Edge Hill University CPD Scheme (UKPSF)

Overview

Edge Hill University CPD Scheme (UKPSF)

If you wish to read the slides more thoroughly please use the pause facility on the presentation.

 

The following link gives you an overview of the Descriptor Clauses for each category of Fellowship that you may apply for:  HEA Descriptor 1234 and respective Clauses

If you are considering which category of Fellowship to apply for, the following link gives you a useful overview of what is required:  Which Category of Fellowship?

The aims of the CPD scheme are to:

  • Align with and promote the Professional Standards Framework (UKPSF) and reflect the aspirations of the Higher Education Academy (HEA)
  • Contribute to achieving, enhancing and developing the University’s strategic objectives for learning and teaching and staff development
  • Be effective in supporting and enabling Faculty/Area/Departmental learning and teaching strategies
  • Enable applicants to enhance and develop their professional practice by providing opportunities to evidence that development where appropriate
  • Contribute to individuals’ career development by supporting and informing innovative and reflective practice
  • Be collaborative and harness expertise from across the institution and beyond
  • Offer flexible and creative opportunities for staff to engage in professional development that is meaningful to them and supports them in enhancing their practice with a focus on continuous enhancement of the student experience
  • Provide opportunities for peer to peer learning, networking and dissemination within the university and beyond.

Dr John Bostock

Accreditation Lead

CPDScheme@edgehill.ac.uk

 

 

Feedback

Successful Applicants’ Feedback

“I have now received my D3 Senior Fellow of the Higher Education Academy accreditation, and would like to thank CLT and all those involved who helped me to achieve this status. I could not have done it without you! Many thanks for all your support.”

“Thank you CLT – I have registered and received my certificate already. I hope that all current and newly appointed experienced staff take advantage of what you offer and the support available from yourselves for HEA Fellowship. Again, thank you.”

“Many thanks for this and for the support of CLT throughout.”

“The whole process, meeting with the CLT team, reflecting, discussing with others and writing the personal statements and case studies has been a journey for me and certainly has made me question a lot of my leadership and management and how I and the team go about teaching and learning and supporting our students. It is a very positive and worthwhile experience to undertake and I can’t thank you enough for making it so easy and dare I say enjoyable and I have my D3 as a bonus, thank you!”

Process

Overview of application process flowcharts for each category.

D1 Successful Application Flowchart

D1 Resubmit Application Flowchart

D2 Successful Application Flowchart

D2 Resubmit Application Flowchart

D3 Successful Application Flowchart

D3 Resubmit Application Flowchart

D4 Successful Application Flowchart

D4 Resubmit Application Flowchart

UKPSF EH CPD Scheme Overarching Application Process Flowchart

For each category of Fellowship (D1, D2, D3, D4) there is a specific application form.

(You can find templates for reference on the last tab “Template Forms”).

The form explains how to complete each of the sections.  Introductory briefing sessions are provided by the Centre for Learning and Teaching as well as support sessions.  Applicants are notified of the details of the support sessions once they have requested an application.

First Step (D1 D2 D3* D4*)

  • Individual applicants will make a specific request for the respective application form by email to CPDScheme@edgehill.ac.uk*
  • The application form will be a word document with expandable fields
  • Each form will have a specific reference number
  • Applications should be returned to CPDScheme@edgehill.ac.uk using the institutional email address

Second Step (D1 D2 D3* D4*)
There are two Accreditation Panels per year in February and May/June:

  • For those who wish to be considered at the February panel, the submission of application deadline will be 1st December in any given year.
  • For those who wish to be considered at the May/June panel, the submission deadline will be 1st April in any given year.
  • Feedback to applicants will be made within four weeks of the respective submission deadline.

*NB

Before embarking on the process of completing a D3 application, it is essential that you submit a covering letter to the Accreditation Lead Dr John Bostock on bostojo@edgehill.ac.uk and cc Professor Mark Schofield the Dean of Teaching & Learning Development on schom@edgehill.ac.uk to indicate your intention to apply for D3 in which you should indicate why you feel you exceed the criteria for D2 especially in sustained leadership, impact and influence on others.  You should also arrange a face to face meeting with the Accreditation Lead to discuss the covering letter.

Before embarking on the process of completing a D4 application it is essential that you submit a covering letter to the Dean of Teaching and Learning to indicate your intention to apply for D4 in which you should indicate why you feel you exceed the criteria for D3 especially in sustained leadership and strategic impact within the institution.  You should also arrange a face to face meeting with the Dean of Teaching and Learning to discuss the covering letter.

Once you have done this then you will have the opportunity to make an informed decision as to whether this category of fellowship is appropriate for you.

UKPSF PROCESS

Development Viva

For D1 and D2 the role of the development viva is offered as evidence in the spirit of providing an alternative assessment/reasonable adjustment for colleagues who may, through a specific learning difficulty or other disability, be disadvantaged by a solely paper-based application. For D1 and D2 it would normally be the exception.

For D3 and D4, in addition to corroborating and expanding on the depth of evidence in the application, the development viva process further engages the applicant in dialogue about their own progress and contribution to leadership and the development of others. D3, in particular, also constitutes a target setting exercise with the aims of sustaining a trajectory towards D4. It is our intention, at all D levels, to inculcate a culture of aspiration for using the UKPSF as a framework for development. As such the development viva contributes to the evidence base for alignment with the UKPSF, in a summative assessment fashion, but also provides a strong formative component to the process. The accreditation panel thus use the development viva to add value to the process and to reinforce decisions made about the evidence base presented in the application and case studies. The deployment of a development viva for D3 and D4 also serves as a vehicle to identify examples for dissemination, and individuals who can actively contribute to and grow the capacity of the university’s infrastructure to support others engaging in the Framework.

The development viva  is an opportunity to discuss your written application for D3 (SFHEA) or D4 (PFHEA) with your three Internal Reviewers (NB for D4 one will be an external independent reviewer) and it is normally chaired by Dr. John Bostock from CLT. You may bring a copy of your application with you for reference and anything which you feel will support your development viva. You may also bring any ancillary notes, books, journal articles which you feel will help you in your conversation. The Internal Reviewers will have prepared a number of questions relating to the themes emerging from your written application and the event will be digitally recorded (audio) for External Moderation purposes only. It should last no more than 50 minutes in total.

You will need to have a successful viva to qualify for HEA status D3 and D4. Feedback will be given following the development viva and further support offered if unsuccessful.  You may also use your development viva feedback to modify/enhance your written application too if necessary. In either instance you will be allowed a resubmission period of usually up to three weeks to address the criteria. Therefore you will still have an opportunity to successfully meet the criteria and have your application externally moderated in time for the Accreditation Panel which formally approves your HEA status.

If you have any questions or queries relating to the development viva then please contact the Accreditation Lead Dr John Bostock in the first instance.

Case Studies

The role of case studies as a component of evidence provides a vehicle for applicants to ground their alignment with the UKPSF in real examples from practice (many of which will be worthy of dissemination through our CLT professional development series).The case study model invites deep engagement, critical thinking and identification of further professional development needs thus reinforcing the UKPSF dimensions of practice. As in the rationale for the viva, the case studies provide a rich source of real examples from practice for dissemination, either on-line or through our professional development series. In addition, it will provide a source of anonymised examples to be used in sessions to support applicants in developing their own evidence bases.

Referees

For D2 Fellowship you also need to supply details of two referees to provide an informed peer review of your eligibility for Fellowship using their knowledge of your work and the context in which you teach and/or support learning.  Please forward the ‘Reference Template’ and ‘Guidance for Referees’  to your two referees.  Please note that once you have registered your interest on CPDScheme@edgehill.ac.uk then you will be allocated an application form with your own specific reference number. Please do not use the template forms.

Referees should be experienced staff and be able to comment knowledgeably, and from first-hand experience, on your current role and any other relevant activities recently undertaken.  At least one of the referees should normally be a Fellow of the Higher Education Academy, or an appropriate experienced member of staff working for a higher education provider.  All referees need to be familiar with the UKPSF.  External Examiners of EHU provision should not be used as referees.

Please ensure that your referees have access to your application in good time to meet the submission deadline so they can complete their reference as fully as possible and remember that they are corroborating YOUR claim for Fellowship Status. You should, therefore,  be in a position to read your references and check that they support what you have presented in your application. It may well be that your referees have included something you may have overlooked and therefore you may wish to add this to your application. You should not be in a position where referees are citing new information that has not been originally detailed by you in your original submission.

Once you have completed your application form, please save it along with your two completed references and email them as attachments to CPDScheme@edgehill.ac.uk using your institutional email address.

Submission Details

There are two Accreditation Panels in any academic year; one in February and one in June to recognise all categories of Fellowship of HEA i.e. D1, D2, D3, D4.

You need to submit your form by 1st December to meet the February Panel. You need to submit the form by 1st April if you wish to meet the June Panel.

If you do not submit your completed application and references by the deadlines indicated then there will be an automatic deferral of your application to the next available deadline. So if you miss April 1st then your application will be considered following the December 1st deadline.

Once submitted you will receive feedback within 4 weeks of the submission deadline date.

NB: Submissions in December will receive feedback within 4 working weeks i.e. not counting the Christmas & New Year break and for submissions made on 1st April feedback will also be be given within 4 weeks not counting the Easter break i.e. Good Friday until Easter Tuesday inclusive (5 days)

FAQ

What is the UKPSF?

A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality. The framework identifies the diverse range of teaching and support roles and environments. These are reflected and are expressed in the Dimensions of Professional Practice. The UKPSF clearly outlines the Dimensions of Professional Practice with HE teaching and learning support as: areas of activity undertaken by teachers and support staff, core knowledge needed to carry out those activities at the appropriate level and professional values that individuals performing these activities should exemplify.
– See more at:
www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf

Who is the scheme for?

The scheme is for all staff who have more than three years teaching experience in HE. Those with less are required to undertake the Postgraduate Certificate in Higher Education.

What if I already have a PGCert THE?

You may already have Fellowship Status (D2) but you may use the scheme to gain Senior Fellowship D3 or Principal Fellowship D4 recognition.

Is there a fee?

For all employees of Edge Hill University including ATs there is no fee.

What do you mean by ‘mentor’?

A mentor can be viewed more as a colleague or ‘buddy’ who may be undertaking an application to be a fellow of the HEA and with whom you can have conversations around the UKPSF. It is not a formal role and should be viewed as simply a means of collegial support. Applicants may work on their application on their own and will be offered support from a member of the CLT in drop in sessions details of which will be sent to prospective applicants.

Can my Mentor be a Referee?

Yes

Will my Mentor and/or Referee be an Internal Reviewer of my application?

No

What are Internal Reviewers?

In order to create a collegial climate for the CPD scheme we use the term ‘Internal Reviewer‘.  A review process implies development and dialogue. Internal Reviewers (IRs)  make decisions about the suitability of the applicants’ evidence (including references and referees’ contributions) for HEA recognition. Internal Reviewers (IRs) provide written feedback for applicants, identifying strengths of their evidence and areas for future development.

Is guidance on the role of Internal Reviewer available?

Yes. The Accreditation Lead Dr John Bostock has compiled the following document to ensure consistency within the role of IR and gives concise and specific answers to queries around the processes and procedures involved in Internal Reviewing:
Internal Reviewers Guidance Notes

What happens if I submit my form in error?

Notify CLT immediately and a new form will be issued with your original applicant reference number followed by /R1. You can then repopulate the sections with your amended submission.

What happens if I don’t submit my application together with my references by the deadline?

Failure to submit everything together by the deadline will result in an automatic deferral to the next submission deadline and accreditation panel.

Why do some applications get returned for further work?

Often applicants write a lot about WHAT they do and sometimes are inclined not to say HOW and WHY what they do is significant to the student experience. For example attending a conference is fine but How and Why is this significant is also required as part of the application.

What happens if my resubmission is also referred?

If your resubmission R1 does not meet the requirements, the next official submission date and accreditation panel will be offered and your second resubmission will be recorded as R2

What happens if I am not successful?

The Internal Reviewing process can make the following recommendations:

  • The evidence meets the required standard for recognition for the appropriate category of Fellowship,
  • Or the evidence does not meet the required standard, and the applicant will need to apply for a different category,
  • Or the applicant will need to re-submit for the same category and continue to work on the application.

Based on these you can resubmit the application either before the next available panel date or wait until the next submission date.

What are the differences between D2 and D3?

  • D3 word count is different and has an additional mandatory development viva component
  • D3 has an increased focus on demonstrating successful scholarship in teaching and learning
  • Clause vii is the additional requirement from D2 (see D3 descriptor  Clause vii on the application form)
  • Senior Fellowship is about developing personal practice to shape and influence others
  • It is about making a key and sustained contribution to the development of others (not isolated or one off)
  • It is about demonstrating and evidencing sustained positive impact on others

Is Senior Fellowship D3 for you?

Senior Fellow (Descriptor 3)The focus for Senior Fellow (D3) is very much on the ‘successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning’ (UKPSF D3.VII).

Are you an individual able to provide evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision? Such individuals are likely to lead or be members of established academic teams. Typically, those likely to be eligible to apply for Senior Fellowship are:

  • experienced staff able to demonstrate, impact and influence through, for example, responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas;
  • experienced subject mentors and staff who support those new to teaching;
  • experienced staff with departmental and/or wider teaching and learning support advisory responsibilities within an institution.

Senior Fellowship of the Higher Education Academy is awarded to professionals who demonstrate they meet the criteria of Descriptor 3 (D3) of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education.

By applying to be a Senior Fellow of the Higher Education Academy you will present a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. You should be able to provide evidence of:

  • Successful engagement across all five Areas of Activity;
  • Appropriate knowledge and understanding across all aspects of Core Knowledge;
  • A commitment to all the Professional Values;
  • Successful engagement in appropriate teaching practices related to the Areas of Activity;
  • Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice;
  • Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices;
  • Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching.

Individuals working towards or attaining Descriptor 3 will normally have a considerable level of expertise, developed over time, in supporting high quality student learning in all dimensions of the framework. They will have gained relevant experience through the use of a range of approaches including, mentoring, coordinating, supervising and managing individuals and groups. Individuals will evidence the depth and sophistication of their understanding and demonstrate a sustained and successful engagement with the UKPSF, indicating specifically how such knowledge, understanding and expertise is used in their approach to teaching, mentoring and their leadership roles. Descriptor 3 recognises extended good practice both within the classroom (or learning environment) and in supporting the student learning experience in a wider context. This would normally include evidence of effective and significant impact on students, on colleagues and on the organisation/institution. Evidence of a wider sphere of influence than the classroom and the student group (the basic expectation for Descriptor 2), is required here. A relatively limited experience of programme and/or module management, for example, or in mentoring new staff, will not be sufficient. Descriptor 3 incorporates all the requirements for Standard Descriptor 2 and can, therefore, be viewed as building on Descriptor 2. One way to view the difference is that Descriptor 2 is primarily concerned with all who teach and is a core expectation, whilst Descriptor 3 addresses experienced teachers and others who demonstrate leadership in their learning and teaching practices and related activities. The Descriptor requires evidence of wider impact, sustained success and influence. They could, for example, be a mid-career professional who is a highly experienced and effective teacher with substantive teaching responsibility.

Do I need to do anything before applying specifically for D3?

Yes. Before embarking on the process of completing a D3 application it is essential that you submit a covering letter to the Accreditation Lead Dr John Bostock on bostojo@edgehill.ac.uk and cc Professor Mark Schofield the Dean of Teaching & Learning Development on schom@edgehill.ac.uk to indicate your intention to apply for D3 which should indicate why you feel you exceed the criteria for D2 especially in sustained leadership, impact and influence on others.  You should also arrange a face to face meeting with the Accreditation Lead to discuss the covering letter.  Once you have done this then you will have the opportunity to make an informed decision as to whether this category of fellowship is appropriate for you.

Who actually confers the Fellowship status?

Once the Accreditation Panel have met and made their recommendations, the applicant’s details are sent to the HEA. They will formally confer the status. The applicant must register with the HEA and access their certificate in the ‘MyAcademy’ section. The link is: https://my.heacademy.ac.uk/welcome/

Will I be supported with my application?

You may choose a mentor (a colleague or ‘buddy’) who may be undertaking an application for fellowship and with whom you can develop a dialogue around the UKPSF to support each other.The CLT will also schedule drop in support sessions in the periods leading up to submission and applicants will be notified of these.

I have had notification of success with my application following the Internal Reviewer Process. Do I need to act on the feedback I have received in order to enhance my application further?

No. Your application is successful so you need provide no further additions or amendments.

How much referencing should I provide to support my application?

There is no need to provide extensive or critical analyses of literature to support your application as this is not built into the UKPSF framework. Looking for awareness of research informed literature as a source of evidence for developing practice is important, particularly in relation to the Dimensions A5, K3 and V3 but an elaborated analysis of such literature is not required. The application is about effective practice and explicit engagement with the framework.   In other words the expectation is that you will engage with the appropriate teaching and learning literature to theoretically underpin aspects of your practice which is depicted in the application. A suggested list of literary references is provided here:Arum, R. & Roksa, J. (2011) Academically Adrift: limited learning on college campuses, University of Chicago Press, Chicago.

Barnett, R. (2011) Lifewide education: a new and transformative concept for higher, education, in N.J. Jackson (ed.) Learning for a Complex World; a lifewide concept of learning, education and personal development, Authorhouse, Bloomington, pp. 22-38.

Barnett, R. (ed.) (2012) The Future University: ideas and possibilities, Routledge, London.

Barnett, R., & Coate, K. (2005). Engaging the Curriculum in Higher Education. SRHE and Open University Press, Buckingham.

Barak, M., Ben-Chaim, D. & Zoller, U. (2007), ‘Purposely teaching for the promotion of high-order thinking skills: a case of critical thinking’, Research Science Education, Vol. 37, pp. 353-369.

Barrow, M., Reilly, B. & Woodfield, R. (2009), ‘The determinants of undergraduate degree performance: how important is gender? British Educational Research Journal, Vol. 35, No. 4, pp. 575-597.

Beaumont, C., O’Doherty, M. & Shannon, L. (2011), ‘Reconceptualising assessment feedback: a key to improving student learning?’, Studies in Higher Education, Vol. 36, No. 6, pp. 671-687.

Becker, L. & Denicola, P. (2013) Teaching in Higher Education, Sage, London.

Bélanger C. A. & Longden, B. (2009), ‘The effective teacher’s characteristics as perceived by students’, Tertiary Education and Management, Volume 15, No. 4, pp. 323-340

Biggs, J. & Tang, C. (2011) Teaching for Quality Learning at University, 4th edition, SRHE/Open University Press, Maidenhead.

Bostock, J. & Wood, J. (2012) Teaching 14-19: a handbook, Open University Press, Maidenhead.

Bostock, J. & Wood, J. (2014) Supporting Student Transitions: approaches to teaching and learning, Routledge, London.

Boud, D. & Molloy, E. (eds.) (2012) Feedback in Higher and Professional Education: understanding it and doing it well, Routledge, London.

Boud, D. & Walker, D. (1998), ‘Promoting reflection in professional courses: the challenge of context’, Studies in Higher Education, Vol. 23, No. 2, pp. 191-206.

Brennan, J., Edmunds, R., Houston, M., Jary, D., Lebeau, Y., Osborne, M. & Richardson, J.T.E. (2010) Improving What is Learned at University, Routledge, Abingdon.

Canning, N. (2010), ‘Playing with heutagogy: exploring strategies to empower mature learners in higher education’, Journal of Further and Higher Education, Vol. 34, No.1, pp. 59-71.

Crozier, G. & Reay, D. (2011), ‘Capital accumulation: working-class students learning how to learn in HE’, Teaching in Higher Education, Vol. 16, No. 2, pp. 145-155.

Dart, B.C., Burnett, P.C., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D. (2000), ‘Students’ conceptions of learning, the classroom environment, and approaches to learning’, The Journal of Educational Research, Vol. 93, No. 4, pp. 262-270.

Ellis, R.A., Ginns, P. & Piggott, L. (2009), ‘E-learning in higher education: some key aspects and their relationship to approaches to study’, Higher Education Research & Development, Vol. 28, No. 3, pp. 303-318.

Entwistle, N. (2009) Teaching for Understanding at University: deep approaches and distinctive ways of thinking, Palgrave Macmillan, Basingstoke.

Exley, K. & Dennick, R. (2004) Giving a Lecture: from presenting to teaching, RoutledgeFalmer, London.

Fry, H., Ketteridge, S. & Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education, 3rd edition, Routledge, London.

Gosling, D. & Moon, J. (2002) How to Use Learning Outcomes and Assessment Criteria, 3rd edition, SEEC, London.

Grace, S. & Gravestock, P. (2009) Inclusion and Diversity – meeting the needs of all students, Routledge, London.

Halx, M.D. (2010), Re-conceptualizing college and university teaching through the lens of adult education: regarding undergraduates as adults’, Teaching in Higher Education, Vol. 15, No. 5, pp. 519-530.

Jenkins, A., Healey, M. & Zetter, R. (2007) Linking Teaching and Research in Disciplines and Departments, The Higher Education Academy, York.

Jones, B.D. (2009), ‘Motivating students to engage in learning: the MUSIC model of academic motivation’, International Journal of Teaching and Learning in Higher Education, Vol. 21, No. 2, pp. 272-285.

Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. & Smith, B.  (2004) Enhancing Student Learning Through Effective Formative Feedback, The Higher Education Academy, York.

Light, G. & Cox, R. (2001) Learning and Teaching in Higher Education: the reflective professional, Paul Chapman, London. [See especially Chapter 2 ‘A Critical Matrix of Learning and Teaching]

Light, G. Cox, R. & Calkins, S. (2009) Learning and Teaching in Higher Education: the reflective professional, 2nd edition, Sage, London.

Lublin, J. (2003) Deep, Surface and Strategic Approaches to Learning, UCD, Dublin.

Moore, T. (2013), ‘Critical thinking: seven definitions in search of a concept’, Studies in Higher Education, Vol. 38, No. 4, pp. 506-522.

Morss, K. & Murray, R. (2005) Teaching at University: a guide for postgraduates and researchers, Sage, London.

Mortimore, P. (ed.) (1999) Understanding Pedagogy and its Impact on Learning, Paul Chapman, London, Chapter’s 1-3.

Moxley, D., Najor-Durack, A. & Dumbrigue, C. (2001) Keeping Students in Higher Education, Kogan Page, London.

Mulryan-Kyne, C. (2010), ‘Teaching large classes at college and university level: challenges and Opportunities’, Teaching in Higher Education, Vol. 15, No. 2, pp. 175-185.

Myers, J. (2008), ‘Points for debate: Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with that of the residential warden’, Teaching in Higher Education, Vol. 13, No. 5, pp. 607-611.

Pill, A. (2005), ‘Models of professional development in education and practice of new teachers in higher education’, Teaching in Higher Education, Vol. 10, No. 2, pp. 175-188.

Poerksen, B. (2005), ‘Learning how to learn’, Kybernetes, Vol. 34, No. 3/4, pp. 471-484.

Race, P. (ND) Using Feedback to Help Students to Learn, The Higher Education Academy, York [Try to obtain this it is very comprehensive]

Race, P. (2010) Making Learning Happen: a guide for post-compulsory education, 2nd edition, Sage, London.

Ramsden, P. (2003) Learning to Teach in Higher Education, 2nd edition, Routledge, London.

Turney, C.S.M., Robinson, D., Lee, M. & Soutar, A. (2009) Using technology to direct learning in higher education’, Active Learning in Higher Education, Vol. 10, No. 1, pp. 71-83.

Yorke, M. & Longden, B. (2004) Retention and Student Success in Higher Education, SRHE & Open University Press, Maidenhead.

What is D4 and is Principal Fellowship for you?

Are you a highly experienced professional, able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning, as part of a wider commitment to academic practice? This may be within your institution or wider (inter)national settings. Typically, those likely to be eligible to apply for Principal Fellowship are:

  • highly experienced and/or senior staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning;
  • staff responsible for institutional strategic leadership and policymaking in the area of teaching and learning;
  • staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution.

Principal Fellowship of the HEA is awarded to professionals who demonstrate they meet the criteria of Descriptor 4 of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education.By applying to become a Principal Fellow of the HEA you will present a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of:

D4.I. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments

D4.II. Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings

D4.III. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) high quality teaching and support for learning

D4.IV. Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.)

D4.V. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices

D4 therefore recognises exceptional educational leadership and impact in the higher education sector.

Are you a highly experienced professional, able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning, as part of a wider commitment to academic practice? This may be within your institution or wider (inter)national settings. Typically, those likely to be eligible to apply for Principal Fellowship are:

  • highly experienced and/or senior staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning;
  • staff responsible for institutional strategic leadership and policymaking in the area of teaching and learning;
  • staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution.

Principal Fellowship of the HEA is awarded to professionals who demonstrate they meet the criteria of Descriptor 4 of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education.By applying to become a Principal Fellow of the HEA you will present a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of: D4.I. Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments D4.II. Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings D4.III. Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) high quality teaching and support for learning D4.IV. Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.) D4.V. A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices D4 therefore recognises exceptional educational leadership and impact in the higher education sector.

At the heart of this Descriptor lies the demonstration of ‘strategic impact and influence’ in the context of one or more location, institution or organisation. Evidence will therefore need to draw on ‘cycles’ or ‘levels’ of influence including evidence drawn from institutional, national and/or international settings. The emphasis on ‘a sustained and effective record of impact’ means that it would be highly unusual for Descriptor 4 to be evidenced solely on the basis of completing a programme or course. However, completion of a relevant programme or course, (in leadership for example,) might constitute part of the evidence but would not alone be adequate for successful demonstration of the Descriptor. Because Descriptor 3 and Descriptor 4 are distinctly different it is not necessary to resubmit evidence (with or without additions) for having attained Descriptor 3. However, evidence already provided for Descriptor 3 might be appropriately drawn on, to provide background and context for the developments used to evidence Descriptor 4. This would need to be accompanied by relevant additional evidence of the interpretation and application of the dimensions of practice for Descriptor 4 in current work. One approach to demonstrating the Descriptor would be to present a synoptic narrative which evidences all aspects of the Descriptor. As the individual will not necessarily have immediate contact with students they would need to draw on examples of their work which illustrate their understanding of the use and the value of the UKPSF. This might include how they have used the framework to shape and develop policy, strategy and schemes within their organisation. For example: a learning and teaching strategy underpinned by professional values; an institution wide peer review of a teaching scheme incorporating the UKPSF which is then further recognised in promotion structures; the development and implementation of innovative teaching and learning approaches within the organisation in response to the specific needs of their students.

By applying to become a Principal Fellow you will have the opportunity to:

  • reflect on the effectiveness of your work in relation to strategic leadership in teaching and supporting learning in higher education;
  • model academic leadership to other staff and be able to encourage and support them to seek recognition for their work in this area;
  • demonstrate your sustained and effective record of influence and impact in teaching and supporting learning by gaining national and increasingly international recognition for your contribution within the higher education context.

The UK Professional Standards Framework (UKPSF) is central to the recognition of individuals as Principal Fellows. You will need access to and a working knowledge of its contents in order to prepare your application.

Please view the slideshow:  Evidence for D4 – Principal Fellowship

Do I need to do anything before applying specifically for D4?

Yes. Before embarking on the process of completing a D4 application it is essential that you submit a covering letter to the Dean of Teaching and Learning to indicate your intention to apply for D4 which should indicate why you feel you exceed the criteria for D3 especially in sustained leadership and strategic impact within the institution.  You should also arrange a face to face meeting with the Dean of Teaching and Learning to discuss the covering letter.  Once you have done this then you will have the opportunity to make an informed decision as to whether this category of fellowship is appropriate for you.

Can I just download a D1 D2 D3 or D4 application form template from the CPD Scheme webpage and use that?

No.They are templates and are available simply for reference. You need to make a specific request to CPDScheme@edgehill.ac.uk and a form with full instructions will be sent to you. The form will contain a reference number applicable to you which is used by administration to check the progress of your application.

Are the Dimensions of Practice (UKPSF) only referenced in the case studies for D1, D2 and D3?

No. You can spread the Dimensions of Practice explicitly across the entire application i.e. Personal Statement, Case Studies and Development Plan

I have been contacted to attend a development viva for the EHU CPD scheme. What does this mean?

You will only be contacted to undertake a development viva for your D3 or D4 application if the Internal Reviewers have agreed that your written application fully meets the criteria for either category of Fellowship. The development viva will take place at a mutually convenient time at some point between the internal review and the feedback deadline.  The feedback deadline is normally 4 weeks after submission. The Internal Reviewers will contact you directly. However the Internal Reviewers may still arrange a development viva to take place after the 4 week submission deadline if they have agreed that some work still needs to be done on the written application in order to fully meet the criteria. You may also use your development viva feedback to modify/enhance your written application too if necessary. In either instance you will be allowed a resubmission period of usually up to three weeks to address the criteria. Therefore you will still have an opportunity to successfully meet the criteria and have your application externally moderated in time for the Accreditation Panel which formally approves your HEA status. The deployment of a development viva for D3 and D4 also serves as a vehicle to identify examples for dissemination, and individuals who can actively contribute to and grow the capacity of the university’s infrastructure to support others engaging in the Framework.?

What if the Internal Reviewers recommend my application to the Accreditation Panel (Subject to Conditions). What does this mean?

You need only address the specified conditions which are found in the ‘required amendments or further details to reflect the conditions set’ boxes against the specified Dimension of Practice e.g. A1 V2 K3  and you may choose to represent these highlighted in red so that internal reviewers can confirm more readily that they have been met. You may resubmit your application on your original application form with your unique reference number. You need not re-submit your references.If you resubmit your application in the time allowed (usually within another 3 to 4 weeks following the initial feedback date) and you have successfully met the Internal Reviewers’ conditions, the recommendation for fellowship will still be subject to External Moderation and Accreditation Panel approval.

CLT will confirm the outcome following the Accreditation Panel which is normally held in February for December 1st submissions and June for April 1st submissions.

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