Preparing for a professional recognition portfolio
- 1. Preparing a portfolio of evidence for HEA professional recognition
- 2. • What is professional recognition? • UK Professional Standard for teaching in higher education • Reflective skills and habits: where are you now? • Peer Supported Review and other reflective tools • Next steps…. Session outline:
- 3. What is professional recognition?
- 4. UK Professional Standard (UKPSF) Areas of activity (WHAT) •A1 Design and plan •A2 Teach/support •A3 Assess/give feedback •A4 Develop effective learning environments and approaches to student support/guidance •A5 Engage in CPD incorporating research, scholarship and evaluation of professional practices Core Knowledge (HOW) •K1 Subject •K2 Appropriate methods of teaching and learning •K3 How students learn •K4 Use and value appropriate learning technologies •K5 Methods of evaluating effectiveness of teaching •K6 Quality assurance and quality enhancement Professional Values (WHY) •V1 Respect individual learners and learning communities •V2 Promote participation and equality of opportunities •V3 Use evidence-informed approaches and the outcomes from research, scholarship and CPD •V4 Acknowledge the wider context in which HE operates recognising implications for professional practIce
- 5. Descriptor 1-3 of the UKPSF D1 • 2 Areas of Practice (referencing Core Knowledge and Professional Values) • 2 P-SR’s and/or other evidence • Understanding of specific aspects of effective teaching and learning D2 • 5 Areas of Practice (referencing Core Knowledge and Professional Values) • 4-6 P-SR’s and/or other evidence • Broad understanding of effective teaching and learning D3 • Reflective Account of Practice (referencing UKPSF) • 2 case studies • Thorough understanding of effective teaching and learning • Active ‘change agent’
- 6. Where are you now?
- 7. Portfolio requirements • 5 Reflective narratives (A1-A5). • Introduction and Conclusion. • Supplementary evidence (including 4 P-SR’s) • Mapping of Portfolio Contents • SWOT analysis
- 8. Reflective statements • Make it personal • Make it individual • Make it reflective • Make it scholarly • Make it evidence-based • Make it aligned • Make it current and sufficient
- 9. Writing reflectively What I did Impact it had Why I did it
- 10. The value of reflective practice ‘We do not learn from experience…we learn from reflecting on experience..’ (John Dewey, 1932)
- 11. Reflective skills and habits
- 12. Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze. “ What is it?” Harry asked shakily. “This? It is called a Pensieve,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.” “Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort. “At these times” said Dumbledore, indicating the stone basin, “ I use the Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’ ( Rowling 2000)
- 13. More specifically… • Top sheet –Mapping the UKPSF dimensions • Introduction - explaining your context and including a SWOT analysis. (300-500 words) • Five Reflective Narratives - A1: Design and planning of learning activities and / or programmes of study; A2: Teaching and / or supporting 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 subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices (800-1500 words each section) • Conclusion - Summation of the experience of doing the unit and reflecting on practice using the UKPSF - ideas to take forward (300-500 words) • Supplementary Evidence -evidences of reflective activities referred to in the portfolio, ie examples of Peer Supported Reviews, excepts from Annual Academic Monitoring, examples of student feedback mechanisms, etc
- 14. Supplementary evidence • Peer Supported Reviews • Session Plans • Student Feedback • Course team dialogue/corridor conversations • External examiner feedback • Annual academic monitoring • Validations/Reviews/QERP exercises
- 17. Next steps • Select P-SR topic areas to cover at least 4 Areas of Practice • Book these in asap • SWOT analysis • Gather together any other evidence using UKPSF diagnostic • Attend some short taster sessions on learning and teaching – see https://ucalearningandteaching.wordpress.com/d eveloping-your-teaching/professional- development-in-learning-and-teaching/
Editor's Notes
- #4: Class discussion - POINT TO TOP 10 under Teaching Materials – will contain some added ingredients, like light bulb moments or trigger points in teaching and learning sometimes bought about through discussion with others..
- #5: Give out UKPSF
- #6: Give out UKPSF diagnostics- D1, D2 or D3
- #7: Use the UKPSF diagnostic to brainstorm evidence you already have (and what you could gather together for the portfolio)
- #8: Give out UKPSF diagnostic
- #9: Class discussion - POINT TO TOP 10 under Teaching Materials – will contain some added ingredients, like light bulb moments or trigger points in teaching and learning sometimes bought about through discussion with others..
- #10: Give out UKPSF diagnostic
- #11: Schon – Reflection for action, in action and on action. Essential to gather information which will enable you to assess effectiveness of your teaching/supporting learning. Helps you to identify success and learning points and provides evidence to inform your future practice. Regarded as an essential element of CPD Active rather than passive process.
- #12: How do we evidence reflection in our teaching/supporting learning? Why is this important? Give out handout on different theorists in reflection – the importance of linking this with intelligent action (Schon)
- #13: GlynIs CousingsIn short, there is no simple passage in learning from ‘easy’ to ‘difficult’; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain
- #14: Show an example
- #16: Key characteristics and conditions – expansive workplaces nurture a critical culture that fosters introspection and trust Learning Conversations are highly focused coaching sessions (by phone, video conference and in person) designed to help you expand your capacities for learning and leadership. The Learning Conversation focuses your attention not only on learning and mastering particular topics, behaviors and skills, but on the process of learning itself--on meta-learning, or learning-how-to-learn. Learning Conversations are highly focused coaching sessions (by phone, video conference and in person) designed to help you expand your capacities for learning and leadership. The Learning Conversation focuses your attention not only on learning and mastering particular topics, behaviors and skills, but on the process of learning itself--on meta-learning, or learning-how-to-learn.
- #17: Being reflective exercise – isolating some areas to take through PSR Show some examples
- #18: Show learning and teaching wordpress site