Engaging Academic Staff through an Institutional CPD Framework
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The document discusses the implementation of a Continuing Professional Development (CPD) framework for academic staff, emphasizing the role of mentoring in enhancing academic practice and recognizing excellence. It outlines the value of CPD frameworks, challenges in their introduction, and the importance of reflective professional dialogue among faculty members to facilitate improvement and transformation. The document also touches on various accreditation levels and activities designed to support staff development in higher education.
Engaging Academic Staff through an Institutional CPD Framework
- 1. Engaging Academic Staff through an Institutional CPD Framework Staff Development Forum Spring Conference York 2013
- 2. Aims of the session • Understand the value of a CPD framework as a tool to recognise academic excellence. • Consider how mentoring can be used as a vehicle to develop academic practice and provide a safe environment for personal development. • To discuss the challenges of introducing a CPD framework and share ideas and best practice around how these can be overcome.
- 3. The Value of CPD Frameworks • On a piece of flipchart paper describe your collective definition of CPD Framework. • In short phrases describe what you think is the value of a CPD on separate post-its and add them to your definition.
- 4. The Value of HEA Accredited CPD Frameworks • The higher education academy consider the value to be: – A means to demonstrate professional standards are being met – Benchmarking teaching and learning support roles in HE – Provides a framework for the design of staff development activities – Provides opportunity for staff to progress through the framework and add to their CV – Promotes a culture where the quality of teaching is as important as the subject (can be integrated into job descriptions and institutional policies)
- 5. The UKPSF • The UK Professional Standards Framework – Basis for all institutional CPD frameworks – Accreditation and recognition – Associate Fellow (D1), Fellow (D2), Senior Fellow (D3)or Principal Fellow(D4) • Not role dependent – Consists of dimensions of practice and associated criteria for each descriptor
- 6. The Dimensions of Practice These are a set of statements outlining the: • Areas of Activity undertaken by teachers and supporters of learning within HE • Core Knowledge that is needed to carry out those activities at the appropriate level • Professional Values that someone performing these activities should embrace and exemplify
- 7. Added Value • Prompts staff to become reflective about teaching and student learning • Makes some identify areas for further development • Affirmation • Provides thinking space about learning, teaching and assessment and opportunity for collegiate discussion • Kudos to some • Demonstrates a commitment to enhancing teaching as an institution that claims to be teaching-led. • Is designed to be inclusive
- 8. External drivers • HESA • Chapter 3 of the QAA quality code • NSS • Student engagement surveys
- 9. Principal Fellow of the HEA Staff with sustained and effective record of impact and influence on teaching and learning at strategic level Fellow of the HEA All academic staff who teach and support student learning • New academic staff induction and survival kit • Peer Observation of Teaching and Learning • Writing retreats • Learning, Teaching and Assessment development workshops e.g. master classes and Technology Enhanced Learning workshops • Pedagogic research activities • Research Informed Teaching activities • Pedagogic conferences internal and external • Scholarly activities e.g. breakfast café, bespoke activities such as dialogue days and curriculum redesign events • SEDA Supporting Learning Technology and SEDA Embedding Learning Technology Awards • Supporting learning in Higher Education (30 M level credits) • Post Graduate Certificate in Academic Practice (PCAP*) • Post Graduate Diploma • MA Professional Dialogic/Paper Routes Senior Fellow of the HEA Experienced staff who lead and mentor others in the enhancement of teaching and learning Associate of the HEA Support staff who are not engaged in assessment of students but who have a substantive element of their role in teaching and learning Recognising Academic Practice York St John University Continuing Professional Development Framework
- 10. Professional Dialogue The purpose of the professional dialogue is to facilitate REFLECTIVE LEARNING • an intentional process, • where social context and experience are acknowledged, • in which learners are active individuals, • wholly present, • engaging with others, • open to challenge, and • the outcome involves transformation as well as improvement for both individuals and their organisation’ (Brockbank, A Beech, N & McGill, I (eds) (2002) Reflective Learning in Practice Aldershot UK : Gower)
- 11. Professional Dialogue in HE Why dialogue? • Self reflection is insufficient for professional development because ‘reflection will need to be analytic and involve dialogue with others…..confrontation by self or other must occur’ (Griffiths & Tann 1991 cited in Day 1993 p86 ). • not all dialogue is reflective and that in order to progress and change an individual has to be engaged ‘at the edge of their knowledge, their sense of self and the world as experienced by them’ (Brockbank and McGill 2007:65)
- 12. Professional Dialogue in HE 1 - action or learning event 2 - reflection-in-action 3 - description of the action/learning event and reflection-in-action 4 - reflection on the description of action, event or reflection-in-action (Schon’s reflection-on-action) 5 - reflection on the reflection on action
- 13. Challenges • In groups of 4 discuss what you think the challenges are of using this type of mentoring approach with academic staff • How would you propose to overcome identified challenges?
- 14. Potential challenges • Who are you to tell me • I have taught my subject for the last fifty years I think I know what I am doing • You know nothing about my subject • I don’t want to be mentored by someone from my faculty • Consistency in approach • When the relationship falls apart • Scholarly aspect of the process • On-going CPD evidence
- 16. Other aspects of the Framework • Alternative route to Fellowship – Paper applications • Assessment challenges • References • Requirement for external evaluator • Celebrating success • Administrative challenges • Time limitations of HEA accreditation.
- 17. The Challenges of Introducing a CPD Framework • Reflect on your own context and consider what the challenges would be if you were to introduce a CPD framework in your institution. • Have a discussion at your table about how they might be overcome – Be prepared to feedback about 2 key challenges • You might want to consider not only the introduction but the on-going challenge of implementation
- 18. Some personal challenges • Capacity • Getting senior management on board initially • Balancing the demands of achieving targets with the developmental aspects of the process • Worrying about consistency of approach • Worrying about the extent to which the UKPSF is embedded in the culture of the institution as opposed to dialogue about Fellowship • The forthcoming code of practice and implications.
- 19. Your Reflection • As a group reflect on your definition of a CPD Framework. Is it the same as the one you started out with? Are there additional values or challenges you would like to add? • What measures of success would you use to evaluate your framework? • What name would you give your framework!
Editor's Notes
- #5: Other values include: Ownership by insitutions of the need to enhnace learning and teaching.Professionalisation of teaching in HESo many awards both accredited and non-accredited but recognised that it brings them altogether in one place. Frameworks mean that Hes do the work of recogntion as HEA does not have the capacity to do this
- #6: Always been used in relation to PGCERTs but not extended to all staff and the vast numbers of staff within HE who do not have a qualification to teach. Share the UKPSFTargets set at many institutions causing competition good and bad aspects to this, tension between value that senior management see in it and those like me.Huddersfield
- #8: Down side is tick box approach
- #10: Describe process for gaining accreditation
- #11: Describe how it works at YSJ and the relationship with the assessment.
- #12: Without dialogue reflection is limited to insights of the individual themselves and there is considered to be a danger for self deception. Acknowledges that learning is social. Reflctive dialogue is proposed to enable change , it needs to take into account emotion. It provides opportunity to arrive at a new understanding but requires careful listeningNeed to be careful as sometimes assumptions about knowledge are being challenged
- #13: By reflecting on my approaches to how I teach I can learn about the efficacy of my approaches and how my practices contribute to student learning. Can do 1,2, 3 on my own but it may be insufficient. Engaging in dialogue encourages critical reflection. Dimension 5 brings about the significance of the reflection itslef ;learning how you learn.
- #16: Using portoflios as a thinking space
- #18: Add challenges on postits to picture.
- #19: LTA strategyTargetsConversation with SLTSenior management becoming recognisedLots of talk with lots of people.