guidance for d2 fellowship...fellowship or principal fellowship to be your mentor. they should be...
TRANSCRIPT
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Guidance for
D2 Fellowship
2018 Edition
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Contents
1. What does recognition mean? ......................................................................................... 4
2. The GOLD Application Process ........................................................................................... 5
3. You 8
3.1 Is GOLD Fellowship (D2) right for you? .......................................................................... 8
3.2 What counts as Higher Education? ............................................................................... 8
3.3 Are you eligible to apply? Will you have to pay a fee? ................................................... 9
3.5 Support and Guidance ................................................................................................ 10
3.6 First steps .................................................................................................................... 11
4. The UK Professional Standards Framework ................................................................... 12
4.1 The UKPSF has three aspects: Dimensions, Description and Criteria. ........................ 12
4.2 D2 Fellowship description ........................................................................................... 14
4.3 D2 Fellowship Criteria I to VI ....................................................................................... 15
4.4 Good Standing ............................................................................................................. 16
5. Presenting your evidence ............................................................................................... 17
5.1 Summary of GOLD evidential requirements: D2 Fellowship ....................................... 17
5.2 Choosing between the written and the verbal route ................................................. 18
6. The GOLD application form: D2 Fellowship .................................................................... 19
6.1 Completing Section 1 .................................................................................................. 19
6.2 Completing Section 2 .................................................................................................. 19
6.3 Section 3: Your Reflective Account of Professional Practice (RAPP) ......................... 20
6.4 Completing Section 3 on the Verbal route. ................................................................ 25
6.5 Some general pointers for preparing your presentation............................................ 26
6.6 Section 4: Professional Development Action Plan ..................................................... 26
6.5 Section 5: Your referees .............................................................................................. 27
7. What happens next? ...................................................................................................... 27
7.1 Submitting your application and references .............................................................. 27
7.2 Allocation to a Recognition Panel ............................................................................... 28
7.3 Composition of the Recognition Panel ....................................................................... 28
7.4 Adjudication of your application................................................................................. 28
7.5 Adjudication criteria .................................................................................................... 29
7.6 Feedback from the Panel ............................................................................................ 30
7.7 When do you hear the outcome? ............................................................................... 30
7.8 Moderation of decisions ............................................................................................. 30
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7.9 Appeal ......................................................................................................................... 31
8. Developing yourself with a view to application ............................................................. 32
8.1 Peer review and dialogue ........................................................................................... 32
8.2 Updating your knowledge of teaching and learning .................................................. 32
8.3 Reflecting upon feedback from students ................................................................... 33
9. Frequently asked questions............................................................................................ 34
Appendix 1: Application for D2 Fellowship ...................................................................... 36
Appendix 2: Fellowship evaluation grid................................................................ 41
Acknowledgements:
The University of Greenwich would like to thank the HEA for making available its various
explanatory notes, which have been invaluable in preparing this document.
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1. What does recognition mean?
The GOLD professional development framework provides a way of formally recognising
your commitment to professionalism in teaching and learning in higher education, based
upon validated evidence of your practice, knowledge and values. It is aligned to the UK
Professional Standards Framework (UKPSF) developed in collaboration with the Higher
Education Academy (HEA) on behalf of the HE sector. It complements the other ways in
which effectiveness and commitment to teaching and learning are rewarded, such as the
National Teaching Fellowship scheme.
The GOLD professional development framework accredits three categories of fellowship
(D1 to D3), and supports direct application to the HEA for the fourth (D4). Whatever
GOLD fellowship you achieve, you will be awarded the equivalent HEA fellowship,
entitling you to the post nominal letters set out below:
D1 AFHEA – Associate Fellow of the Higher Education Academy
D2 FHEA – Fellow of the Higher Education Academy
D3 SFHEA – Senior Fellow of the Higher Education Academy
D4 PFHEA – Principal Fellow of the Higher Education Academy.
All categories of Fellowship are accepted as recognised teaching qualifications for the HE
sector by HESA.1
The GOLD professional development framework supports all four categories and there is
a separate GOLD Guidance document for each category.
1 https://www.hesa.ac.uk/
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2. The GOLD Application Process
The GOLD development and application process is not complicated. It has four stages
and should take around three months from start to finish.
Diagram of the FOUR STAGES of the recognition process.
Stage 1
You find out about the process by downloading “GOLD Guidance for D2 Fellowship
Application”, and the Fellowship application form. You may also elect to watch the GOLD
information screencast. These are available on the dedicated GOLD Scheme page at:
https://www.gre.ac.uk/internal/ed-dev/gold.
You identify a member of University of Greenwich staff who holds Fellowship, Senior
Fellowship or Principal Fellowship to be your mentor. They should be someone who you
feel will help you with your application. [If your mentor does not hold any of these
categories of fellowship, they must attend mentor training which can be arranged by
emailing [email protected]]. You and your mentor must then attend a mandatory
GOLD Guidance workshop (this is essential), where you receive the Registration of Intent
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form (ROI),2 which should be signed by your Head of Department or Line Manager. The
mandatory GOLD guidance workshop is where both you and your mentor get to grips
with your individual application needs for Senior Fellowship so it is a key milestone. Dates
for the GOLD Guidance workshops can also be found on the GOLD scheme page.
Stage 2
You actively develop your evidence. You will undertake a Peer Observation of Teaching
with your mentor (see section 8.1), but you may also wish to update your knowledge
through reading (see section 8.2), or through attending CPD courses or conferences. You
write the application form and you choose your second referee (your mentor is your first
referee). You send both referees your completed application form as a pdf and they send
you back their references as pdfs. The references should be 500 words or more in length.
All the documentation you submit should be personal and unique to you. The panel
reserves the right to check that this is so.
Stages 3 and 4
You send in your application, PLUS two independent references, PLUS your Registration
of Intent, as pdf attachments to an e-mail to [email protected]. If you are targeting
a particular panel, remember that you need to submit three weeks in advance. All panel
dates are listed on the main GOLD scheme webpage.
Your application, references, and ROI are made available to panel members in advance of
the panel. The process is confidential, so only panel members and the administrators of
the panel see your documentation or the feedback and result you receive from the panel.
Panel members critically review them with the help of the GOLD assessment grid – see
Appendix 2 at the end of this booklet.
2 Institution agreement to your application is required. This is signified by your line
manager’s signature on the Registration of Intent or an equivalent expression of
institutional agreement.
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Written applications:
The panel meets on the day of the panel and discuss your written application until a
consensus is reached. Usually this takes between 30 and 60 minutes. If there is no
consensus, a simple majority of the panel members is sufficient to decide the outcome.
Verbal applications:
If you have opted to present your Reflective Account of Professional Practice to the panel
verbally, you will be asked to attend on the day of the panel at a particular time. The
panel will already have read sections 1, 2, 4, and 5 of your application, and your
references and ROI, submitted by you as pdf attachments to an e-mail to
Your presentation will give your Reflective Account of Professional Practice. You have 25
minutes to present, after which you will be asked to withdraw for 10 minutes so the
panel can formulate their questions of clarification. You then return to the panel for up
to 10 minutes of cross-questioning. The whole verbal presentation takes less than an
hour.
Whichever route you choose, the decision of the panel is made on the day through
discussion in open session. You will be normally notified of the decision by e-mail within
48 hours. Normally within seven days, you will receive a formal letter from the chair of
the panel with the decision, and feedback from the panel.
In rare and exceptional circumstances, the panel may require the chair to ratify a
decision, under chair’s action, according to their direction. An example where this may
happen is where your ROI has not been received or has gone missing; chair’s action
would allow the decision to be made in accordance with the panel’s recommendations,
once the ROI is received.
If your application for Fellowship is “recognised”, your name and e-mail will be notified to
the HEA. The HEA will then send an e-mail to you (at the e-mail on your application
form) inviting you to set up and account or log in to MyAcademy at
https://www.heacademy.ac.uk/my-academy-manage-your-higher-education-academy-
experience. Once logged in to MyAcademy, you will find your certificate ready to be
downloaded. You can then begin using the post-nominal letters FHEA.
If your application for Fellowship is “not yet recognised”, you will receive detailed
feedback to assist you in resubmitting an improved application in the near future. If, on
resubmission, your application is still “not yet recognised”, you will be asked to reflect
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upon the result and develop yourself over 12 months before submitting a further
application.
The work of the panel is moderated through a process similar to that of external
examination, undertaken by the external adjudicator – see section 7.8. As with academic
assessment of students, you cannot appeal against the decision of the panel, but you can
appeal if you feel that the adjudication process was irregular or unfair. See section 7.9
for more.
3. You
3.1 Is GOLD Fellowship (D2) right for you?
If you are an academic whose job description includes a substantial amount of teaching,
and you have a broad understanding of effective approaches to teaching and supporting
learning in HE, then it is almost certain you will be able to achieve (D2) Fellowship.
Typically, you have a teaching qualification already, or are a member of academic-related
support staff, or an experienced academic new to UK higher education. You will have
engaged in all five of the areas of activity (see page 13).
If you can also demonstrate that in learning and teaching, you have been successful in co-
ordinating, supporting, supervising, managing and/ or mentoring university colleagues,
then it may be you could apply for (D3) Senior Fellowship.
3.2 What counts as Higher Education?
Your evidence should be based on teaching and/or supporting learning in higher
education (HE). For the most part, this corresponds to UK HE levels 4 to 8 and any
professional work you undertake at these levels can be used as evidence in your
application for FHEA.
The HEA and GOLD also recognises3 three other types of “higher education”:
• Foundation Year programmes
• Pre-sessional English courses for international degree students designed
to develop academic skills
3 Hustler, K. (2018) Eligibility for HEA Fellowship, available from the HEA.
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• Professional CPD programmes that are designed to develop and extend
existing graduate/postgraduate level skills, knowledge and understanding,
e.g. GP training, etc.
If you are undertaking teaching and/or supporting learning of these kinds then you can
include it in your evidence for FHEA.
3.3 Are you eligible to apply? Will you have to pay a fee?
If you are a member of University of Greenwich staff – permanent or temporary, full-
time, fractional, or hourly-paid – then you are eligible to apply for and gain GOLD and
HEA recognition without any fee (but note the University policy on staff without teaching
qualifications). “Being a member of staff” means you will have a contract of
employment with the University of Greenwich at the start of the process and when you
are recognised and login in to MyAcademy to download your certificate. If this is not the
case, you may be liable for a fee as outlined below.
If you do not have a contract of employment with the University of Greenwich then you
will be liable to pay a fee for GOLD recognition and also a fee to the HEA.
• Probably you will be a member of staff in a partner college of the university, but
teaching on University of Greenwich approved courses. The fee for undertaking
the GOLD recognition process is currently £150, payable to University of
Greenwich when you arrange to attend a GOLD Guidance workshop. This fee
entitles you to one submission for recognition, and a further resubmission if the
GOLD panel recommend it. Please be aware that this fee is payable whether or
not you are eventually recognised at the GOLD fellowship category you apply for.
• There is also a fee for obtaining the corresponding HEA fellowship, once you
have achieved GOLD recognition. This will vary according to the HEA status of
your employer. In March 2018, these fees were as follows:
Your employer is a subscribing institution of the HEA No fee
Your employer is not a subscribing institution of the HEA £200.
• The HEA fees are subject to change and may be checked here:
https://www.heacademy.ac.uk/individuals/fellowship#section-4
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3.4 Are you ready to apply?
Ask yourself three questions:
• Am I effective at teaching or supporting learning?
For example, am I familiar with current theories and practices of teaching and learning in
Higher Education? Am I up-to-date in my approach to teaching practice? Can I support
learning using contemporary approaches and back this up with scholarship about my
teaching subject? Am I conversant with the current university policies and strategies4,
and infrastructure (VLE, student management system, etc)?
• Am I professionally self-critical?
Do I reflect upon how I could do better, and how the things I am involved with could be
more effective? Am I someone who changes things for the better?
• Am I active in pursuing continuing professional development in teaching and
learning?
Have I been on a staff development course in the last 6 months, or attended a
conference in the area of teaching, learning and assessment?
The GOLD framework expects you to be able to answer “Yes!” to all these questions – and
give a reasoned evidential account of why your answer is “Yes!”. If your answer to any
questions is “No?”, then you are probably not ready.
3.5 Support and Guidance
If you are ready, you need to think about the kind of evidence available to you to
demonstrate each of these things. When you attend a GOLD Guidance workshop with
your mentor, we will discuss evidence in detail.
Familiarise yourself with the UK Professional Standards Framework and the criteria for
D2 Fellowship, which are found in Section 4 of this document. Discuss your approach
with colleagues and fellow team members. It’s easier to work on this together.
If you are not ready, there are lots of ways in which you can prepare. Start a reflective
log or blog. Update your reading in teaching and learning – there are plenty of resources
4 http://www2.gre.ac.uk/about/policy
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on the HEA website http://www.heacademy.ac.uk/resources. Actively think about your
teaching or the ways in which you support learning.
Section 4.4 discusses Good Standing, and has suggestions about how to ensure you
remain in Good Standing. These are all ways in which you can prepare yourself for your
application, for if you are in Good Standing, then you will automatically be ready to apply.
Section 8.2 has some recommended texts to broaden your knowledge and understanding
of appropriate methods for teaching, learning and assessing in the subject area and at the
level of the academic programme (K2), and of how students learn, both generally and
within their subject/disciplinary areas (K3). In your application form, you are required to
demonstrate scholarship through citation to show K2 and K3.
3.6 First steps
Your Mentor:
One of the first things to do is to arrange a mentor to help you through the process of
your GOLD application. For University of Greenwich staff, your mentor will also be a
current member of University of Greenwich staff who ideally holds a Fellowship, Senior
Fellowship, or Principal Fellowship. In exceptional cases, when you choose a mentor who
does not hold Fellow, Senior or Principal Fellowship of the HEA, mandatory mentor
training must take place. If this is the case, your mentor needs to contact glt-
[email protected] to arrange mentor training. Your mentor should be someone who has
first-hand knowledge of your current professional practice and must have detailed
knowledge of the UKPSF and the GOLD framework. You find a mentor directly by simply
asking a suitable colleague, or speaking with your Head of Department for advice.
For Greenwich partner college staff (including those overseas), your mentor must still be
a member of University of Greenwich staff and hold a category of fellowship at least
equivalent to that for which you are applying. If they don’t, mandatory mentor training is
in place, as above. They may be a link tutor, or may be someone at the university whom
you have worked with. They must have first-hand experience of your professional
practice and will undertake a peer observation of teaching with you.
Your other referee:
Your other referee can be any colleague who has close experience of your professional
practice in teaching and learning. We recommend they hold a category of fellowship at
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least equivalent to that for which you are applying. They need to have current
knowledge of the UKPSF, and it is your responsibility to ensure this is the case.
4. The UK Professional Standards Framework
4.1 The UKPSF has three aspects: Dimensions, Description and Criteria.
Dimensions:
There are the three Dimensions above, giving the 15 elements which specify WHAT a
Higher Education professional does, WHAT they need to know in order to do it, and
WHAT values are consistent with professionalism. They are found in the diagram on
page 13.
The Dimensions of the UK Professional Standards Framework are organised as follows:
Core Knowledge (What’s in their head)
Professional Values (What’s in their heart)
Areas of Activity (What a Higher Education professional does)
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Core Knowledge
K1 Knowledge and understanding of
the subject material
K2 Knowledge and understanding of
appropriate methods for teaching,
learning and assessing in the subject
area and at the level of the
academic programme
K3 Knowledge and understanding of
how students learn, both generally
and within their subject/disciplinary
area(s)
K4 Knowledge and understanding of
the use and value of appropriate
learning technologies
K5 Methods for evaluating the
effectiveness of teaching
K6 The implications of quality
assurance and quality enhancement
for academic and professional
practice with a particular focus on
teaching
Professional Values
V1 Respect for both individual learners
and diverse learning communities
V2 Promote participation in higher
education and equality of
opportunity for learners
V3 Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing
professional development
V4 Acknowledge the wider context in
which higher education operates
recognising the implications for
professional practice
Areas of Activity
A1 Design and plan learning activities
and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Developing 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
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4.2 D2 Fellowship description
Fellowship reflects main grade
teaching responsibilities and is the
expected descriptor for all staff who
undertake substantive teaching as
part of their role.
The Fellowship descriptor (D2)
recognises and acknowledges good
practice within the learning contexts
of Higher Education, wherever this
takes place, and however teaching
and the support of learning is
approached. Furthermore, it
recognises the diversity of staff who,
in different ways, provide such
teaching and support.
Individuals who are within descriptor
D2 will be able to demonstrate
achievement and success in all the
dimensions of the framework
including the areas of activity, core
knowledge and professional values.
They are expected to incorporate
relevant subject and pedagogic
research and/or scholarship in their
approaches. How this is evidenced will
be dependent on the context in which
the individual is working, nature of the
subject, discipline or profession in
which they teach, and the
expectations of the institution in
which the individual works.
Such individuals will be demonstrating
engagement in continuing
professional development activities
with specific regard to learning and
teaching and which result in the
enhancement of their teaching. These
activities are likely to be wide ranging,
incorporating both formal and
informal approaches to continuing
professional development. Examples
include: presenting or participating in
conferences on teaching and learning
(often discipline-specific), attending
workshops or training events,
engaging in peer observation of
teaching, to the less formal activities
that individuals are increasingly able
to draw on and recognise as valuable
contributions to their continuing
professional development as a
teacher. These might include regular
departmental meetings where the
discussion is about learning and
teaching issues; ‘corridor discussions’
about teaching; bidding for and
involvement in projects or research on
teaching and learning; implementing
new approaches; network activities,
reading, and visits to other institutions
/organisations etc.
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4.3 D2 Fellowship Criteria I to VI
Fellows (D2) are able to demonstrate a
broad understanding of effective
approaches to teaching and learning
support as key contributions to high
quality student learning. Fellows
should be able to provide evidence of
SIX CRITERIA:
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 activity related to
teaching, learning, assessment
and, where appropriate,
related professional practices.
Fellows (D2) are able to provide
evidence of broadly based effectiveness
in more substantive teaching and
learning support role(s). Such
individuals are likely to be established
members of one or more academic
and/or academic-related teams.
Typically, those likely to be Fellows
include:
a. Early career academics
b. Academic-related and/or
support staff holding
substantive teaching and
learning responsibilities
c. Experienced academics
relatively new to UK Higher
Education
d. Staff with (sometimes
significant) teaching-only
responsibilities including, for
example, within work-based
settings
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4.4 Good Standing
All Fellows of the HEA and Fellows of the GOLD scheme are required to maintain their
good standing.
“A person or organisation is said to be in good standing if they have fulfilled their
obligations. It is your responsibility to ensure you remain in good standing and continue
to work in line with your relevant Fellow descriptor standard (D2).
“We expect HEA Fellows to be working towards their next award and be performing, or
out-performing, their current Fellow descriptor standard. All Fellows should therefore be
able to demonstrate compliance with (at least) their awarded level at any given time.
Fellows should record their professional development activity to ensure that they remain
in good standing.”
Slightly adapted from https://www.heacademy.ac.uk/ukpsf#section-5.
In the Fellowship Application form we ask you to record a Professional Development
Action Plan (section 4). This plan is the best way of evidencing your on-going commitment
to remaining in good standing, and you should formulate it as part of your annual
appraisal process. Excerpt from the appraisal documentation:
“For staff who have achieved HEA Associate Fellowship / Fellowship / Senior Fellowship /
Principal Fellowship please demonstrate how you will continue to work in line with the
relevant Fellow descriptor as outlined in the UKPSF and the Fellowship of the HEA Code
of Practice.
For those who have not received any level of fellowship please discuss with your
appraiser the level of fellowship appropriate for you to achieve.”
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5. Presenting your evidence
5.1 Summary of GOLD evidential requirements: D2 Fellowship
Application form for D2 – Fellowship
Section 1 Personal details
Section 2 Outlining your professional context
(not exceeding 500 words)
Section 3 Reflective Account of Professional Practice – either written (not exceeding
2500 words) or presented directly to the panel (within the total of 25 minutes
presentation time) organised around the 5 Areas of Activity but should also
reference the elements of Core Knowledge (K1–K6) and the Professional Values
(V1–V4).
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
Section 4 Professional Development Action Plan
(not exceeding 500 words)
Section 5 Details of your Mentor and second Referee
PLUS
2 independent References, one from your mentor and one from a second referee, of
around 500 to 1000 words each. Also a completed Registration of Intent form, signed by
your Head of Department or equivalent.
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5.2 Choosing between the written and the verbal route
There are two different routes to choose from in presenting your evidence:
The written route: all your evidence is set out in the Application Form.
The verbal route: your evidence in Sections 1, 2 4, and 5 of the application is set
out in writing.
Your evidence in Section 3 is presented in person to the
Recognition Panel. You should simply put the words “Verbal
Route” in the Section 3 panels of the application form.
Section 4 is a formal commitment to continuing professional development so it is
appropriate that it is presented in written form.
Neither of these routes is easier, nor is there any inherent advantage in which form you
present your evidence: written or in person. You have a free choice as to which route
and form you use.
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6. The GOLD application form: D2 Fellowship
6.1 Completing Section 1
This section requires to you to provide identification, contact information and
qualifications relevant to your application. This section should be completed by
applications following both the written and the verbal routes. There is a reminder that
you need to have a Peer Observation of Teaching where your mentor observes you teach.
This will help them to affirm you are professional in your approach to teaching.
There is also a reminder that if you do not have a teaching qualification, University of
Greenwich policy is that you should achieve Fellowship by completing the PG Cert in HE,
rather than through GOLD.
6.2 Completing Section 2
In this section, you provide a succinct factual overview (not exceeding 500 words) of all
your current teaching-related roles, activities and responsibilities, and those you have
held over the last three years, at University of Greenwich or elsewhere in the HE sector.
It is a description of the extent of your professional practice in teaching and learning.
You should make claims on the right-hand columns against the dimensions of the UKPSF.
This section “sets the scene” for your Reflective Account of Professional Practice in
Section 3, and is likely to include some of the following:
• The courses and/or programmes you are involved with, and how you contribute
– lectures, tutorials, laboratory sessions, assessment and/or marking – either
face-to-face or over the web.
• Participation in planning, redesign, revalidation and/or re-accreditation of
programmes and/or courses.
• Liaising with external professional bodies.
• Acting as Personal tutor, or Year tutor, or Link tutor.
• Representing your department at Open Days, or in Outreach Activities.
• Anything else that relates to Areas of Activity A1 to A5.
Your examples of professional and developmental activity should be mapped against
appropriate dimensions of the UKPSF. They are intended to show the breadth and
diversity of engagement you have with the UKPSF. There is no need to supply
verification evidence separately to these examples, but be as specific as possible and
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include dates. Your Mentor and your other referee may well refer to them in their
reference.
6.3 Section 3: Your Reflective Account of Professional Practice (RAPP)
Structure
Your reflective account of professional practice (RAPP) is organised around the five Areas
of Activity (A1–A5) of the UKPSF, but should also reference the elements of Core
Knowledge (K1–K6) and the Professional Values (V1–V4). You should make claims for the
elements which you have evidenced. It is a good idea to have a copy of the UKPSF to
hand while you write you RAPP.
In preparing your RAPP, you will draw upon evidence included in Your Professional
Context (section 2). Remember this is an explanation of how you go about your work;
section 2 was a description of what you do. You need to explain the how and the why of
your professionality in depth, rather than emphasise the extent of your professional
practice. For this reason, giving examples from your Professional Context is sufficient:
you should NOT repeat bullet points and lists.
Scholarship
You should address the requirements of D2 Fellowship, so you will demonstrate a broad
understanding of effective approaches to teaching and learning. For GOLD, this means
you will employ some citation of the literature around teaching, learning and assessing to
demonstrate your scholarly approach. If you have no citation in your application, your
claim for recognition will not be accepted. There are some suggestions of reputable
literature to draw upon in Appendix section 8.2.
First person, and personal
The RAPP is a personal account and so it is appropriate that you use the FIRST PERSON
form of writing throughout. In a sense, a reflective account is an explanation of your
professional work to yourself. You should share your reasons for your professional
decisions – why you do things the way you – and demonstrate that you reflect before,
during and after your teaching. Explain what you do, how you do it, and why you do it
that way. Also explain how you know it is effective. This may involve quoting other
stakeholders – students, colleagues, external examiners – so course evaluations, student
feedback, KPIs, and external examiner reports will provide useful material. You should
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share something of your personal teaching philosophy – your own values (which probably
are in agreement with V1–V4).
Unique and original
Because it is personal to you, the RAPP should be unique, original, and in your own
words. The panel reserves the right to check that this is so, using antiplagiarism software,
for instance.
Your RAPP should be organised around the five Areas of Activity
A1 Design and plan learning activities and/or programmes of study
As we all know, the better the preparation, the better the performance. Here you have
the opportunity to explain how you go about designing, planning, and preparing for
teaching and supporting learning.
The kind of activities you discuss or explain could include:
• designing and planning a session with learners in a particular setting, such as a
seminar, laboratory, library activities, learning support, online support or
fieldwork;
• the redesign of an existing curriculum;
• designing new courses for an existing programme;
• developing 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;
You need to show that you understand that what you have planned is appropriate for
learners at the level you are working.
You may mention (intended) Learning Outcomes, Constructive Alignment, planning for
diversity, time constraints, (planning) methods of assessment, connecting with other
courses, the requirements of your professional body.
You should easily demonstrate K1, K2, K3, K4, and V3 and V4.
A2 Teach and/or support learning
Teaching includes any situation where you are with a student or students and they are
learning under your guidance. This ranges from one-to-one supervision session to small
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scale tutorials or seminars (say 25 students) through to large scale lectures to groups of
more than 100. Teaching may be face-to-face or on-line. The learning will normally be
at least at level 4 (undergraduate first year), but there are exceptions, see section 3.2.
Some ideas of the contexts you could explain or reflect on:
• specific approaches you use in your teaching or support of learning. These might be
in the range of contexts mentioned above (lectures, seminars, tutorials, practical
sessions, library sessions, field trips etc);
• working with learners on a one-to-one basis, including student research supervisions
sessions;
• developing research and information support on a one-to-one basis or in groups;
• creative studio work, drama or dance workshops;
• contributing to skills or language support for degree level programmes;
• developing services, tools and technologies to support a VLE;
• Running seminars or tutorials with individuals or groups of learners to support their
learning in lectures;
• supporting another member of staff through mentoring or coaching;
• teaching as part of a team;
• working with learners on learning technologies;
You may mention adapting to academic level, harnessing student creativity, student
attention span, changing mode of teaching, teacher-centred and student-centred
strategies, enquiry-based learning, using learning technologies to enhance the impact of
your teaching, motivating adult students; team work and team dynamics – to name but a
few.
You should easily demonstrate K1, K2, K3, and K5 and V1, V2 and V3
A3 Assess and give feedback to learners
This includes both summative and formative assessment, both formal and informal.
Explain the assessment methods you use on the courses you teach and why they are
appropriate. Explain how you give feedback that improves their understanding of the
subject matter, and is positively motivating towards further learning and development.
Timing is very important to assessment, so you should describe when your assessments
occur and explain your thinking around this. In some discipline areas, the relevant
professional body will check the assessment pattern and level. Explain how you quality
assure the assessment process.
23
Some ideas around assessment:
• using feedback and feed-forward approaches to improve learning and develop
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
• The range of assessment methods you employ 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;
• the implications of quality assurance and a commitment to quality enhancement.
This might be about approaches used within the context of 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.
• feedback and assessment related to diagnostic activities such as informal assessment
of learning,
• Assessing students in work placements.
You should easily demonstrate K1, K3, K4 and K6 and V1, V2, V3 and perhaps V4.
A4 Developing effective learning environments and approaches to student support and
guidance
Here you have the chance to explain some of the diverse ways in which you enhance your
students’ experience and the effectiveness of the university. This might include:
• your role as a personal tutor, or year tutor, or link tutor;
• how you have improved the learning environment on your courses following
feedback from students or colleagues. Using virtual learning environments to
supplement or replace face-to-face teaching;
• your awareness of online interface design; the importance of the right
“atmosphere” for learning.
• involvement in recruitment and selection of student, open days, and outreach;
• a critical incident in student support that demonstrates your effectiveness in the
student support role;
• involvement in quality oversight through committees or exam boards;
24
• There may be special elements of your courses, such as laboratory sessions, site
visits, work experience, or practical demonstrations which will have health of
safety implications.
You should easily evidence K2, K4, K5, and V2.
A5 Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practices
You should review your engagement in professional development around teaching and
learning over the last three years. You should discuss some publicly shared professional
development in the form of courses or conferences attended, participation in workshops,
peer observation of teaching, but include your private professional development in the
form of reading, online research, one-to-one on-the-job learning and advancement.
Remember to explain more than just “what you did”; share the reasons you did it, why it
influenced you, what benefits you were able to bring to your professional practice.
Some ideas:
• How experience of peer observation of teaching helped you reflect upon and
change aspects of your own teaching;
• reading and making use of the published pedagogic literature to inform your
practice;
• conducting a piece of action research and disseminating the findings at a teaching
and learning conference;
• writing a research paper on the approaches to supporting learners with learning
difficulties;
• contributing to staff development/staff research events;
• engagement with your professional update and development.
You should easily demonstrate K1, K2, K3, and V1, V3, and V4.
Further advice is available from the HEA website in the Fellowship Application pack from
the HEA, available here:
https://www.heacademy.ac.uk/individuals/fellowship/application
25
6.4 Completing Section 3 on the Verbal route.
If you have chosen the verbal route, you will need to prepare a single presentation for
section 3, the length of which is as follows:
D2 Fellowship 25 minutes, followed by up to 10 minutes Q&A
Your presentation should:
• Explain what you do, and have done, and why this is appropriate evidence for
the GOLD Fellowship. The guidance in section 6.3 above is relevant.
• How you know you have a record of success and effectiveness (this should
include peer and student feedback but should also include reflective self-
analysis)
• Your understanding of the literature of teaching and learning
• How your evidence relates to the criteria for GOLD Fellowship and the
dimensions of the UKPSF
You should prepare and structure your presentation carefully. You will not be allowed to
over-run on your time, and to seriously under-run will adversely impress the panel.
You can use any visual aid such as PowerPoint, still photographs, video clips, etc. to help
with your presentation provided you know how to use it and can supply it. Be as creative
as you like, but remember it is the substance of your presentation as well as the style,
which is judged. Video clips may be used, but should not dominate. It is expected that
you have a clear structure to your presentation, including a title slide and reference slide
at the end. The number of slides you include is up to you, but remember the importance
of timing and practice your presentation ahead of the panel day. Including too many
slides may risk you overrunning on time. Text heavy slides may lead you to read the slides
rather than present to the panel.
Your presentation will be audio recorded for moderation and audit purposes. You will
need to sign a consent form prior to making your presentation.
You should provide the panel with a handout – e.g. printout of PowerPoint slides – so
they can take notes. The panel will not ask questions during your presentation. The panel
will ask you to retire for a few minutes after your presentation while they consider your
evidence. You will then be asked to return for a question and answer session which will
last up to 10 minutes. Questions will be restricted to clarification; no leading questions
will be asked.
26
6.5 Some general pointers for preparing your presentation
• You can use a narrative or thematic approach to organise your presentation
but it should address the same evidential requirements as section 3 of the
application form.
• Select from all your work activities, those which will best demonstrate GOLD
fellowship.
• Share with the panel the rationale behind your presentation. If you have
been influenced by literature in teaching, learning and assessment, include
citations.
• Don’t feel you should only include your successes. An example of where you
needed to make change, researched alternatives, implemented an innovation
and evaluated its impact, sometimes provides more opportunity for
demonstrating you are a reflective practitioner than easy success.
• You should mention the UKPSF dimensions and fellowship criteria directly in
your presentation.
• Practice your presentation. You cannot over-run and should not under-run.
Time it well.
• Don’t over-crowd your presentation. Remember it is substance that is judged,
as well as style.
• Don’t leave your presentation to the last minute. Your mentor and referee
will need to have an overview of your intended presentation in order to write
their references and those need to be completed at least 21 days before the
final “performance” of your presentation to the panel.
6.6 Section 4: Professional Development Action Plan
In this section, you outline your Professional Development Action Plan for the current and
the next year. We encourage you to look upon this action plan as something you will do
every year, to remain in good standing. Please include some publicly shared professional
development in the form of courses or conferences attended, participation in workshops
etc:
• University of Greenwich has a range of development courses available here:
https://www.gre.ac.uk/opportunities/opportunities-repository/educational-
development-unit/continuing-professional-development
27
• There are also Open Lectures in learning and teaching you can attend, or
watch here: https://www.gre.ac.uk/about-us/faculty/eddev/study/open-
lecture-series
• There is also COMPASS: journal of learning and teaching which you can access
online here: https://journals.gre.ac.uk/index.php/compass/index
You could even submit an article or an opinion piece to COMPASS yourself.
6.5 Section 5: Your referees
Your application will be accompanied by two references, one from your mentor and one
from your other referee. Both need to be able to comment upon your professional and
developmental achievements at first hand. Your mentor will also include evidence from
the Peer Observation of Teaching (POT) they undertook of you during the evidence
development stage.
Please record details of your mentor (and, if appropriate, their category of Fellowship)
and your second independent referee. Your mentor should be a member of University of
Greenwich staff, and they will undertake a Peer Observation of Teaching as part of your
preparation for submission. Your other referee may be a member of University of
Greenwich staff; alternatively, they may be external to Greenwich, for instance from an
HEI where you have previously taught.
Remember to supply both referees with a copy of your application so they can
corroborate your claim effectively. You should also direct your mentor to the download
copies of the Reference Proforma and the Guidance Notes for Mentors Applicants for D2
Fellowship, and your other referee to the download copies of the Reference Proforma
and the Guidance Notes for Referees, Applicants for D2 Fellowship.
7. What happens next?
7.1 Submitting your application and references
For all categories of GOLD Fellowship, you should supply your completed application form
in pdf format to your Mentor and your other Referee. This should be well in advance of
your intended Recognition Panel, so they can refer to your evidence in their references.
They should e-mail their electronically signed references to you in pdf format to forward,
with your own Application Form, as e-mail attachments to [email protected] marking the
28
subject as GOLD application YOURNAME, and cc-ing your referees to ensure
transparency.
7.2 Allocation to a Recognition Panel
Once your Application Form and two references are received, you will be allocated to the
next available slot in a Recognition Panel, which at the earliest will be 3 weeks after your
submission.
If you have chosen to follow the Verbal Route, the administrative office will inform you of
a time-slot on the day of when you should attend. Your presentation and questions will
take less than an hour in total.
7.3 Composition of the Recognition Panel
The GOLD recognition panel consists of a permanent chair (PFHEA) or their nominee (at
least SFHEA), and between TWO and FOUR additional panel members. For applications
for Senior Fellowship, these will all hold at least Senior Fellowship; for applications for
Associate Fellowship or Fellowship, these will all hold at least Fellowship. The total panel
size is therefore between THREE and FIVE. The panel administrative officer records
proceedings and the outcome with feedback in each case. There may also be a few non-
voting observers.
All panel members (including the chair) are drawn from an approved active list, held by
HR. Those on the list have all received panel training and shadowed (ie attended and
only observed) a GOLD recognition panel. They must also have participated in a panel in
the last 12 months. Where panel members are inactive for more than 12 months, they
undertake update panel training before recommencing their panel duties.
Any member of staff who holds full Fellowship (or SFHEA or PFHEA) can become a panel
member by undertaking the GOLD panel training and shadowing a panel. If you are
interested, please contact [email protected]
7.4 Adjudication of your application
You submit your application and references and Registration of Intent as pdf attachments
via e-mail 21 days in advance of the relevant panel date. These are circulated to panel
members approximately a week before the Recognition Panel, along with an assessment
29
sheet based upon the HEA evaluation grid for the appropriate category of fellowship,
which the panel member may use to make notes upon the application in advance.
As outlined above, the panel consists of a chairperson and between TWO and FOUR
members with appropriate categories of fellowship. Your application is discussed in open
session of the panel and adjudicated against the criteria for the category of GOLD
Fellowship applied for and against the dimensions of the UKPSF, using the advice listed in
this document. Discussion is only allowed on evidence you submit, either in writing or
verbally.
The panel will endeavour to agree a consensus decision in each case, but where that is
impossible, decisions will be made on a simple majority, the Chair having a deciding vote
in the case of a tie.
You will receive feedback with your outcome. In the case of RECOGNISED, this will be
brief and include suggestions as to how you should maintain developmental momentum.
In the case of NOT YET RECOGNISED, feedback will be more detailed and give
shortcomings in your evidence and specific suggestions as to how these may be
remedied.
The deliberations of the panel, your application and references, are all confidential.
Nothing of your application evidence, or adjudication process and outcome should be
communicated to a third party.
7.5 Adjudication criteria
It is the collective responsibility of the panel to maintain standards against the UKPSF
and the criteria for recognition for each category of fellowship are the same as those
given in the UKPSF.
The principles that guide the decision-making on the evidence are:
1. Breadth: are all (relevant, 15) dimensions of UKPSF covered in the
evidence, including core knowledge and professional values? Are they
made sufficiently explicit? Where are the concentrations and the sparser
areas?
2. Descriptor: is the evidence provided at the appropriate Descriptor? Are
appropriate impact and effectiveness demonstrated, either explicitly or
implicitly, in the evidence presented? Are these two qualities addressed
30
by the referees? Is the candidate consistently operating at the desired
descriptor?
3. Evidential clarity and self-awareness: is the evidence appropriately linked
to the UKPSF? Is the applicant appropriately cognizant of the dimensions
and categories of the UKPSF? Has the applicant shown appropriate self-
awareness? Do they demonstrate “conscious competence”?
7.6 Feedback from the Panel
Where an award is made, advice will be offered as to how the successful applicants
can employ their role and skills to further enhance their area of provision and engage
collegially in development of their peers.
In the case where an award is not made, the applicant will be given specific advice and
an action plan to guide them in their one chance at resubmission. If, on resubmission,
the evidence is still found to be inadequate, the applicant must wait at least a full 12
months before attempting a new submission. Finally, the administrative office will add
the names and details of the successful applicants onto HEA database and successful
applicants will receive an e-mail from the HEA inviting them to register with
MyAcademy, where they can download a copy of their HEA certificate.
7.7 When do you hear the outcome?
You will normally be notified of the decision by e-mail within 48 hours. Normally within
seven days, you will receive a formal letter from the chair of the panel with the decision,
and feedback from the panel.
7.8 Moderation of decisions
At least once a year, our external adjudicator (SFHEA) will attend a panel in person.
Between times, they have scrutiny on all decisions that are reached by majority vote (ie
not unanimous, and a sample of decisions that are unanimous and asked to comment
upon them. Although they are not directly involved in the decision-making process, the
external adjudicator makes an annual report to the Panel Chair and a copy of this report
is included in our annual return to the HEA.
31
All evidential submissions, together with their associated two referee statements, and
the decision and feedback of the panel, will be kept on record for at least 3 years, during
which time a representative from the HEA is welcome to inspect them.
7.9 Appeal
Where an applicant is dissatisfied with the procedure by which their application was
considered, they shall have the right to appeal to the Management Committee for the
GOLD PDF scheme in writing, stating their reasons. This Management Committee for
the GOLD PDF scheme shall be a semi-permanent committee consisting of the HR
Director (or their appointee), the Head of the EDU (or their appointee), and Senior
Fellow of the University. They will consider the original evidence put forward by the
applicant, their referee statements, the feedback from the decision-making panel, and
the reasons for appeal given by the applicant, and either confirm or reverse the
original decision.
The grounds for appeal will be procedural only – that is some irregularity or unfairness
in the way the applicant was handled. Applicants may not appeal simply because
they disagree with the decision. There is no appeal possible from the moderation
decision of the Management Committee.
32
8. Developing yourself with a view to application
The GOLD framework is not there simply in order to “rubberstamp” your previous
experience and the responsibilities you already have. It’s there to encourage you to
commit to developing yourself. There are many ways in which you can do this, and we
list a few suggestions.
8.1 Peer review and dialogue
The easiest and most direct way to develop your skills is to review practice among your
peers. Your mentor will undertake a peer observation of your teaching, but you can
invite other colleagues to review your teaching and you can review theirs. This kind of
peer review is commonplace in the area of assessment, but could equally apply to
teaching and learning. Found an action-learning set among your programme team or
other colleagues and organise your efforts. This is the kind of mutual help and
development that GOLD supports and will recognise.
You can also use discussions with external examiners, colleagues on university
committees and networks, or from beyond the university to renew your ideas.
There are informal opportunities for sharing your ideas constructively on a day-to-day
basis. These may relate to any of the areas of activity you engage in and can either be
face-to-face or online. It all helps shape your thinking and provide evidence of
professionalism.
8.2 Updating your knowledge of teaching and learning
Update your knowledge of teaching and learning by reading some of the following:
• Aubrey, K. and Riley, A. (2015) Understanding and Using Educational
Theories, London: Sage.
• Cleaver, E., Lintern, M and McLinden, M (2014) Teaching and Learning in
Higher Education. Disciplinary Approaches to Educational Enquiry. London:
Sage.
• Cottrell, S (2003) The Study Skills Handbook. Second Edition. Basingstoke:
Palgrave Macmillan.
• Cottrell, S (2011) Critical Thinking Skills: Developing Effective Analysis and
Argument. Basingstoke: Palgrave.
• Fry, H. Ketteridge, S. and Marshall, S. (2009) A Handbook for Teaching and
Learning in Higher Education 3rd Edn, London: Routledge
33
• Forde, C, McMahon, M, McPhee, A, Patrick, F (2015), Professional
development, reflection and enquiry, London: SAGE Publications Ltd.
• Illeris, K. (ed). (2009) Contemporary theories of learning: learning theorists ...
in their own words, London: Routledge
• Light, G., Cox, R. and Calkins, S. (2009) Learning and Teaching in Higher
Education: The Reflective Professional 2nd Ed London: Sage Publications.
• Murray, R. (Ed.) (2008) The Scholarship of Teaching and Learning in HE,
Open University Press.
• Race, P. (2010) Making Learning Happen 2nd Edn, London: Sage Publications
• Sellars, M (2014) Reflective Practice for Teachers. London: SAGE Publications
Ltd.
• Tarrant, P (2013) Reflective Practice and Professional Development. London:
SAGE Publications Ltd.
• Weller, S (2016) Academic Practice. Developing as a Professional in Higher
Education. London: Sage. Chapter 12: Undertaking enquiry into learning and
teaching
Most of these texts are available in the University of Greenwich library.
There are also excellent online resources at the HEA website
http://www.heacademy.ac.uk/resources.
8.3 Reflecting upon feedback from students
Feedback from students provides excellent first-hand evidence of effectiveness. This
may come first hand, as representative feedback in the Programme Committee meetings
which are held each term, or in the end-of-course questionnaires which happen on every
course.
If you have chat-rooms attached to your courses’ moodle sites, these also may
demonstrate effectiveness. Indirect feedback from students is supplied through the
results of assessments you have marked. New Arrivals, PRES, PTES, igrad, USS and NSS
results for your programme and department may provide further information and
sources for reflection.
34
9. Frequently asked questions
• How long does the application process take?
A good applicant, undertaking their application while lecturing full-time, will probably
take 2 to 3 months to develop their application form. In theory, it would be possible to
complete the process in as little as six weeks, assuming you have evidence to hand of all
the activities, knowledge and values, appropriate to your chosen category of GOLD
Fellowship. You should not hurry your application, any more than you should attempt
to submit “just enough” evidence. Both strategies are calculated to bring
disappointment. The ethos of the GOLD Fellowships and their HEA counterparts is to
invest in your own development. We encourage you to take your time, and take full
advantage of the developmental requirements to extend yourself and your
professionalism.
• How far back should I go in collecting and presenting evidence?
Anything in the last three years is regarded as current. If you have evidence from before
that, you can include it provided either (a) it is on-going (e.g. you set up a reporting
system which is still being used, or you inaugurated a student conference which still takes
place) or (b) it is still having significant impact, either upon yourself or upon the context
in which you work.
• Can I present evidence from outside the university, for instance from another
HEI?
Yes, provided it can be corroborated by one of your referees and is current (i.e. within the
last 3 years) or its impact is on-going. Remember that the GOLD Fellowships only relate to
teaching and learning in the Higher Education sector. You may bring forward experience
from outside the sector but you need to show how it has impacted upon the HE context
in which you work and how it relates to the UKPSF.
• Are my research activities and publications relevant?
35
If they relate to teaching and learning they are extremely relevant. If they are in your
specialist discipline – the subject material (K1) – then they are relevant only in so far as
they impact upon your teaching and learning activities (see Area of Activity A5 and
Professional Value V3).
• Can I gain a category of GOLD Fellowship without getting the HEA equivalent?
In theory this is the case, and may be of interest to applicants from outside the University
of Greenwich who have to pay HEA recognition fees. You should be aware that HEA
fellowship is recognised across the HE, whereas GOLD is only recognised at University of
Greenwich.
• If I am not successful, do I have another chance?
If you are unsuccessful, you have one chance to resubmit an application. If you are
unsuccessful twice, then you will not be allowed to resubmit for 12 months.
• What advice is there for the Mentor and other Referee about their
references?
They must write their reference using the proforma which can be downloaded from the
GOLD website and must physically sign it. The reference should be at least 500 words,
and should preferably cite the criteria of UKPSF at the appropriate descriptor.
If your mentor doesn’t already have a category of fellowship of the HEA, they must
attend mentor training by contacting [email protected] to arrange this.
• Who do I contact to ask for further guidance?
Please contact [email protected] with any further questions.
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Appendix 1: Application for D2 Fellowship
D2 Fellowship is awarded if you are able to provide clear evidence of broadly based success
and effectiveness in your substantive teaching and learning support role(s) in Higher
Education. You are likely to be an established academic with a teaching qualification*.
(Please see GOLD Guidance for D2 Fellowship for information on how to fill this in)
SECTION 1 Personal Information Written / Verbal Route (delete as appropriate)
Name:
Faculty/School/Department:
Length of employment at University of Greenwich:
Full or part time (please specify fractional equivalent):
Total years of employment in Higher Education:
BANNER Number:
Peer Observation of Teaching Date:
This is an application for Fellowship (Descriptor 2). Please list any relevant qualifications or awards you
already hold (relating to learning and teaching), together with date of attainment.
You should submit your completed application, your TWO references, and your Registration of Intent
form, as pdf attachments to an e-mail sent to [email protected].
*If you do not have a teaching qualification, University of Greenwich policy is that you should achieve
Fellowship by completing the PG Cert in HE, rather than through GOLD.
37
SECTION 2 Your professional context
Please give a succinct factual overview (not exceeding 500 words) of your current teaching-related roles, activities and
responsibilities, and those you have held over the last three years, at University of Greenwich or elsewhere in the HE sector.
You should make claims on the right-hand columns against the dimensions of the UKPSF. This section “sets the scene” for
your Reflective Account of Professional Practice in Section THREE, and is likely to include some of the following:
• The courses and/or programmes you are involved with, and how you contribute – lectures, tutorials, laboratory
sessions, assessment and/or marking – either face-to-face or over the web.
• Participation in planning, redesign, revalidation and/or re-accreditation of programmes and/or courses.
• Liaising with external professional bodies.
• Acting as Personal tutor, or Year tutor, or Link tutor.
• Representing your department at Open Days, or in Outreach Activities.
• Anything else that relates to Areas of Activity A1 to A5.
You may choose to use bullet or numbered points, or not. Please see GOLD Guidance for D2 Fellowship for further advice.
Where appropriate, include (year) dates.
Professional roles, activities and responsibilities A 1-5 K1-6 V1-4
Please note: A1-5 are the Areas of Activity dimensions 1-5, K1-6 are the Core Knowledge dimensions 1-6 and V1-4 are the
Professional Values dimensions 1-4, as listed in the UK Professional Standards Framework.
38
SECTION 3 Reflective Account of Professional Practice This is the heart of your application, where you present your reflections on, and explanation of, your professional practice in your various roles, linked to scholarship of teaching and learning, and including evidence of your effectiveness from third parties (students, colleagues, externals). You should organise this section under the five Areas of Activity (A1-5) of the UKPSF, and make explicit claims against Core Knowledge (K1-6) and Professional Values (V1-4) in each section. Please do NOT use bullet or numbered points. You should not only share what you do, but also how you do it, why you do it that way, and how you know it is effective. It is a personal account but should include short quotations from third parties and citation from authors on learning
and teaching, as appropriate. Because it is a personal account, it should be original and unique to you, and the GOLD panel
reserves the right to make checks that this is so. Please see GOLD Guidance for D2 Fellowship for further advice. Total guide
length 2500 words – i.e. about 500 words per heading.
A1: Design and plan learning activities and/or programmes of study:
A2: Teach and/or support learning:
A3: Assess and give feedback to learners:
A4: Develop effective learning environment and approaches to student support and guidance:
39
A5: Engage in CPD in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices:
SECTION 4 Professional Development Action Plan
Please give a succinct action plan (not exceeding 500 words) of your professional development around
learning and teaching for the next year. Please include some publicly shared professional development in the form of courses or conferences attended, participation in workshops, etc., but you may also include
private professional development in the form of reading, online research, one-to-one on-the-job learning
and advancement. Please see GOLD Guidance for D2 Fellowship for further advice.
Professional Development Action Plan (next 12 months) A 1-5 K1-6 V1-4
Please note: A1-5 are the Areas of Activity dimensions 1-5, K1-6 are the Core Knowledge dimensions 1-6 and V1-4 are the
Professional Values dimensions 1-4, as listed in the UK Professional Standards Framework.
SECTION 5 Your referees Please note that your first referee must be a current employee of University of Greenwich and ideally hold Fellowship, Senior
Fellowship or Principal Fellowship of the HEA.
First referee (Your Mentor)
Name:
Job title:
Faculty/School Category of Fellowship:
Email address
In what capacity can this person comment on your professional practice?
Second referee:
Name:
40
Job title:
Faculty/School
Organisation
Email address
In what capacity can this person comment on your professional practice?
DECLARATION
I declare that all written work in this application is my own and I grant permission for this application to be processed through plagiarism detection software.
Signature: ________________________________
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Appendix 2: Fellowship evaluation grid
D2 Fellow Evaluation pro-forma
Applicant: Assessor: Overall decision:
Being a Fellow demonstrates a broad understanding of effective approaches to teaching and
learning support as key contributions to high quality student learning. It is awarded to
professionals who can demonstrate that they meet the criteria of Descriptor 2 of the UK
Professional Standards Framework for teaching and supporting learning in higher education.
Descriptor relating to Professional Values Accept Refer Borderline
2.III A commitment to all the Professional Values
Comments
If accepted, only comment if there are substantial strengths which it would be good to share with the
candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be
Accepted.
Comments:
Descriptors relating to Areas of Activity Accept Refer Borderline
2.I
Successful engagement with at least all of five areas of Activity
2.IV
Successful engagement in appropriate teaching practices related
to the Areas of Activity
Comments
If accepted, only comment if there are substantial strengths which it would be good to share with the
candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be
Accepted.
Comments
42
Descriptors relating to Core Knowledge Accept Refer Borderline
2.II Appropriate knowledge and understanding across all aspects of
Core Knowledge
2.V Successful incorporation of subject and pedagogic research and/or
scholarship within activities, as part of an integrated approach to
academic practice
2.VI
Successful engagement in continuing professional development in
relation to teaching, learning, assessment and, where appropriate,
related professional practices
Comments
If accepted, only comment if there are substantial strengths which it would be good to share with the
candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be
Accepted.
Comments:
Do the referees broadly corroborate the candidates account?
Summary remarks + if referred recommendations for what the candidate needs to do to be accepted: