Routes to FellowshipKathryn Harrison, Academic Development Officer, HE Academy.Kathryn McFarlane, Professional Development Manager, Staffordshire University.

HE Academy Conference 3.7.13.

Through this session, it is intended that participants will engage with the outcomes and learning from pilot HE Academy accreditation schemes, in particular:

• Innovative approaches to the development of HE Academy-accredited in-house CPD frameworks;

•How to get started;

•Lessons learnt and strategies to move forward;

•Sharing good practice with colleagues who attend the session.

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Aims

New Approach:•Institutionally focused

•Strategic

•Academy resources used to enhance staff development and build capacity at institutional level

•Supporting wider CPD scheme development

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HEA Accreditation Update

“From Uniformity to Diversity”

Sector norm-

60 credit Postgraduate Certificates at D2 for new lecturers, some with embedded D1 opportunities

Now-

Modules/courses at D1 (for GTA’s, Researchers, support staff) with progression to, or embedded in, PG Cert

Retention of PG Cert as route to D2, increasing use of work-based learning

Operating within wider CPD schemes

Emerging Trends

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“Growing importance of CPD Schemes”

D1 to D4

Incorporating a range of routes to recognition

Some allow direct applications to HEA via Individual Recognition route

Varied levels of integration with institutional HR processes

Emerging Trends

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Growth in CPD Schemes

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Staffordshire University Routes to Fellowship

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Previously:

•Accredited course route;

• Individual direct applications.

But now:

•Revised system;

•Accredited routes still active and integrated;

• Internal CPD framework for Associate, Fellow, Senior and Principal;

•Part of a national pilot.

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Routes to Fellowship

•Portfolio – electronic or paper;

•Can build on portfolio while progressing through the framework;

•Reflective discussion – verbal or written;

•Mentoring from Centre for Professional Development and Faculty / Service.

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Key features

•Accessible;

• Inclusive;

•Achievable;

•Aligned to student portfolio building;

•Linked to career development;

•Customised to Staffordshire University;

•Recognises own experience;

•Aligned to normal teaching / facilitating of learning duties.

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The system is....

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Assessment process

Initial portfolio submission

Portfolios and reflective discussions assessed

Moderated by ..........

Cross University Approvals Panel – including HEA

•Development Matters – http://www.staffs.ac.uk/cpd

•Accredited courses;

•Staff Fest;

•Mentoring support – successful Fellows – progression!

•Portfolio clinics.

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Development processes

•I found the whole process very useful in terms of looking back through my teaching history and I'd certainly recommend it.

•Love the principle of having an e-portfolio based on the Staffordshire graduate attributes – I really want to push this with all of the courses I’m involved in. 

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Views from the Fellows

•What approaches or plans are currently underway in your institution? Please discuss in groups of 3-4.

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Activity

•The Liverpool Institute for Performing Arts and Rose Bruford College of Theatre and Performance

•University of Ulster

•Grimsby Institute

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Other Approaches

• Institutional strategies – University Plan and Human Resources and Organisational Development Strategy;

•Launch to senior staff with HE Academy Representative;

•Faculty briefing sessions;

• Institutional launch – including HE Academy Representative and practical guidance.

And later...

• Involving successful candidates in mentoring and guidance;

• Identifying Faculty and Service “champions” to act as Assessors.

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How to get started

Institutional ethos of celebrating teaching excellence:

•Teaching Excellence Fellowships since 2002;

•Celebrating Staff Success;

•Long standing tradition of providing accreditation for learning and teaching (since 1993);

•Proactive encouragement to apply for National Teaching Fellowships.

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Fostering participation

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Celebrating Staff Success

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Celebrating Staff Success

•Don’t expect to get it right first time;

• It is crucial to understand the criteria for the different levels, especially D4;

•Length of time from deadline to panel;

•Caution in guidance to mentees;

•Process for dealing with “downgrades”;

•Clarifying the role of the panel – e.g. focus on candidates who are less clear cut;

•Get support e.g. from successful candidates.

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Lessons from the first cycle

•What will you do next within your own institution?

•Are there ways in which you could use some of the strategies explained?

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Discussion

• Integrating qualification based routes;

•Working in partnership with HE in FE providers;

•Working in partnership with neighbouring institutions;

•Developing staff in faculties and services to enable them to engage in the processes of assessment and verification.

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Our plans to move forward

•Developing closer links with other initiatives, e.g. Teaching Excellence Fellows;

•Using the framework to create development opportunities;

•Development of parallel schemes for professional support staff, managers and leaders.

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Our plans to move forward (2)

• Continue to offer bespoke individual support for institutions

• Range of support events

•Accreditation Advice and Guidance Events

•Accreditation Review Workshops

•Recognition Decision Workshops

• Publishing case studies

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Working With The HEA

•Kathryn Harrison

•Kathryn.Harrison@heacademy.ac.uk

•http://www.heacademy.ac.uk

•Kathryn McFarlane

•k.j.mcfarlane@staffs.ac.uk

•http://www.staffs.ac.uk/support_depts/cpd/hea/

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More information