new framework for the progressive development of staff with respect to education shelley parr...
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New Framework for the Progressive Development of Staff with respect to Education
Shelley Parr [email protected] Ian Giles, Andrew Gravell, Judith Holloway, Athina
Vlachantoni & Paul Riddy
Framework based upon original version developed by Denis Berthiaume and Mary Morrison
1
Outline
1. Key Factors
2. How we got to where we are now
3. Our Framework in outline
4. What next
Internal key factors to generate a successful CPD scheme
External support and collaboration
Key Factors
Internal:
‘teaching focused’ career pathway
Issues with current provision
Institutional support at a high level
Link with HR
External Factors:
HEA accreditation peer development scheme– HEA advisors– Peers in other institutions
Browne Report October 2010 & Increased Fee’s
How we got to where we are now
1. Proposal to our PVC (Education & Student Experience) Debra Humphris to move away from a one-fits all offering (PGCert - PCAP) (July 2010)
2. PVC requested the framework was developed (August 2010)
3. Outline framework development with targeted consultation across the university (Aug/Sept/Oct 2010)
4. Outline framework approved by PVC (November 2010)
5. Full application (confirmation of interest form) to be a part of the HEA peer development Scheme with PVC support & Associate Dean & past PCAPers involvement (November 2010)
6. Presentation of outline framework to PVC advisory group (December 2012)
How we got to where we are now
7. 1st HEA Accreditor Meeting – Henry Rattle (February 2011)
8. 1st Peer development meeting (February 2011)
9. Meeting with peers from Exeter University (March 2011)
10. Open Meetings across the University for consultation (April 2011)
11. 2nd & 3rd Meetings with HEA Accreditor (April & May)
12. 2nd Peer development meeting in (where accreditation decision was made) (11 May 2011)
13. Final presentation to PVC advisory Group (17 May 2011)
14. Proposal approved by UEG (University Executive Group) (31 May 2011)
CPD Framework at Southampton
1. A guide to developing and evidencing CPD in education using the UKPSF.
2. Directly and explicitly mapped to the UKPSF.
3. HEA accredited at SD levels 1, 2 & 3 currently and hopefully 4 in future
4. HEA accredited in 2011 via HEA peer development CPD accreditation programme 2010/11
Principles of the Framework
1. Everyone educating our students should be suitably trained to undertake the role asked of them and they should be able to evidence their competence and commitment to achieving an excellent student learning experience.
2. ‘Educating our students’ includes any activity supporting UG, PGT & PGR students in their student learning experience, and any educator from PGRs through to the VC .
3. The required training and competence is based on the role, responsibilities and experience of each individual.
4. The framework should map to externally recognised reference points (i.e. the UK Professional Standards Framework – the UKPSF).
Principles of the Framework
5. It should be possible to develop and evidence knowledge and skills through a variety of routes including practice-based activities and completing appropriate courses.
6. Skills may not need to be demonstrated at Masters Level for all staff (although the option to demonstrate skills at this level will be made available to all staff).
7. Requirements will be made throughout a career as appropriate.
8. HR processes and policies will be aligned with this framework e.g. induction probation, PPDR and promotion.
Framework for the progressive development of staff with respect to Education at the University of Southampton
Levels of Skills Development (Mapped to the Professional Standards Framework (PSF))
Ap
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Practice-based professional development
Course-based professional development
Research-based professional development
Level OneStandard Descriptors 1 or 2
(SD 1 & SD2)Engagement in 2-4 (SD1) or all
5 (SD2) areas of activity
Level TwoStandard Descriptor 3
(SD 3)Engagement in mentoring and/or leading educational
activities
Level ThreeStandard Descriptor 4
(SD 4)TBC
Regular Activities Leading a team doing educational activities. TBC
Leading Staff Development Courses
PILT** (30 credits SD1)PCAP***(60 credits SD2) TBC
Evidence based practice or Action Research
Induction level(University purposes only)
Getting Started in teaching, ITSPG*
Mentoring-based professional development
Mentoring colleagues, being shadowed & leading staff development activities
Peer development observations, discussions &
shadowing
Peer Observation, Shadowing Colleagues
Occasional activities limited by responsibility/range/
amount
Engagement with educational
literature
TBC
Leading a team doing educational research into
practiceTBC
*ITSPG – Introduction to teaching skills for postgraduates
**PILT – Postgraduate Introduction to learning & teaching
***PCAP – Postgraduate Certificate in Academic Practice
Portfolio Contents
Contents Required Tick
Mapping of Evidence to the PSF
Content Page
Report from any previous Portfolio Submissions
Education Responsibilities Summary: Past, current, likely future responsibilities & aspirations
Reflective Statements
Evidence of Development & Skills
What Next
1. Initial pilot scheme in 2011/12 (max of 10 participants)
2. Evaluation and development of detailed guidance, handbooks and example portfolios during 2011/12
3. Development alongside HR review
4. Full implementation aimed at 2012/13