in the RAP). Use a table like the example one below to present your REI.

No Title Period Used as evidence for Descriptor

From To 4.I 4.II 4.III 4.IV 4.V

1 Development of University Learning & Teaching strategy – led on development, implementation and monitoring of strategy co-ordinating team of senior managers across the institution

2010 2015 x x x x x

2 Quality enhancement – led successful QAA review at the University. Also acted as QAA reviewer.

2013 2016 x x x x

3 External examiner for several external organisations

2005 2016 x x

4 Dean of Faculty 2006 2010 x x x x

5 Leading and developing academic colleagues

2006 2016 x x x x x

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When you have completed an initial draft of your REI go on to your RAP (see below). It is likely that you will amend the REI as you reflect on your practice. The REI is not a CV, nor does it require a complete list of individual publications and conference presentations. Where you mention these they should be to underpin your learning and teaching leadership narrative and claim. 2.2 Reflective Account of Practice (RAP) The word count of the RAP should be no more than 7000 words. The RAP should be structured into four sections, reflecting Descriptors II to V above. Each section does not have to be exactly the same length, though you should ensure that each Descriptor is given sustained treatment. NB Descriptor I (Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments) functions as an ‘overarching’ Descriptor, in that that it should be woven into your account, and demonstrated through the examples and reflections incorporated into the other four sections. Championing the Dimensions of the Framework includes being a role model and modelling the behaviours encompassed in the UKPSF through your own practice, setting up conditions in which staff and students can engage with learning, promoting a holistic view of learning, teaching and assessment which is underpinned by the dimension of UKPSF within the institution. Championing the UKPSF relates to the dimensions which make up the UKPSF, rather than the Framework as a whole, through the demonstration of professionalism in learning, teaching and assessment as evidenced in your practice and approach rather than merely the language of UKPSF. This Descriptor can be evidenced through impact in institutional, national and international environments through your individual contribution. Remember that your evidence needs to be authentic and detailed, rather than abstract or conceptual. You should find that arguing about why you did something , based in theory, policy and research, describing that activity, then evidencing its successful outcomes through what happened as a result, how the work was taken on further, what students and colleagues found useful in it - is a useful trajectory for your narrative. Using the UKPSF in your RAP Critical to your claim for Principal Fellowship is the demonstration of a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. You are required to provide evidence of a sustained and effective record of impact at a strategic level, ie policy strategy, schemes put in practice, in relation to teaching and learning, as part of a wider commitment to academic practice. This may be within the institution or wider (inter)national settings. Use the elements of the Areas of Activity, Core Knowledge and Professional Values (the Dimensions of the Framework) as the basis for thinking about the range of activities you have chosen from your REI. An example of how you might illustrate your understanding, use and value of the UKPSF might include how you have used the Framework, as a whole or via selected elements, to

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shape and develop policy, strategy and schemes within the organisation and/or in other professional arenas. The template on the following pages provides a starting point for structuring your RAP, and include a few examples (some based on previous submissions) to guide you.

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D4.II Strategic leadership to enhance student learning

Use this section to evidence how you have provided successful, strategic leadership to enhance student learning. Your main focus should be on how your leadership has enhanced teaching quality in institutional, national and/or (inter)national settings. You are required to demonstrate how you have led the development of aspects of learning, teaching and assessment, helping to meet the institutional objectives and mission statements which impact on student learning and the quality of teaching. Your influence could have inspired others to develop and enhance their teaching quality. This could include enabling of relevant research into learning, teaching and assessment. The impact of this leadership should be across the whole institution and/or beyond, with learning, teaching and assessment. The key to this section is strategic leadership and impact on student learning institutionally and beyond. Choose relevant examples from your REI and draw on the Dimensions of the Framework to think about and explain how you provided this leadership. Consider how your impact can be evidenced or measured. Ensure that where you were working with others to provide leadership you make clear your specific contribution in that context.

Use this box to indicate which REI entries you have referred to in this section:

Begin writing your account of D4.II Strategic leadership here … Example: As Director of the Learning and Teaching Unit (LTU), I lead educational and academic development practice and research, including the development and implementation of our strategic plan, and directing our work on supporting teaching excellence. My role covers a wide range of activities, including:

leading on the professionalisation of teaching and developing the University programme for supporting colleagues to gain all four categories of HEA Fellowship.

Research leadership, leading on the development of an active pedagogic research network, supporting colleagues to submit to the REF and managing colleagues who run an annual pedagogic research conference. Internal and externally funded research projects I have led have been used to improve student retention across the University.

Maximum word count for this section is 2000 (overall RAP word count should not exceed 7000)

References:

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D4.III Policies and strategies Use this section to evidence how you have established effective organisational policies and/or strategies for supporting and promoting others. In this section you need to explain how you have exercised influence on learning, teaching and assessment through effective organisational policies and/or strategies. Leadership through chairing staff development committees, instigating policies on staff performance, performance review, reward and recognition which promote others in delivering high quality teaching and supporting learning could be examples as could leading groups, societies, working parties, review and development teams locally, nationally and/or internationally . As such your impact on learning, teaching and the student experience will be indirect, although evidence of impact is still required. Your impact might be on changing and improving practice for students and colleagues. The key to this section is the establishment of policies and strategies for supporting and promoting others (e.g. through policies and strategies on staff mentoring, coaching, learning and teaching and the student experience etc.) in delivering high quality teaching and support for learning. Some such work could be in the area of validation, accreditation and quality assurance as related to curricula, learning and teaching. Choose relevant examples from your REI and draw on the Dimensions of the Framework to consider and explain how you contributed strategically to establishing these policies and strategies. Ensure that where you were working with others you make clear what your specific role was in that context. Consider the effectiveness of the outcomes from your contributions.

Use this box to indicate which REI entries you have referred to in this section:

Begin writing your account of D4.III Policies and strategies here … Example: As Dean of the Faculty of Social Sciences, I designed and implemented a staff review and development strategy aimed at motivating staff to engage with gaining teaching qualifications which resulted in all staff gaining at least Fellowship category of the HEA within three years [insert details here of how staff were motivated, support given to other managers/leaders within the Faculty, quotes form individual staff members]. Due to the success of this initiative, I was asked by the Vice Chancellor to rollout the strategy across the rest of the institution. Maximum word count for this section is 2000 (overall RAP word count should not exceed 7000)

References:

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D4.IV Integrated academic practice Use this section to evidence how you have championed an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration, quality assurance etc.). This may be within institutional or wider settings. Teaching in higher education takes place in a complex environment where you may have a multiplicity of roles in which you need to integrate teaching, management, leadership, mentoring, research, administration and various forms of service to the HE community. This is the basis of the integrated approach to academic practice that is expected of Principal Fellows. Choose relevant examples from your REI and draw on the Dimensions of the Framework to think about and explain how you promote an integrated approach to academic practice. Ensure that where you were working with others you make clear your specific contribution in that context.

Use this box to indicate which REI entries you have referred to in this section:

Begin writing your account of D4.IV Integrated academic practice here … Example: Drawing on Ernest Boyer’s seminal work on integrating scholarship research and teaching (1990), my work is informed by a belief in bringing colleagues together in networks and communities, both within HE and the in collaboration with our professional colleagues in order to work together, putting ideas and effective plans into practice. The integration of research, professional practice and teaching is of particular importance in this endeavour and I also support colleagues to develop and make use of such integrations themselves [insert specific examples of where you have done this and how it has been effective]. Maximum word count for this section is 2000 (overall RAP word count should not exceed 7000)

References: Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate [online]. Available at: https://depts.washington.edu/gs630/Spring/Boyer.pdf (accessed 20th June 2016)

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D4.V Continuing professional development

Use this section to evidence your sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices. You should also include your academic (post-secondary) and professional qualifications in this section preferably mentioning how they have contributed to your own professional development . Choose relevant examples from your REI and draw on the Dimensions of the Framework to think about and explain how you engage in sustained CPD. The emphasis on ‘a sustained and effective record of impact’ means that it will not be acceptable for Principal Fellowship to be evidenced solely on the basis of completing a programme or course. However, completion of a relevant programme or course, (in leadership for example) can constitute part of your evidence, so it is useful to discuss how it has affected your professional practice and the professional practice of others. Examples of CPD might include contributing to other external organisations, universities, and professional bodies in relation to leading learning and teaching. For the University of Brighton Scheme it is also useful at this stage to look forward to the CPD you intend to engage with for the future, and how it should enhance your professional practice and the work of others in learning and teaching contexts locally, nationally and/or internationally.

Use this box to indicate which REI entries you have referred to in this section:

Begin writing your account of D4.V Continuing professional development here … Include here: your own CPD and how it has informed your practice (e.g. relevant courses, mentoring, research etc) focusing on how such activity has developed your own practice and helped you to support the professional development of others. Give specific examples, such as: I have used my work in supporting and assessing colleagues to achieve Fellowship of the HEA via our institutional Scheme alongside knowledge gained from serving on University promotion panels to successfully argue for the alignment of University processes so that a realistic and real engagement with the UKPSF is embedded in how we recognise and reward teaching at our institution. Maximum word count for this section is 2000 (overall RAP word count should not exceed 7000)

References:

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2.3 Advocate statements The role of your advocates is to support and recommend your work in relation to this submission, and their knowledge of appropriate aspects of your professional practice. Your advocates need to fulfil the following criteria:

they would all hold one of the following categories of HEA fellowship: Senior Fellow, Principal Fellow; however at least one of them must do so.

at least one of them needs to be able to comment on the ways in which you have directly influenced their own practice

at least one of them must be external to the University of Brighton/your partner college

at least two of them need to be from an HE provider. Your advocate statements should be provided on headed notepaper, and signed, and attached as appendices to your main application. Guidance for advocates is available in Appendix A; we suggest you send your advocates a copy, alongside a draft of your application well in advance of the submission deadline.

3. Submission process and support

The process for applying for Principal Fellowship is detailed below:

1. Read the guidance in this handbook carefully and consider whether Principal Fellowship is the appropriate category for you to apply for.

2. Indicate your intention to make a submission by emailing the Head of the Centre for Learning and Teaching, Professor Gina Wisker (G.Wisker@brighton.ac.uk). Please include a brief statement of why you think this is the appropriate category of HEA Fellowship for you, and how you may go about evidencing it.

3. Professor Wisker will contact you to set up an initial meeting to discuss your submission (please note, that a recommendation may be made that you apply for a different category of Fellowship if appropriate). You will agree a timescale for the application here. It may be useful at this point to contact potential advocates.

4. During the agreed timescale, you will produce regular drafts, exchange developing work by email and meet with Professor Wisker to discuss progress.

5. In addition to this individual support, the CLT will try to match you with a peer mentor from another institution who is also preparing a D4 submission.

6. You will submit your application via the Turnitin assessment point within studentcentral; there are three submission points a year. Your application should be submitted as one Word or PDF document, and include your advocate statements. Please state the word count on the front page.

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4. Assessment process

Your work will be assessed by three colleagues, all of whom will already be accredited at either Senior Fellowship or Principal Fellowship of the HEA. One of the assessors will be external to the University. Decisions are formally made at the PRD Scheme Panel which meets three times a year. The assessment criteria are in Appendix B below. If your submission passes, you will be eligible for Principal Fellowship of the HEA and your details will be passed on to AdvanceHE; you will then receive an email with a link to view and download your certificate. You will also be invited to celebrate your success at the annual Learning and Teaching conference, hosted by the CLT in July. If the Panel feels your application needs more work, you will be asked to resubmit. You will be given feedback on how to improve your submission, and the opportunity to discuss this with a member of the CLT. If you resubmit and still do not pass, you will be asked to wait for a year before re-submitting. If your role/experience does not enable you to demonstrate Principal Fellowship, you may be advised to make a submission for Senior Fellowship instead. At any time you are invited to seek support in the development of your work from CLT members and from the colleagues in your own school/discipline area.

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Appendix A: guidance for advocates Thank you for agreeing to be an advocate for a Principal Fellow application. This guidance is designed to help you prepare your advocate recommendation in support of a Principal Fellow application via the University of Brighton Professional Recognition and Development (PRD) Scheme. What is the function of the advocate? Your role as an advocate, through knowledge and understanding of the applicant’s work is to support and recommend the applicant for Principal Fellowship of the Higher Education Academy (HEA). You have been chosen by the applicant because you are able to comment from at least one of the following three perspectives:

You have close knowledge of the applicant’s work

You work in a different institution to the applicant and have knowledge of their work

You have been directly influenced by the practice of the applicant Your colleague’s Principal Fellow application will be underpinned by the UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF), which sets out three dimensions of professional practice: Areas of Activity; Core Knowledge and Professional Values. For details of the UKPSF please see below. What information do I need to provide? Your statement needs to provide evidence of your colleagues commitment to and effectiveness of sustained leadership and impact at strategic level within higher education (within their own institution, nationally and possibly internationally) and within relevant professional communities. Please comment on the applicant’s most recent roles and responsibilities and use your knowledge and awareness of their work to provide examples. Provide practical examples of how their work has supported, influenced and impacted you directly and/or that of others. Your recommendation should primarily refer to the applicant's experience and achievements in learning and teaching. Base your recommendation on how the applicant meets the dimensions of the UKPSF at Descriptor 4, using your knowledge of his/her work, experience in effective strategic leadership and academic development within the context in which the applicant works. You should refer to the applicant's experience and achievements in their strategic teaching and learning responsibilities. Similarly, please comment on any evidence of effective organisational policies and/or strategies for supporting and promoting others and/or contribution to developments in learning and teaching at an institutional level. You may also comment on the applicant’s contribution to national initiatives in developing approaches to learning and teaching. You should refer to the national or international context in which the applicant has worked. Comment on any evidence of strategic impact and influence in relation to learning and teaching that extends beyond the applicants own institution.

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There is no fixed word limit for your comments we would suggest around 400 - 500 words as a typical length. How do I provide my recommendation? You may find it helpful to comment under the Dimensions of the UKPSF identified within the Account of Professional Practice (listed below). Please provide an electronic copy of your recommendation (on headed notepaper where appropriate) to the applicant and ensure that it includes:

your name;

job title (where applicable);

institution (including department where applicable);

email address (we may wish to contact you to clarify points in your recommendation);

the perspective from which you are providing your recommendation. The UKPSF

Your colleague is submitting an application for Principal Fellowship of the HEA, and as such is required to meet Descriptor 4 as set out in the UKPSF, which is to:

Demonstrate a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning.

They will be required 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.

Your advocate statement will support them in this, and should reflect upon the five criteria

above, as well as the Dimensions of Practice listed below:

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The three Dimensions of Practice of the PRD Scheme/UKPSF: [text in italics is specific to the UoB PRD Scheme]

Areas of Activity A1 Design & 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 (including digital and/or blended 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

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

Core Knowledge K1 The subject material 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

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Appendix B: assessment criteria

University of Brighton Professional Development and Recognition Scheme: Assessment Criteria – Principal Fellowship

Name of candidate: Name of assessor: Assessors: please indicate by highlighting in bold whether the application is a pass or resubmission for each criterion. Please add a few lines of specific feedback (particularly if a resubmission is recommended).

Criterion Pass Resubmission Assessor feedback

I. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments.

Submission clearly demonstrates active commitment to and championing of all Dimensions of the Framework

The submission either fails to demonstrate active commitment to and championing of all Dimensions of the Framework or lacks evidence to support this

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.

There are frequent examples and evidence of successful strategic leadership to enhance student learning across institutional and/or (inter)national settings.

There are not enough examples or those provided do not sufficiently evidence success in strategically delivering in in institutional, and/or (inter)national settings.

III. Establishing effective organisational policies and/or strategies for supporting and

There are frequent clear examples of establishing organisational policies and/or

Either the submission fails to provide (enough) examples of establishing organisational

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promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning.

strategies for supporting and promoting others in delivering high quality teaching and support for learning, and evidence of their success.

policies and/or strategies for supporting and promoting others in delivering high quality teaching and support for learning, and/or there is insufficient evidence of their success.

IV. Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.)

There are convincing explanations and examples of how an integrated approach to academic practice has been developed and championed within an institutional and/or wider setting.

There are either insufficient examples of how an integrated approach to academic practice has been developed and championed within an institutional and/or wider setting, and/or the evidence of their success is limited.

V. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices.

There is evidence of a sustained and successful commitment to, and engagement in, continuing professional development

There is not enough evidence of a sustained and successful commitment to, and engagement in, continuing professional development

8 Word count

The submission is within word count (7000 words, excluding REI, references and advocate statements).

The submission is not within word count (7000 words, excluding REI, references and advocate statements); it is too long and requires editing.

Recommendation: please select the appropriate option by highlighting in bold: PASS/RESUBMIT