Recent presentation used in workshops for staff on professional recognition

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

15. UCA Peer-Supported Review

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/