1. Open Education Resources Phase 2 Projects OMAC Strand 23rd November 2010

2. Purpose of the Day • Inform project development through a wider understanding of UKPSF and the developing approaches to CPD • Share emerging thinking, practices and challenges • Establish how work with your Accreditor or critical friend

3. UK Professional Standards for Teaching in Higher Education Key Features of the Framework • Owned by the HE sector • Descriptor-based • Inclusive, broad-based and flexible • Used as the criteria for Academy Accreditation and recognition

4. UK Professional Standards for Teaching in Higher Education Elements of the Framework • Standard Descriptors • The underpinning areas • Activities, • Core Knowledge • Professional Values

5. The Standard Descriptors Standard 1 Demonstrates an understanding of the student learning experience through engagement with: At least 2 of the 6 Areas of Activity Appropriate Core Knowledge and Professional Values The ability to engage in practices related to those areas of activity The ability to incorporate research, scholarship and/or professional practice into those activities

6. The Standard Descriptors Standard 2 Demonstrates an understanding of the student learning experience through engagement with: All areas of activity core knowledge and professional values The ability to engage in practices related to all areas of activity The ability to incorporate research, scholarship and/or professional practice into those activities

7. The Standard Descriptors Standard 3 Demonstrates an understanding of the student learning experience through engagement with: All areas of activity core knowledge and professional values; The ability to engage in practices related to all areas of activity: The ability to incorporate research, scholarship and/or professional practice into those activities …through mentoring and leading individuals and/or teams

8. UK Professional Standards for Teaching in Higher Education Elements of the Framework • Standard Descriptors • The underpinning areas • Activities, • Core Knowledge • Professional Values

9. Areas of Activity • Design and planning of learning activities and/or programmes of study • Teaching and/or supporting student learning • Assessment and giving feedback to learners • Developing effective environments and student support and guidance • Integration of scholarship, research and professional activities with teaching and supporting learning • Evaluation of practice and continuing professional development

10. Core Knowledge Knowledge and understanding of: • The subject material • Appropriate methods for teaching and learning in the subject area and at the level of the academic programme • How students learn, both generally and in the subject • The use of appropriate learning technologies • Methods for evaluating the effectiveness of teaching • The implications of quality assurance and enhancement for professional practice

11. Professional Values • Respect for individual learners • Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice • Commitment to development of learning communities • Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity • Commitment to continuing professional development and evaluation of practice

12. Accreditation and Recognition The core criterion for achieving accreditation by the Academy is that: An institutions provision is explicitly aligned with the UK Professional Standards Framework The core criterion for achieving recognition by the Academy is that: Individuals ensure that their teaching is informed by an understanding of the student learning experience informed by the framework and teaching effectiveness is evaluated and developed

13. Accreditation: The Academy will wish to explore: • how the institution has interpreted and applied the standards framework and their rationale for this • how the institution supports engagement with and demonstration of the standards framework • the processes applied and the evidence used by institutions to make judgement as to whether staff have demonstrated their alignment with the standard descriptors. • how the provision requires participants to demonstrate knowledge and understanding of subject pedagogy • what the demonstrated commitment, at institutional level, is to supporting staff with ongoing professional development

14. Accreditation General Areas for Exploration • How the provision engages with Area of Activity 5 (integration of scholarship, research and professional activities with teaching and supporting learning)? • How the provision address discipline-specific (subject-related) pedagogy for its participants? • How participants know that they are engaging with the UKPSF whilst on the provision? • How the provision incorporates and enables engagement with learning technologies?

15. Accreditation General Areas for Exploration • How the provision addresses SD1 and/or SD2 (and SD3?) • How the programme team is supported in their understanding and application of the UKPSF • The participant roles and responsibilities • degrees of engagement, progression, exemption • How participants internalise the UKPSF • Activities, Core Knowledge and Professional Values • How the provider arrived at the scale and type of assessment

16. Recognition Accredited programme or Individual route Associate SD1 Fellow SD2 ? SD3 ?

17. Recognition Individuals are required to provide: • Personal information • Narrative on the Areas of Activity • At least two for Associate status • All for Fellow status • Other relevant information • Referees Documentary submission

18. Professional Development of Staff: Current context • Developing professionalism (Dearing 1997 and Browne 2010) • Core requirement but local interpretation • Institutional Learning and Teaching Strategies (TQEF) • Format: 60 credits Postgraduate Certificates in Learning and Teaching • at Postgraduate level of study • Mandatory in institutions • Accredited Programmes in over 130 Institutions • 80% have >1 accredited programme • 22 accredited CPD schemes • 40 + CPD Schemes seeking early accreditation

19. Professional Development of Staff:Challenges and dynamics The complexity of the sector: What is valued by staff: Chatting and sharing Researching Taking on roles Curriculum development Training “Sense of solidarity and community about what is valued” Hall 2007 • External and Strategic drivers for CPD • Understanding of CPD • Understanding of what it means to be a professional in the context of HE • CPD within the disciplinary contexts • CPD within diverse functions, roles and careers • Notion of Diversity

20. Professional Development of Staff: Changing Landscape • Political uncertainty • Economic constraints • Increasing capability within the sector • Increased institutional responsibility • Flexibility of local interpretation • Understanding of CPD • Structure of UKPSF • Threshold descriptors • Review • Change in ‘currency’ – • credit to standard descriptors

21. Challenges for OMAC Projects • Understanding the UKPSF elements and how engagement can be facilitated • Discreet • Relating to specific elements • Potential linked to usage • Holistic • Comprehensive and sophisticated packages linked to complete elements • Supporting potential evidence of engagement • Provider seeking accreditation • Individual seeking recognition • Uptake and adoption • Established providers • Diverse understanding