LEARNING & TEACHING PRACTICE PROGRAM SENIOR FELLOW ... · of evidence of your Professional Practice as a leader of learning and teaching. You will need to evidence your own sustained

LEARNING & TEACHING

PRACTICE PROGRAM

SENIOR FELLOW

HANDBOOK

2020

An accredited pathway to recognition as a

HEA SENIOR FELLOW.

Version 1.0

L&T Practice Program – SFHEA Handbook 1

Welcome and Introduction

Welcome to the Griffith Higher Education Academy (HEA) Fellowship Scheme.

Griffith University and Learning Futures is committed to enhancing your professional learning and to

recognising staff for their achievements in learning and teaching. The University is also committed to

supporting staff in the development of their capabilities in learning and teaching, and to supporting this

development in alignment with the Griffith Learning and Teaching Capabilities Framework (GLTCF).

One of the ways in which this commitment is facilitated is by ensuring staff are supported in the

development and recognition of their practice. The HEA Fellowships@Griffith Scheme provides

programs of staff development and recognition accredited by Advance HE (an organisation formed to

encompass the Higher Education Academy, and to coordinate HEA fellowships). These programs lead

to recognition as HEA Associate Fellow, Fellow or Senior Fellow.

This handbook introduces you to the L&T Practice Program - a program accredited by Advance HE and

designed for Fellow (FHEA) and Senior Fellow (SFHEA) recognition. This handbook is specifically

designed to support those people applying for recognition in the category of HEA Senior Fellow

(SFHEA), it explains the relationship between the UK Professional Standards Framework (UKPSF) and

HEA Fellowship.

Your success in this program is outlined in this handbook.

Best wishes

HEA Fellowships@Griffith Team

Learning Futures


Contents

HEA Fellowships@Griffith Contacts ........................................................................................................... 3

The Griffith HEA Fellowship Scheme - Learning Futures .................................................................... 3

HEA Fellowships in the Griffith Context ...................................................................................................... 4

What are the benefits of being a HEA Fellow? ....................................................................................... 4

Why be a Fellow of HEA at Griffith? ........................................................................................................ 4

The Professional Standards Framework (PSF) .......................................................................................... 5

What are the aims of the PSF? ............................................................................................................... 5

How is the PSF structured? ..................................................................................................................... 5

Senior Fellow - L&T Practice Program ....................................................................................................... 7

Who should consider embarking on this program? ............................................................................. 7

Why would I choose this program? ..................................................................................................... 7

Program process and details ............................................................................................................... 8

Program steps to SFHEA ........................................................................................................................ 9

Step 1: Information session ................................................................................................................. 9

Step 2: Enrol in the introductory workshop - “Engaging with the Process” ......................................... 9

Step 3: The SFHEA Application Process .......................................................................................... 10

Step 4: Submit your Application ........................................................................................................ 13

How will your application be assessed? ................................................................................................ 14

Operation of the assessment panel ................................................................................................... 14

Assessor training and quality enhancement ...................................................................................... 15

Conflicts of interest ............................................................................................................................ 15

The appeals process ......................................................................................................................... 15

Stages of the assessment process – SFHEA.................................................................................... 16

Fellowship of the Higher Education Academy Code of Practice ........................................................... 17

Appendices ............................................................................................................................................... 18

Appendix A – Dimensions of the UKPSF Professional Standards Framework .................................... 18

Appendix B – The UKPSF: Descriptor 3 Senior Fellow ........................................................................ 19

Appendix C – Pre-Writing Planning Matrix ............................................................................................ 20

Appendix D – Types of Evidence for Your Portfolio: D3 SFHEA .......................................................... 21

Appendix E – Peer Mentor Role in the L&T Practice Program ............................................................. 26

Appendix F – Application Form - SFHEA .............................................................................................. 27

Appendix G – Assessed Professional Conversation (APC) Guidelines ................................................ 33

Appendix H – A Suggested Model for Success .................................................................................... 36

Appendix I – Lead Assessor Feedback Summary Form: SFHEA ......................................................... 37


HEA Fellowships@Griffith Contacts

The Griffith HEA Fellowship Scheme - Learning Futures

Role Name Contact Details

HEA Fellowships@Griffith Scheme, Director

Prof. Ruth Bridgstock (PFHEA) [email protected]

HEA Fellowships@Griffith Scheme, Leader

Dr Paula Myatt (SFHEA) [email protected]

HEA Administration Officer Ms Tina Hodson [email protected]

Griffith Academy of L&T Leigh Sawyer (AFHEA) [email protected]

Other Learning Futures team members who can provide support and guidance in respect to the various

accredited pathways at Griffith include:

Leaders Name Contact Details

Program 1: Teaching for Learning

Dr Jude Williams (SFHEA) [email protected]

Program 2: Curriculum Design for Learning

Louise Maddock (SFHEA) [email protected]

Program 3: Graduate Certificate of University Learning and Teaching

Prof. Ruth Bridgstock (PFHEA) [email protected]

Program 4: Learning and Teaching Practice

Dr Paula Myatt (SFHEA) [email protected]

mailto:[email protected]









HEA Fellowships in the Griffith Context

HEA Fellowships are a means of acknowledging your commitment to professionalism in learning and

teaching in higher education. They are based on the Professional Standards Framework (PSF)

developed in the United Kingdom, which sets out the knowledge, skills and values demonstrated by

those teaching and/or supporting learning in higher education. HEA Fellowships are globally recognised

and portable across universities, and are increasingly considered by universities as part of the

appointment and promotion process.

There are four categories of Fellowship: Associate Fellow, Fellow, Senior Fellow and Principal Fellow.

These categories span the wide range of practice carried out by teaching staff and/or those supporting

learning in higher education. They incorporate staff who have a partial role in teaching/supporting

learning through to those with strategic impact on learning and teaching within the institutional, national

and/or international context. The UKPSF for teaching and supporting learning in higher education

document provides descriptors for each category of fellowship and information about the typical

role/career stage indicative of the category. Specific information about each category can be found via

the HEA.

What are the benefits of being a HEA Fellow?

● HEA Fellowship gives you global recognition across the higher education sector

● Fellowship encourages you to review, develop and demonstrate your practice across the

Professional Standards Framework

● Being a HEA Fellow provides opportunities for you to engage in ongoing professional learning

through mentorships and professional networks

● Fellowship entitles you to use post-nominal letters: AFHEA – Associate of the Higher Education

Academy; FHEA – Fellow of the Higher Education Academy; SFHEA – Senior Fellow of the

Higher Education Academy; PFHEA – Principal Fellow of the Higher Education Academy.

Why be a Fellow of HEA at Griffith?

Griffith has a strong tradition in recognising and rewarding teaching. Working towards obtaining HEA

Fellowship is recognition of your commitment to learning and teaching, and is strongly encouraged. To

encourage this, Griffith provides a range of Programs and pathways to help you to reach the goal of

HEA Fellowship.

In addition, once you obtain recognition as a Fellow of HEA, you will be invited to become a member of

the Griffith Learning and Teaching Academy (GLTA). This Academy recognises exemplary learning and

teaching practice and enhances the profile of learning and teaching at Griffith. As a member of the

Academy you will also have the opportunity to mentor future HEA Fellows and contribute to this growing

community.

At Griffith, being a Fellow of the HEA is an important form of recognition, where recognition and reward

form a part of the overall fabric of learning and teaching.

https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf


https://www.heacademy.ac.uk/individuals/fellowship

https://www.heacademy.ac.uk/individuals/fellowship


The Professional Standards Framework (PSF)

The PSF provides a description of the dimensions of the roles of teaching and supporting learning within

the Higher Education environment. It is written from the perspective of the practitioner and outlines a

framework for comprehensively recognising learning and teaching within Higher Education.

What are the aims of the PSF?

The UK Professional Standards Framework:

1. Supports the initial and continuing professional development of staff engaged in teaching and

supporting learning

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous

development in diverse academic and/or professional settings

3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring

to teaching and support for student learning

4. Acknowledges the variety and quality of teaching, learning and assessment practices that support

and underpin student learning

5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches

to teaching and supporting learning, often as part of wider responsibilities that may include research

and/or management activities

How is the PSF structured?

The Framework has two components:

1. The dimensions of practice: These are a set of statements outlining the:

Areas of Activity undertaken by teachers and supporters of learning within HE

Core Knowledge that is needed to carry out those activities at the appropriate level

Professional Values that someone performing these activities should embrace and exemplify; and

2. The descriptors: These are a set of

statements outlining the key

characteristics of someone evidencing four

broad categories of typical teaching and

learning support roles within Higher

Education. The descriptors correspond to

the four categories of HEA Fellowship

(Associate Fellow, Fellow, Senior Fellow

and Principal Fellow).

Below is a diagram summarising the PSF. The

full version can be accessed via UKPSF for teaching and supporting learning in higher education.

Areas of Activity

Core Knowledge

Professional Values





Senior Fellow - L&T Practice Program

Who should consider embarking on this program? This pathway is intentionally designed to be inclusive of the activities and experiences which already

make up your career in higher education. In this pathway you are going to examine, and reflect on, your

career through the lens of the PSF. In particular the L&T Practice Program gives you the opportunity to

demonstrate and achieve the recognition that you meet the expectations of Descriptor D3 of the UK

Professional Standards Framework (Appendix A).The heart of your application will be your identification

of evidence of your Professional Practice as a leader of learning and teaching. You will need to

evidence your own sustained practice and the impact and influence you have had on the learning and

teaching practices of other colleagues.

This program is designed for people who have already undertaken 5 or more years teaching and/or

supporting learning experiences within a higher education context. You should be able to provide clear

evidence of a record of sustained effectiveness in relation to teaching and learning that demonstrates

that you are developing, or have developed, a strategic leadership role, incorporating, for example, the

organisation, leadership and/or management of specific aspects of teaching and learning provision,

mentoring and leadership of others commensurate with Descriptor 3. If you do not have these

experiences, or are quite new to teaching in a university, then this program is not for you and instead

you should consider one of the other Griffith HEA accredited programs.

Typically you are likely to be able to demonstrate Descriptor 3 if you fit within the following role or career

stage:

Individuals able to provide evidence of a sustained record of effectiveness in relation to teaching and

learning, incorporating for example, the organisation, leadership and/or management of specific

aspects of teaching and learning provision. Such individuals are likely to lead or be members of

established academic teams. Typically, those likely to be at Descriptor 3 (D3) include:

a. Experienced staff able to demonstrate, impact and influence through, for example,

responsibility for leading, managing or organizing programmes, subjects and/or disciplinary

areas

b. Experienced subject mentors and staff who support those new to teaching

c. Experienced staff with departmental and/or wider teaching and learning support advisory

responsibilities within an institution

Why would I choose this program? The L&T Practice Program provides a reflective, practice-based route. You would choose this program

because you already have experience in learning and teaching, and in leadership in learning and

teaching, and this program provides an opportunity for you to examine and reflect on those experiences

to gain professional recognition. As part of the pre-writing planning stage, as you examine the breadth

and diversity of your professional experiences, you may also identify additional professional learning to

undertake to further enhance your career.

The L&T Practice Program provides the opportunity for you to reflect on your learning and teaching

practices, using the PSF. The program has a prescribed beginning (when you enrol) and a prescribed

conclusion (your submission or conversation), but the experiences on which you reflect are yours.

This program also offer you a choice of route - a fully written portfolio option or a combined written plus

conversation (dialogic) option.


Program process and details The heart of your application will be your identification of evidence of your Professional Practice as a

leader of learning and teaching. You will need to evidence your own sustained practice and the impact

and influence you have had on the learning and teaching practices of other colleagues. In this program

you will reflect on your teaching and learning practice using the Dimensions of the Professional

Standards Framework (PSF) as a lens to examine that practice (Appendix A). You will delve deeper to

reflect on your teaching and learning practice using the Descriptors of the PSF to highlight and examine

that practice (Appendix B). You will also audit your own experiences using a pre-writing planning activity

(Appendix C), and write about those experiences using the PSF for structure and to guide your

reflections (Appendix D). Throughout this process you will be supported by: Modules (short, self-paced

units), face-to-face sessions (including a peer mentor and feedback) and the HEA team.

You will need to submit an application that meets the requirements for one of the following route options:

Route Philosophy

of Teaching

Reflective

Portfolio

Professional

Learning

Case

Studies

Assessed

Professional

Conversation

Referees

Portfolio

route

Yes

(500 words)

Yes

(2500 words)

Yes

(500 words)

Yes No 2

Dialogic

route

Yes

(500 words)

Yes

(2500 words)

Yes

(500 words)

No Yes

(30-45 minutes)

2

Ultimately you will present your writing and reflections as either a Reflective Portfolio combined with

Case Studies, OR a Reflective Portfolio combined with an Assessed Professional Conversation. Both

routes involve assessment by a panel of assessors. The figure below illustrates this program to SFHEA:


Program steps to SFHEA

Step 1: Information session

Griffith HEA Fellowship Scheme Information Sessions are offered on a regular basis (see the Learning

Futures/Griffith HEA Fellowship website for details/dates). At this session you will be introduced to the

UKPSF, the fellowship programs at Griffith, be guided on the requirements for the L&T Practice

Program, and the requirements of the two routes to SFHEA. These sessions are designed for staff

considering recognition, from a range of positions and roles across Griffith. Following this session you

will know more about the PSF and the program, which Fellowship category is best for you and,

importantly, when will be the best time for you to commit to writing and completing this important

reflective application.

To apply for recognition as a Senior Fellow through the L&T Practice Program, you will need to decide

which of the two routes you wish to undertake. You will use the SFHEA Application Form as a template

for your application (a copy of the form can be found in Appendix F and the full form accessed via the

Learning Futures/ HEA Fellowships website).

You are encouraged to read this handbook fully and consider the application requirements. Please seek

further support and advice from a member of the Griffith HEA Fellowship Team (see contact details on

page 4) if required.

Step 2: Enrol in the introductory workshop - “Engaging with the Process”

The “Engaging with the Process” workshop is offered in Trimester 1 and 2, and dates and times are

available on the Learning Futures/HEA Fellowship website. This workshop is provided by the Griffith

HEA Fellowship Team within Learning Futures, and builds on your understanding of the PSF and the

specific application process requirements.

Once you enrol in this workshop you have enrolled in the L&T Practice Program and you will join a

cohort of participants for the 12 weeks of the program. By becoming a member of a cohort you will meet

and network with peers from across Griffith and you will be linked to a peer mentor (an existing HEA

Senior Fellow) from the Griffith Learning and Teaching Academy. You are strongly encouraged to

engage with your mentor, and use the suggested model of support (see Appendix H) – a model which

has been shown to increase the success rate of participants engaging with this Program.

Once you enrol in this workshop you will also receive access to modules to support you in writing your

application. Prior to attending the “Engaging with the process” workshop you need to complete Module 1

- “Introducing the PSF” and Module 2 “Preparing your application”. The workshop then provides the

opportunity to examine previous successful applications, answer your questions and establish personal

plans leading to the successful completion of your portfolio within the prescribed time-frame of 12-16

weeks. The workshop and modules will assist you to decide which application route is right for you -

Portfolio Route OR Dialogic Route.


Step 3: The SFHEA Application Process

Your application is structured in this way:

Part I Reflective Portfolio of Learning and Teaching Practice

Teaching Philosophy Statement 500 words

Reflection on Learning & Teaching Practice 2500 words

Reflection on Engagement in Professional Learning 500 words

Part II Sustained Practice in Leading Learning and Teaching

Option 1: Portfolio Route – Two Case Studies 3000 words

Option 2: Dialogic Route – Assessed Professional Conversation 45 minutes

Part III Referee’s Reports

Two Referees Reports 1 page each

Please submit your application using the Senior Fellowship Application Form as a template to guide

your writing. The form can be downloaded from the Learning Futures/ HEA website (see Appendix F for

an outline of the form.) The form clearly labels the components of your application.

Your application is based on evidence that you meet the requirements of the Professional Standards

Framework (PSF) for Descriptor 3 (D3) Senior Fellow. Details of the Dimensions of the PSF can be

found in Appendix A, details of D3 are provided in Appendix B, and a copy of the PSF can be accessed

here.

Support is available

You are supported throughout your application process with Modules, a workshop and face-to-face peer

mentoring. All of the support you need can be accessed from the Learning Futures/ HEA Fellowship

website, and some items are also available as appendices within this handbook.

Modules Modules in bite-sized pieces to support your success! (See below)

Introductory Workshop Delve deeper into: the PSF, examples of writing, pre-writing planning

and strategies for success.

Pre-writing planning An audit document for planning your writing. (See Appendix C)

Types of evidence Guidance on the activities and roles you might discuss and examples of

the evidence you might cite to demonstrate effective practice. (See

Appendix D)

Peer Mentoring Learning Futures will put you in contact with a peer mentor. You can

work with your mentor to discuss your ideas and gain feedback on your

writing and your progress. (See Appendix E)

Application Form A template to scaffold your application process. (See Appendix F)

A model for success A structured week-by-week model for success. (See Appendix H)

The L&T Practice Program Coordinator is able to advise you if you have any queries on the process, or

contact any member of the HEA Fellowship Team. Remember that your application should focus

primarily on the last three to five years of your career.

https://www.heacademy.ac.uk/download/uk-professional-standards-framework-ukpsf-pdf-708kb


How do I choose between Case Studies or a Conversation?

You need to evidence your own sustained practice and the impact and influence you have had on the

learning and teaching practices of other colleagues. This is in line with Descriptor 3(vii) of the PSF. To

achieve this, you need to choose between writing two case studies OR having a conversation. More

information about writing Case Studies can be found in Module 4. More information about the Assessed

Professional Conversation (APC) can be found in this handbook (see Appendix G). Here are some

arguments and considerations for and against (pros and cons) to consider:

Dialogic Route

Your Reflective Portfolio

PLUS

a 30-45 minute

conversation with a

panel of 2-3 peers

pros

- Provides an alternative format for your submission - Might be easier for those who are unfamiliar with reflective writing - Encourages dialogue about learning & teaching - Increases individual confidence and/or enthusiasm for learning & teaching - Promotes communities of practice for learning & teaching - Encourages our institutional culture of encouraging conversations around L&T

- Allows reviewers to ask additional questions for greater clarity of evidence

cons

- May be seen as time-consuming or more complicated than a written

submission

- Some applicants may be apprehensive about an oral assessment process

- Apprehension about being assessed by peers.

Portfolio Route

Your Reflective Portfolio PLUS two written Case Studies of 1500 words each

pros

- Provides a continuation of the reflective style in the Reflective Portfolio (Part I)

- Allows preparation and finalisation of the application in one medium. - No need to talk to peers

cons

- Lose the opportunity to provide additional evidence that is elicited through conversation

- Miss the opportunity for possible networking benefits that might arise - Miss the opportunity to talk about your L&T practice with peers

Modules

These modules will be made available to you when you enrol in the introductory “Engaging with the

Process” workshop. The modules support all aspects of your application development:

Module 1 Introducing the PSF

- PSF dimensions, HEA fellowship categories and Descriptors

Module 2 Preparing your application

- The application process and pre-writing planning - How to write a Teaching Philosophy

Module 3 Reflective Writing

- How to write your Reflection on Learning and Teaching Practice - Models of writing and reflection, tools for encouraging reflective writing

Module 4 Writing your Case Studies

- Purpose of Case Studies, examples of topics, tools for writing (Portfolio Route)


Case Studies

Within the Portfolio Route you are asked to write two Case Studies (2x1500 words) to explain how you

meet the requirements outlined in Descriptor 3 of the PSF. You will need to make clear how you

demonstrate all the Dimensions of the framework – i.e. the Areas of Activity, Core Knowledge and

Professional Values. In your Case Studies you can draw on your written portfolio as you describe

examples from your practice, and demonstrate that you reflect on your teaching practice and the

students’ learning experience. Your two Case Studies will need to provide clear evidence of your record

of sustained effectiveness in relation to teaching and learning that demonstrates roles of impact and

influence. You will need to focus on examples that illustrate your organisation, leadership and/or

management of specific aspects of teaching and learning provision, mentoring and leadership of others

which exemplify Descriptor 3 - and in particular D3(vii). (See Module 4 for more.)

Assessed Professional Conversation

Within the Dialogic Route you have the opportunity to participate in a face-to-face Assessed

Professional Conversation (APC) to explain, using examples from your practice, how you meet the

requirements outlined in Descriptor 3 of the PSF. This is a conversation NOT a presentation, and

replaces the two written Case Studies which are a requirement within the Portfolio Route.

In your APC, you will need to make clear how you demonstrate all the Dimensions of the Framework –

i.e. the Areas of Activity, Core Knowledge and Professional Values. In your conversation you can draw

on your written Reflective Portfolio (Part I of your application) as you describe examples of practice, and

demonstrate that you reflect on your teaching practice and the students’ learning experience. In

particular, the APC will need to provide clear evidence of your record of sustained effectiveness in

relation to teaching and learning that demonstrates roles of impact and influence. It would be good to

focus on examples that illustrate your organisation, leadership and/or management of specific aspects

of teaching and learning provision, mentoring and leadership of others, which exemplify Descriptor 3 -

and in particular D3(vii) (see Appendix G for APC Guidelines and how to prepare). In your application

you are asked to include 100-200 words suggesting suitable topics for conversation.

Peer mentoring

An important part of this process is working with a peer mentor who is an existing HEA Senior Fellow (or

Principle Fellow), and a member of the Griffith Learning and Teaching academy (GLTA). Learning

Futures will put you in contact with a peer mentor, and you can work with your mentor to discuss your

ideas and gain feedback on your writing and your progress. Your peer mentor will also help you prepare

for your APC. A suggested model for successfully working with your mentor is provided in Appendix H.

(After you become a HEA Senior Fellow you might consider a future role as a peer mentor yourself!)

Referee’s Reports

Your application also includes two Referee Reports which serve as an authentication of your practice.

Referee Reports are normally only 1 page. Details regarding these reports and the role of the referee

can be found in Module 2. There are Guidelines and a Template to assist referees, and these can be

found on the Learning Futures/HEA Fellowship website.

Reports must be from people who are in a position to comment on your teaching and learning support

practice. Their statements should supplement the information you are providing in your reflective

portfolio and should demonstrate how you meet the PSF dimensions at the category of fellowship for

which you are applying.


Please make sure that your referees have had a chance to read your application. To support your

referees, please provide them with the resources: Guidelines for Referee Reports and Template for

Referee Reports. You should also provide them with the criteria for the category of fellowship for which

you are applying. The Referee Reports should primarily refer to your experience and achievements in

teaching and learning.

It is your responsibility to collect the Referee Reports and submit them as part of your application.

Applications must not be submitted (and will not be assessed) until two reports have been received.

Step 4: Submit your Application

For Portfolio Route Applicants

Your application consists of:

● Senior Fellowship Application Form

● Including 2 written Case Studies

● Including 2 Referee Reports

Please submit your application as a PDF via email to: [email protected]. If you have any

problems with your submission please email Tina Hodson ([email protected]), HEA Fellowship

Scheme Administrator

You may submit your application at any time however applications will only be assessed at two points in

the year – at the end of Trimester 1 and at the end of Trimester 2.

For Dialogic Route Applicants

Your application consists of:

● Senior Fellowship Application Form

● Including 100-200 words (not assessed) suggesting conversation topics

● Including 2 Referee Reports

Please submit your application as a PDF via email to: [email protected]. If you have any

problems with your submission please email Tina Hodson ([email protected]), HEA Fellowship

Scheme Administrator. As a Dialogic Route applicant you will be contacted by Learning Futures to

arrange a suitable time for your face-to-face APC.

You may submit your application at any time however applications (and conversations) will only be

assessed at two points in the year – at the end of Trimester 1 and at the end of Trimester 2.






How will your application be assessed?

Your application will be independently assessed by a panel of three assessors. Each Panel of

Assessors is comprised of appropriately experienced and trained assessors, where one assessor is

assigned as Lead Assessor. Panels are convened two times a year (at the end of Trimester 1 and end

of Trimester 2). Applications are due two weeks before the panel convenes (see the Stages of

Assessment Diagram below). Assessors provide their judgment using the SFHEA Feedback Summary

Form (for both Portfolio Route and Dialogic Route), and will assess applications as being:

Awarded - where the application meets Descriptor 3 (D3) of the PSF for recognition as SFHEA; OR

Additional evidence needed

- where the application does not fully meet Descriptor 3 (D3) for recognition as SFHEA within one or more of the descriptors of the PSF. In this situation you will be asked to provide either minor additional written evidence or more major additional evidence. The minor or major additional evidence will be made clear in the feedback provided by the assessment panel members.

If you have not yet evidenced that you meet the criteria (either through your written portfolio or following

your Assessed Professional Conversation) you will be provided with detailed feedback. Additional

evidence requirements may range from 500 words of additional evidence (minor) to substantial

changes (major). Additional evidence supplied within 28 days of assessment notification will be

assessed by the original Panel of Assessors. If additional evidence is supplied after 28 days then it will

be added to the original application, combined with all assessment panel documentation, and will be

resubmitted to another panel when panels convene at the end of the next Trimester. The application will

then be judged using the additional evidence requested from the resubmission feedback from the

original panel. In the case of a request for major additional evidence, you may choose to substantially

revise your application.

Operation of the assessment panel Panels of Assessors will convene twice a year, corresponding to the end of Trimesters 1 and 2 (eg June

Assessment Panels meet after Trimester 1 and November Assessment Panels meet after Trimester 2).

You may submit your application at any time however applications (and conversations) will only be

assessed at the end of Trimester 1 and at the end of Trimester 2.

Each panel is comprised of three assessors, and will assess three applications. The Assessors will have

the experience commensurate with the level of the Fellowship application being assessed (see

assessment and moderation table below) and are drawn from the group of trained assessors within the

University. For the first year of this program (2019), the third assessor in each panel will be an External

Assessor, however following the first year the external assessor will take on the role of moderator. In

regards to feedback, you will receive a compilation of feedback from your panel via the Lead Assessor

Feedback Summary Form (see Appendix I). All applications and assessments will be retained/archived

for a period of at least three years.

In regards to assessment of the Dialogic Route, the assessment process is similar. Your face-to-face

APC will occur with a panel of 2 appropriately trained assessors being present, and the conversation will

be audio recorded to enable a third assessor to also assess the conversation. For the first year of this

program (2019), this third assessor will be an External Assessor. All panel members will also read and

assess the reflective portfolio component of the Dialogic Route application and assess the overall

application (holistically). You will receive a compilation of feedback from your panel via the Lead

Assessor Feedback Summary Form (see Appendix I). All applications (including audio recordings) and

assessments will be retained/archived for a period of at least three years.


Descriptor Assessment Panels Moderation of Panel Decisions

D3 (SFHEA) Three assessors (in the first year of operation one of these assessors will be external), all recognised to a minimum of D3 (SFHEA). One designated as “Lead Assessor”.

All applications will be independently assessed by three appropriately experienced and trained assessors against the criteria of Descriptor D3. Moderator accredited to a minimum of D3 (SFHEA). Moderation normally performed by external assessor in collaboration with Program 4 Leader, but during the first year of operation external assessor will assess all D3 submissions. Assessed Professional Conversations will be recorded to enable external assessor to assess and/or moderate as required.

Assessor training and quality enhancement All assessors undergo professional learning in the assessment process to ensure consistency and

reliability of judgements. Professional learning workshop(s) are organised by the HEA Fellowship Team

and draw upon external expertise as appropriate. The panel of assessors are also encouraged to

provide feedback to the HEA Fellowship Team regarding ongoing enhancements to the scheme,

improvements to resources for applicants and improvements to training of assessors and mentors. The

training will include skills in facilitating Assessed Professional Conversations (APCs) and resources will

include specific questions to facilitate effective APCs that enable an accurate assessment.

Conflicts of interest Please notify the Program Coordinator immediately of any possible conflicts of interest or any concerns.

This may relate to assessors and/or mentors. You will be quickly allocated a new mentor (or new

assessor or panel) if required. Conflicts of interest may include, for example, if you are a personal friend

or a relative of your mentor/assessor work closely with the applicant. (Please be aware that your mentor

will not assess your application.)

The appeals process You will receive a formal assessment outcome and specific feedback aligned to the Descriptor

assessment requirements and PSF criteria.

If you disagree with the outcome following assessment you may apply to have a review of the

recognition decisions taken by the Assessment Panel. The grounds upon which you may request a

review of a recognition decision are limited to the following:

a) The assessment of the submission was not conducted in accordance with procedures as outlined

in this handbook;

b) There was an administrative error or some other significant procedural irregularity that impacted

the decision.

Note: Disagreement with the judgement of the Assessment Panel in assessing the merits of an

individual submission for recognition cannot in itself constitute grounds for a request by an applicant for

a review of the decision.

The process will be to write to the Deputy-Director, Learning Futures clearly outlining:

1. Which specific part(s) of the assessment feedback are disputed; and

2. Why the assessment outcome is disputed.


At the discretion of the Deputy-Director, Learning Futures, the application may be forwarded to a new

Panel of Assessors for reassessment. In the case of an administrative error, this will be checked and

corrected if needed.

Stages of the assessment process – SFHEA


Maintaining good standing

It is important that as a learning and teaching professional, you continue to develop your skills and

knowledge as well as supporting and influencing the practice of others by engaging internally (and

externally) with professional learning. There are many ways in which you may choose to do this

including: continuing to participate in formal professional learning offerings, or via Griffith peer

enhancement of teaching opportunities, or informal mentoring and support of colleagues. Additional

opportunities exist for HEA Senior Fellows to contribute to the Griffith HEA Fellowship Scheme through

mentoring and/or assessing. Training exists for these roles and details can be found on the Learning

Futures/HEA Fellowships website.

As a HEA Senior Fellow you will also be invited to become a member of the Griffith Learning and

Teaching Academy (GLTA). The Academy is based on a collegial ethos and provides members with rich

opportunities for networking, leadership and mentoring, practice sharing, collaboration, and career

development. Your membership of GLTA provides a community for strategic conversations about issues

and opportunities in learning and teaching.

Fellowship of the Higher Education Academy Code of Practice

The following global Fellowship of the HEA Code of Practice establishes a set of principles and

expectations for individuals gaining HEA Fellowship throughout the world:

In our professional practice, as Fellows we will:

1. Act with respect, integrity and honesty.

2. Monitor and review regularly our work in order to maintain good standing.

3. Engage in appropriate activities to remain up to date with knowledge of learning and teaching,

subject matter and assessment.

4. Be open to and conscientious in considering feedback from appraisals, peer and student

observations.

For the benefit of learners, as Fellows we will:

5. Demonstrate our respect for learners by paying due regard to the way we conduct ourselves in our

professional lives.

6. Be fair and impartial in our engagement with learners.

7. Encourage the free exchange of ideas between ourselves and learners.

For the benefit of colleagues, as Fellows we will:

8. Show due respect for the opinions of colleagues in the exchange of constructive criticism and

ideas.

9. Support and actively assist in the professional development of colleagues to ensure the

maintenance and enhancement of good practice and to protect learners from poor practice.

10. Be aware and take account of, the educational goals, policies, standards and regulations of our

employing institution and beyond.

https://www.heacademy.ac.uk/system/files/downloads/Code_Of_Practice_0.pdf


Appendices

Appendix A – Dimensions of the UKPSF Professional Standards

Framework

Areas of activity

1. Design and plan learning activities and/or programmes of study (A1); 2. Teach and/or support learning (A2); 3. Assess and give feedback to learners (A3); 4. Develop effective learning environments and approaches to student support and guidance

(A4); 5. Engage in continuing professional development in subject/disciplines and their pedagogy,

incorporating research, scholarship and the evaluation of professional practices (A5).

Core knowledge

1. The subject material (K1); 2. Appropriate methods for teaching learning and assessing in the subject area and at the level

of the academic programme (K2); 3. How students learn, both generally and in the subject/disciplinary area(s) (K3); 4. The use and value of appropriate learning technologies (K4); 5. Methods for evaluating the effectiveness of teaching (K5); 6. The implications of quality assurance and quality enhancement for academic and

professional practices with a particular focus on teaching (K6).

Professional values

1. Respect for individual learners and diverse learning communities (V1); 2. Promote participation in higher education and equality of opportunity for learners (V2); 3. Use evidence-informed approaches and the outcomes from research, scholarship and

continuing professional development (V3); 4. Acknowledge the wider context in which higher education operates recognising the

implications for professional practice (V4).


Appendix B – The UKPSF: Descriptor 3 Senior Fellow

Descriptor 3 Typical individual role/career stage

Demonstrates a thorough understanding of

effective approaches to teaching and learning

support as a key contribution to high quality

student learning. Individuals should be able to

provide evidence of:

I. Successful engagement across all five Areas

of Activity

II. Appropriate knowledge and understanding

across all aspects of Core Knowledge

III. A commitment to all the Professional Values

IV. Successful engagement in appropriate

teaching practices related to the Areas of Activity

V. Successful incorporation of subject and

pedagogic research and/ or scholarship within

the above activities, as part of an integrated

approach to academic practice

VI. Successful engagement in continuing

professional development in relation to teaching,

learning, assessment, scholarship and, as

appropriate, related academic or professional

practices

VII. Successful co-ordination, support,

supervision, management and/ or mentoring of

others (whether individuals and/or teams) in

relation to teaching and learning.

Individuals able to provide evidence of a

sustained record of effectiveness in relation to

teaching and learning, incorporating for example,

the organisation, leadership and/or management

of specific aspects of teaching and learning

provision. Such individuals are likely to lead or

be members of established academic teams.

Typically, those likely to be at Descriptor 3 (D3)

include:

a. Experienced staff able to demonstrate, impact

and influence through, for example, responsibility

for leading, managing or organising

programmes, subjects and/or disciplinary areas

b. Experienced subject mentors and staff who

support those new to teaching

c. Experienced staff with departmental and/or

wider teaching and learning support advisory

responsibilities within an institution.


Appendix C – Pre-Writing Planning Matrix

This matrix is useful for you for pre-writing planning, and to audit your experiences using the PSF as a lens. This matrix is one of the resources within Module 2.

You can also download the matrix (in Word format) from the Learning Futures/ HEA Fellowship website (and print it on A3 paper!!).

Pre-Writing Planning – consider your career in L&T…

Areas of Activity What did you do? Why did you do it? How do you know it was

successful? (Evidence?) Which Core Knowledge does

this activity demonstrate?

Which Professional Value does

this activity demonstrate?

A1. Design and plan learning

activities &/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.

Ideas for:

Case Studies

OR

Topics for discussion in your

Assessed Professional

Conversation (APC)

With a particular focus on

D3(vii)


Appendix D – Types of Evidence for Your Portfolio: D3 SFHEA

Areas of Activity

(A1 - A5)

How you can demonstrate your engagement with the Areas of Activity

A1 Design and plan learning activities and/or programmes of study

This is about what you do to plan and prepare learning activities, whether face-to-face or in a virtual learning environment. You will have different approaches to this activity, based on factors such as the HE level being taught, the learning outcomes for a module, programme of study or individual teaching activity (which may, for example, involve working with individual research students).

Activities could range from the design of a series of private study sessions, a module or a whole programme of study and may involve:

● designing a new course or programme of study or the redesign of an existing curriculum;

● designing new modules for an existing course or programme;

● developing new tailored courses or programmes for learning support, individual study skills materials, student support or professional development materials, learner induction;

● contributing to the development and improvement of courses/programmes as part of a team, making clear what your role was within the team.

You need to identify and plan different kinds of interactions with learners within different contexts and these could be sessions, or a series of sessions with individual learners and/or small groups. This might include, for example: seminar, laboratory, library activities, learning support, online support or fieldwork. You need to show that you understand that what you have planned is appropriate for your learner/s.

As a Senior Fellow your examples could range from programme and/or module design to a whole programme of study as for the FHEA, but you should focus, where possible, on the co-ordination of individuals and/or teams in these activities in order to demonstrate your ‘successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning’ (UKPSF D3(vii)). In all team activities, make clear what your role was within the team.

A2 Teach and/or support learning

This is about your direct engagement and interaction with learners, whether in groups or individually, remotely or face-to-face.

This may consist of formal, timetabled approaches or it might

You might draw examples from a range of activities to illustrate the appropriate and effective teaching approaches you use with your learners, for example:

● specific approaches you use in your teaching or support of learning (in classroom lectures, seminars, in the field, labs, or library etc);

● working with learners on a one-to-one basis, including activities covered for Associate Fellow above;

● contributing to in-house professional learning and teaching programmes;

● developing research and information support on a one-to-one basis or in groups;


be outside of scheduled classes and more informal in nature, but nevertheless essential to learning and taking place in a wide range of contexts including: classrooms and lecture theatres; seminar rooms; in the field; learning support centres;

Offices; virtual environments; in studios; creative practice environments/performance spaces; or libraries and resource centres.

● supervision of postgraduates; ● creative studios; ● practice workshops; ● developing approaches to demonstrate high level subject

skills; ● contributing to learner practical skills; ● developing services, tools and technologies to support a

virtual learning environment; ● supporting learning, specific to the context, for example

professional, resource based, library, work-based or technology-based learning.

As a Senior Fellow your examples should include reference to your teaching activities (as above) but require a focus on the ‘successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning.’ (UKPSF D3(vii)).

Examples of evidence might include:

● coaching and mentoring of new and existing staff; ● implementing/leading/evaluating the peer observation of

teaching in a range of settings; ● leading on effective learning and teaching initiatives and

innovations which have influenced the practice of others; ● leading innovations in teaching and learning which

influence the practice of others; ● the development of research students in their teaching role,

through supervision; ● leading projects, research, strategic targets/aims which

have contributed to enhanced student learning or support; ● increasing integration in work teams and committees

impacting on the quality of learning.

A3 Assess and give feedback to learners

This is about how you:

● assess and give feedback to learners, to foster and encourage their learning;

● assess learners’ progress and make judgements about their learning during and on completion of their study with you.

The assessment you undertake may be formative and/or summative, formal and/or informal. Feedback may be face-to-face, written, or using electronic means such as podcasts and social media. As assessment and feedback are not always ‘formal’ and ‘summative’

Your application might draw on the following examples::

● a routine use of feedback and feed-forward approaches to improve learning and develop learner autonomy. This may be regarding specific pieces of assessed work or assignments (written or practical), approaches developed or changed over a period of time to adapt to increasing learner autonomy;

● how assessment and feedback contributes to students’ and/or others’ learning; this might be about approaches developed or used to enhance the learning of specific attributes or skills (individuals working in groups, self-reflection, critical thinking, personal learning strategies, research skills, library skills, digital literacy etc);

● an awareness of an appropriate range of assessment methods and the rationale for their use. This might include focus on the combination of assessment approaches used to develop and assess specific outcomes or aims, changing assessment and feedback approaches to ensure they are more effective for different types of learners, at different levels, in different contexts etc;

● an understanding of the implications of quality assurance and a commitment to quality enhancement (links to K6). This might be about approaches used within the context of


you can include work with research students, colleagues and peers and activities relating to learners in learning support contexts. They must however, relate to HE provision. This does not therefore require the summative marking of student work for degree classification but can relate to informal formative assessment of learners within the HE setting.

a new/revised module, course or programme where subject benchmarking and/or professional standards are integral, or in a service learning support activity where timeframes or other restrictions influence the approaches you are able to use. Evidence of how you have applied this knowledge to your practice should feature within your application;

● feedback and assessment related to diagnostic activities such as informal assessment of learning, review of documentation in preparation for placements etc for staff in learning support roles.

In addition to the examples above, your SFHEA application needs to demonstrate how your practice has impacted on learners, the curriculum (or programme of study/learning) and how assessment and feedback contribute to the learning of others and the enhancement of their practice.

This might be through:

● management and co-ordination of programmes of study, subjects and/or learning support functions where assessment and feedback is integral to effective learning;

● development/co-ordination of feedback and assessment support materials;

● co-ordination, supervision, management of assessment panels;

● supporting new or experienced teachers through providing developmental feedback on evidence about their practice;

● staff development activities and appraisals that focus specifically on learning and teaching and assessment and the enhancement of student learning;

● mentoring and coaching of staff focused on assessment and feedback in, for example, professional skills training and work-related learning;

● research-informed work on the impact of assessment and feedback and implementing recommendations.

A4 Develop effective learning environments and approaches to student support and guidance

This is about how you effectively use both formal and informal learning environments to facilitate learning and how you meet the needs of your learners for educational support and guidance.

The examples you might use will vary greatly depending on the physical and virtual environments in which you teach or support learners, the nature of the subject or discipline and the nature of the learner/s. All these points need to be considered in evidencing how you:

● utilise and manage the range of physical or virtual learning environments so that they are appropriate to your learners’ needs;

● work with learners, service providers and/or teaching staff to ensure that your learners can access and use a broad range of learning opportunities.

A FHEA application will typically draw on a wide range of activities, clearly showing links between environments and learning and explaining how and why the environment is appropriate within your context and/or discipline. For Senior Fellow you will need to further develop that description by providing an understanding of learner support in its widest context and illustrating how your practice has supported student learning.


You will draw from a range of activities such as:

● creating new approaches to utilise the spaces in which you have to teach and/or support learners;

● developing resources and interactivity for a virtual learning environment;

● developing interdisciplinary or professional/work-based resources;

● work-based learning and placements; ● bringing in aspects of professional practice to the learning

environment; ● using digital literacies; ● developing pro-active ways for students to positively

engage with student services.

However your examples should, where possible, evidence Descriptor 3(vii).

Examples of evidence might include:

● working with senior teams or committees to design and/or redevelop learning environments and spaces, explaining and making clear your role and contribution within the team;

● leading projects or initiatives that result in changes to learning environments and spaces (physical or virtual);

● co-ordinating support teams in projects that enhance learner support – student partnerships, peer assisted learning, student mentors etc;

● leading the design and implementation of virtual learning resources or support.

A5 Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

This is about how you maintain and continue to develop your capability in teaching and learning support and, for the Senior Fellow, your leadership activities and roles. It includes:

● how you gather and utilise information on the effectiveness of your own practice;

● how you engage with and use your own CPD activities to enhance your practice;

● how you incorporate subject

You do not have to be directly involved in research but you do need to indicate how you use scholarly and/or professional activity to maintain your teaching and support of learning.

In your application, evidence of ‘scholarship’ should include a focus on pedagogy and your subject knowledge. It should typically cover a range of exchanges with peers operating at a variety of levels – this might be informal dialogue, conversations and classroom experiments; action research; conferences and seminars; grants and publications, all of which potentially provide evidence of good scholarly practice through critique and reflection.

Your SFHEA application would typically include how you have made a contribution to the enhancement of learning through discussion and debate (within your institution, at external conferences or through published literature). For example:

● mentoring staff to take on academic responsibilities; ● leading a team through curriculum redesign; ● external examining; ● leading staff development; ● undertaking CPD related to academic leadership;


and pedagogic research and/or scholarship within your professional practice as a teacher/supporter of learning;

● how the activities you undertake as part of a group or team impact on your approaches and practices and that of others, such as colleagues engaged in teaching and learning, in your discipline or more widely.

● supporting staff in the enhancement of learning through their CPD;

● carrying out an active role within a Professional Association or Professional Body;

● co-ordinating the dissemination of good practice with respect to professional development.

In your SFHEA application, engagement in CPD should support the development and improvement of your own practice and that of others.

You might also include and expand upon the activities of FHEA by reflecting on how your activities have impacted others - including:

● using the experience of peer observation of teaching to reflect upon and change aspects of your own teaching – and how have you then impacted others?

● reading and making use of the published pedagogic literature to inform your practice – do you encourage others to do this? How do you know you have been effective?

● conducting a piece of action research and disseminating the findings at a teaching and learning conference – how do you know others were influenced by your work?

● Publishing a research paper on the approaches to supporting learning – again, what impact did this have?

● contributing to staff development/staff research events – how did this influence others?

● engagement with your professional association – what engagement have you had that has changed the practices of others?


Appendix E – Peer Mentor Role in the L&T Practice Program

Peer mentors in the L&T Practice Program are HEA Fellows at FHEA, SFHEA or PFHEA standing. They support colleagues who are developing an application for recognition as a HEA Fellow or Senior Fellow. (Those mentors who support SFHEA applicants are HEA Senior Fellows or Principle Fellows.) Mentoring is an important part of the overall learning and teaching network at Griffith and is closely associated with the Griffith Learning and Teaching Academy. Mentors will:

● Guide and support staff, encouraging them to reflect on their practice, meet the requirements of

fellowship application and submit their application.

● Provide general feedback and advice on early drafts.

● Choose to mentor individually (1:1) or in a small group.

● Be available to mentor applicants within Trimester 1 and/or Trimester 2.

● Meet with applicants at least twice (virtually or face to face) to work on the application - total

mentor time commitment per applicant = 4-5 hours.

● Be members of the Griffith Academy of Learning and Teaching (GLTA) and will be supported

through Professional Learning (workshops and Modules) and a detailed Mentoring Handbook.

● Be supported broadly by the Griffith HEA Fellowship Team within Learning Futures and the

Coordinator of the L&T Practice Program.

Details of mentoring and a suggested mentoring approach can be found in “Guidance Notes for Mentors

and Applicants” which is a resource available on the Learning Futures/ HEA Fellowship website.


Appendix F – Application Form - SFHEA

(DO NOT USE THIS AS A TEMPLATE - Please download from the HEA Fellowships@Griffith website)

L&T Practice Program – HEA Fellowships@Griiffith Scheme

2020 Application Form: SFHEA

APPLICANT INFORMATION

Family name First name Title Staff No.

Please indicate your Griffith affiliation below (✓):

Arts, Education, Law Griffith Business School Other, please specify:

Griffith Health Griffith Sciences

Campus:

Role/job title:

Length of employment at Griffith University:

Total years’ experience of teaching in HE:

EXISTING TEACHING QUALIFICATIONS

Qualification Institution Date completed

Please indicate if you hold an existing HEA Fellowship, and what category:

CHECKLIST Yes/No

Have you met with your peer mentor?

Has your peer mentor read and commented on drafts of your writing?

Have you reviewed the reflective writing resources? (ie L&T Practice Program Module 3)

https://www.griffith.edu.au/learning-futures/hea-fellowships


Does your application integrate relevant literature throughout the Reflective Portfolio and include a list of references?

Does your application include annotations to the PSF? (ie annotations to all Core Knowledge (K) and Values (V) dimensions of the PSF; distributed throughout your Reflective Portfolio after the sentences to which they apply.)

Does your SFHEA application have a focus on D3(vii) throughout both the Reflective Portfolio and the Case Studies and show the impact and influence you have had on others’ practice?

Does at least one of your Case Studies focus on D3(vii)? (ie a focus on your leadership/impact/influence and the consequent impact on student learning)

Part I

REFLECTIVE PORTFOLIO OF LEARNING AND TEACHING PRACTICE

TEACHING PHILOSOPHY STATEMENT

In no more than 500 words describe your teaching philosophy. This brief statement should convey your overall view of yourself as a university teacher/learning support professional. Your teaching philosophy underpins the way you teach, your beliefs, intentions and actions. Your statement may refer to the PSF in terms of Core Knowledge (K) and Professional Values (V).

(Please write here)

(Total words in this section = /500)

REFLECTION ON LEARNING & TEACHING PRACTICE

In no more than 2500 words, use your professional practice to describe, evidence and reflect on your effectiveness in teaching and supporting learning. Your portfolio should include a range of examples to show the breadth of your experience commensurate with Descriptor 3(i-v), demonstrating a broad understanding of effective approaches to teaching and learning support as key contributors to high quality student learning. Your portfolio should demonstrate how your professional practice is underpinned by appropriate Core Knowledge (K) and Professional Values (V) as in the PSF. You may wish to use Areas of Activity A1-A4 as headings.

(Please write here)



REFLECTION ON ENGAGEMENT IN PROFESSIONAL LEARNING (PROFESSIONAL DEVELOPMENT)

In no more than 500 words describe, evidence and reflect on the professional learning (professional development) activities in which you have engaged within the last 3 years. Reflect on how they relate to the development of your professional practice in teaching and learning. Your writing should provide evidence of “Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic and professional practices.” (PSF defined Descriptor 3(vi))

(Please write here)


Part II SUSTAINED PRACTICE IN LEADING LEARNING AND TEACHING

The heart of your application will be your identification of evidence of your Professional Practice as a leader of learning and teaching. You will need to evidence your own sustained practice and the impact and influence you have had on the learning and teaching practices of other colleagues. This is in line with Descriptor 3(vii) of the PSF. You will already have started this evidence within Part I of this application, however Part II provides an opportunity for you to expand your claim through the use of written Case Studies or a conversation. You may present your evidence via one of these options: Portfolio Route – Two written Case Studies (1500 words each) OR Dialogic Route – an Assessed Professional Conversation (APC) of 30-45 minutes Please complete one of the options below. (See the Program 4 Handbook for more details and additional support).

Portfolio Route (option 1)

CASE STUDIES

In no more than 1500 words, provide reflective accounts of two particular contributions or experiences which:

• have had a significant impact upon the co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams), in relation to learning and teaching

• demonstrate your sustained effectiveness in relation to learning and teaching and that you meet the criteria for Senior Fellowship

Use the two case studies to address different aspects of Descriptor 3, with a focus on your organisation, leadership and/or management of specific aspects of learning and teaching provision. The emphasis should be on your effectiveness in relation to learning and teaching and should incorporate how you have led, organised or managed specific aspects of learning and teaching provision. At least one of your case studies should focus on a situation where you worked with others using your skills, knowledge and awareness in leading, managing or organising programmes, subjects and/or disciplinary areas. Your writing should provide evidence of “Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning.” (PSF defined Descriptor 3(vii))


CASE STUDY 1

(Please write here)


CASE STUDY 2

(Please write here)



Dialogic Route (option 2)

ASSESSED PROFESSIONAL CONVERSATION (APC)

After submission of this Application Form you will be invited to participate in a face-to-face Assessed

Professional Conversation (APC) to discuss, using examples from your practice, how you meet the

requirements outlined in Descriptor 3 of the PSF, with a focus on Descriptor 3(vii) – evidence of

“Successful co-ordination, support, supervision, management and/or mentoring of others (whether

individuals and/or teams) in relation to teaching and learning.” Your APC is also an opportunity to build

on your Part I portfolio to demonstrate clearly that you meet all the Dimensions of the Framework – i.e.

the Areas of Activity, Core Knowledge and Professional Values.

In your conversation you can draw on your Part I written reflective portfolio as you describe examples of

practice, and demonstrate that you reflect on your teaching practice and the students’ learning

experience. You may wish to prepare for your conversation to ensure you meet these requirements.

(See the Program 4 Handbook for more details).

To assist the Assessors (and you) to prepare for this conversation please list below two specific

examples that you may wish to talk about. Please only write one or two sentences about each as

prompts/topics for this conversation.

(Please write here. 100-200 words maximum. Not assessed)


Part III

REFEREES REPORTS

DETAILS OF REFEREES

Name & Position of referee #1 Please indicate the HEA Fellowship category of your referee (if appropriate):

Institution

Email

Name & Position of referee #2 Please indicate the HEA Fellowship category of your referee (if appropriate):

Institution

Email

REFEREES REPORTS

I confirm that:

☐ Two Referees Reports are attached and my referees have had an opportunity to read my

application.

STATEMENT

I hereby certify that:

☐ I am an employee of Griffith University.

☐ The contents of this application are my own work.

☐ The information I have provided in this application is true and correct, meets all standards of

academic integrity, and does not breach anyone’s rights to privacy or confidentiality. If I am successful in this application, I will commit to:

☐ upholding the HEA Code of Practice;

☐ remaining in good standing as a HEA fellow by continuing my professional development and the

enhancement of my teaching skills, knowledge and practice; and

☐ contributing to the Griffith University HEA Scheme (e.g. as a mentor/assessor) as appropriate.

Signed: Name: Date:


Appendix G – Assessed Professional Conversation (APC)

Guidelines

The Assessed Professional Conversation (APC) forms a component of the Dialogic Route. Overall, the

Dialogic Route aims to ensure you meet Descriptor 3 of the Professional Standards Framework (PSF).

Your APC is not a presentation or an interview. You are encouraged to discuss, using examples from your

practice, how you meet the requirements outlined in Descriptor 3 of the PSF, with a focus on Descriptor

3(vii) – evidence of “Successful co-ordination, support, supervision, management and/or mentoring of

others (whether individuals and/or teams) in relation to teaching and learning.” Your APC is an opportunity

to build on your written portfolio to demonstrate clearly that you meet all the Dimensions of the Framework

– i.e. the Areas of Activity, Core Knowledge and Professional Values. The conversation approach is

designed to allow you to showcase your particular strengths and capabilities.

The assessors will first look for evidence that you have met each aspect of Descriptor 3 in your written

portfolio, and then use the conversation to allow you to fill any gaps, and enrich the Assessors'

understanding of your experiences – with a focus on D3(vii). In your conversation you may draw on your

written reflective portfolio as you describe examples of practice.

For assessment and moderation, your APC audio will be recorded.

What you need to provide beforehand

Your APC will be scheduled in the assessment panel period at the end of Trimester 1 or Trimester 2. You

will need to complete and submit your Senior Fellow Application Form as explained in the Program 4

Handbook. Writing your application will enable you to reflect on your practice in relation to the PSF and, in

particular, to Descriptor 3.

To assist the Assessors (and you), the Application Form includes a space in which to list two examples of

prompts/topics for discussion at your APC.

How you should prepare for your APC

The focus for the APC is on your sustained practice and evidence for meeting Descriptor 3(vii) – evidence

of “Successful co-ordination, support, supervision, management and/or mentoring of others (whether

individuals and/or teams) in relation to teaching and learning.” Remember the conversation is based on

your actual practice and should focus on examples of what you have done with evidence and detail, rather

than a focus on knowledge and theory. You will be asked to frame your answers to questions in the

context of Descriptor 3 and the PSF in general, so you should be familiar with the PSF.

Some of the key areas for discussion within the conversation may include:

● The kinds of teaching, or other ways of supporting learners, in which you have been involved (e.g.

associated with teaching, supervising, tutoring, demonstrating, mentoring, leadership,

administration, support or scholarship).

● The ways in which these activities have contributed to your professional practice in teaching and

learning, and the way that your practice has developed/evolved over time (in the context

especially of the Core Knowledge identified in the PSF).

● The ways in which you have engaged with your peers in developing both your own and,

potentially, their teaching practice (this can include leadership and influence)

● Lessons you have learned from your experience with students and peers, and how your thinking

or practice has changed as a result.

https://www.heacademy.ac.uk/system/files/downloads/ukpsf_2011_english.pdf


● People/events/research/professional learning opportunities that have influenced your practice. For

example, you may have changed your practice in response to attending a workshop or a

conference – why/how did this influence your practice.

● Career highlights, roles and responsibilities, relevant qualifications, teaching awards, initiatives

and innovations. These should be considered in a reflective mode i.e. how these have influenced

you as an educator, and in the context of the PSF.

Feel free to bring notes, and an annotated copy of the PSF if you wish.

In the APC, in conjunction with your written material, the assessors will look to you to recount your

personal story of your experience with university teaching and learning in a way that shows how you have

learned from your experiences, and your engagement in professional learning, and reflected on your

practice, and how now you influence and impact the learning and teaching practices of others.

Indicative APC questions

Key questions to be asked

1. Illustrate, using an example, how you have demonstrated successful leadership in learning and teaching that has impacted on and/or influenced the practice of others (not students).

2. Using a representative example, tell us how you have demonstrated sustained effectiveness in learning and teaching linked to one or more of the Areas of Activity.

3. Give an example of professional learning you have engaged in and explain how it positively influenced your learning and teaching practices.

Descriptor relating in particular to the APC

D3(vii) Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning

Indicative questions – go through this cycle of questions twice:

• can you select an example from your portfolio that shows how you have provided successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning: - What did you do and why did you approach it in this way? - What were the successes and any challenges? How did you tackle the challenges? - Would you approach this role differently in the future?

Additional APC questions

Additional questions may be required if assessors find there is insufficient evidence provided in the

portfolio to fully convince them that the applicant meets the requirements of Descriptor 3 (i)-(vi). Additional

indicative questions might include:

For Descriptors relating to Areas of Activity

D3 (i) Successful engagement across all five Areas of Activity D3 (iv) Successful engagement in appropriate teaching practices related to the Areas of Activity

Indicative questions could include

Explain your choice of examples for your portfolio. How do these provide evidence of:

• Engagement across all AA (you may wish to target one or more AA that are less fully evidenced in your portfolio)

• Your decision making regarding practice aligned to the AA – give an example and talk through the thinking and decision you made in developing your approach. - How do you know that your practice is effective? - How do you ensure that your practice is appropriate for the types of learners you encounter?


- How do you develop your practice and your own ability to deliver it?

For Descriptors relating to Core Knowledge

D3 (ii) Appropriate knowledge and understanding across all aspects of Core Knowledge D3 (v) Successful incorporation of subject and pedagogic research and/or scholarship within activities, as part of an integrated approach to academic practice D3 (vi) Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices


Explain your choice of examples for your portfolio. How do these provide evidence of:

• Appropriate knowledge and understanding across all aspects of CK (you may wish to target one or more CK that are less fully evidenced in your portfolio)

• How do you ensure that your approaches are informed by your or others subject and pedagogic research and/or scholarship? Give some examples to illustrate this.

• Give an example of the way you have adapted or changed a particular approach to ensure it is more appropriate for the subject. Are there any key pedagogies used in your discipline? Why are they valued?

• What approaches do you currently adopt for your own personal and professional development? Why?

• What are your preferences for ongoing enhancement and professional development?

• Explore your rationale and reasons for choices and preferences?

For Descriptor relating to Professional Values

D3 (iii) A commitment to all Professional Values


• How does your understanding of student diversity and widening participation inform your practice?

• Can you outline any examples of your practice that illustrate how you have developed and responded to changes within the HE sector?

Note: The “Indicative APC Questions” and “Additional APC Questions” above were adapted from the

Ulster University ENHANCE Professional Development and Recognition Scheme.


Appendix H – A Suggested Model for Success

Below is a suggested generic approach you might consider to structure your writing over 12 weeks as you

apply for SFHEA. You are strongly encouraged to engage in this blended process including an

introductory face-to-face workshop supported by modules and peer mentoring. The schedule below is only

a suggestion - you will need to negotiate your own times and dates to suit you and your mentor!

HEA week

Suggested Support Activities – a possible schedule Feedback Points & Mentoring support

1&2 Complete Modules 1 & 2.

3 Introductory Workshop: Engaging with the process

Before workshop: Complete Modules 1&2. Outline a Teaching Philosophy Statement Commence your pre-writing planning matrix. This workshop delves deeper into: the PSF, examples of writing, pre-writing planning and strategies for success.

Learning Futures will connect you with a mentor from the Griffith Learning and Teaching Academy.

4 Complete Modules 3&4 Develop a writing plan for your portfolio.

5 Writing week At the end of this week try to finish two Areas of Activity and/or your Teaching Philosophy Statement for feedback. For the Portfolio Route - maybe also prepare some ideas for your 2 Case Studies. For the Dialogic Route – you might prepare some ideas for your APC.

6 Feedback week Meet with your mentor.

Feedback Point #1 With your Mentor

7-8 Writing At the end of this week finish another two Areas of Activity for your mentor. For Portfolio Route - Maybe send a completed Case Study for feedback. For the Dialogic Route – make sure you have discussed the APC process.

9 Feedback week Meet with your mentor.

Feedback Point #2 With your mentor

10 Writing At the end of this week send an almost complete draft to your referees.

11 Portfolio Route – Finalise your portfolio. Dialogic Route – Finalise your APC preparation Finalise referee’s reports.

12 Completed portfolio due. (Submit to: [email protected])

Always confirm this date!!

This process is supported through the Program 4 Handbook and the following Modules:

Module 1 “Introducing the PSF” Module 2 “Preparing your application” Module 3 “Writing your application” Module 4 “Writing your Case Studies” (for SFHEA applicants)


Appendix I – Lead Assessor Feedback Summary Form: SFHEA

Recognition as a Higher Education Academy Senior Fellow (SFHEA) requires an applicant to meet

Descriptor 3 (D3) of the Professional Standards Framework (PSF). Recognition as a SFHEA acknowledges

that an applicant has evidenced sustained effectiveness in teaching and enhancing the student learning

experience, combined with scholarship, educational research and/or other professional activities. In

making your assessment, you are asked to look for holistic evidence that the applicant is fulfilling the

requirements of all elements of D3.

Applicant name: Griffith Affiliation

(eg Group):

Date:

Lead Assessor to indicate overall recommendation (consensus ✓):

Award SFHEA

Resubmit (minor) (4 weeks to submit additional evidence)

Resubmit (major) (significant revisions and mentoring needed )

D= Demonstrated B= Borderline ND = Not Demonstrated

Descriptors relating to Areas of Activity D B ND

D3 (i) Successful engagement across all five Areas of Activity. Assessor 1

Assessor 2

Assessor 3

D3 (iv) Successful engagement in appropriate teaching practices related to the Areas of Activity

Assessor 1

Assessor 2

Assessor 3

Descriptors relating to Core Knowledge D B ND

D3 (ii) Appropriate knowledge and understanding across all aspects of Core Knowledge (K1-K6)

Assessor 1

Assessor 2

Assessor 3

D3 (v) Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice

Assessor 1

Assessor 2

Assessor 3

D3 (vi) Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices

Assessor 1

Assessor 2

Assessor 3



Descriptors relating to Professional Values D B ND

D3 (iii) A commitment to all the Professional Values (V1-V4) Assessor 1

Assessor 2

Assessor 3

Descriptor relating to whole claim D B ND

D3 (vii)

Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning

Assessor 1

Assessor 2

Assessor 3

Referee Reports Yes No

Do the referee reports broadly corroborate (authenticate) the applicant’s account?

Assessor 1

Assessor 2

Assessor 3

SUMMARY FEEDBACK to be supplied TO APPLICANT This is a compilation of the feedback from the panel. Applicants will receive feedback collated from all three (3) Assessor Feedback Forms. If “award SFHEA” - use this section to provide the applicant with any constructive feedback that would be valuable for them to know in terms of their claim and/or future development FROM THE PANEL. If “more evidence required” - use this space to list the recommendations FROM THE PANEL regarding the additional evidence, or improvements needed to the application, or further work the applicant needs to undertake, in order to attain Fellowship. Additional evidence requirements may range from 500 words of additional evidence (minor) to substantial changes (major). Additional evidence supplied within 28 days of assessment notification will be assessed by the original panel.

Feedback for applicant here from all three assessors…

Documents

LEARNING & TEACHING PRACTICE PROGRAM SENIOR FELLOW ... · of evidence of your Professional Practice as a leader of learning and teaching. You will need to evidence your own sustained