Swansea HEA presentation July 2015
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Presentation to help mentors and assessors understand the process of HEA application
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Swansea HEA presentation July 2015
- 1. Swansea Application Route Assessor Training “If Passion drives, let Reason hold the Reins” Benjamin Franklin Being an assessor requires reasoned judgement of the applications made by impassioned teachers… July 30, 2015
- 2. Purpose of this training • To establish a basic understanding of the IT@S scheme and its component parts including the SAR • To ensure a working knowledge of UK PSF and an overview of the HEA Fellowship categories • To support consistency and appropriateness of judgement • Making recognition decisions at D1/D2 • Exploring the differences between D2 and D3 • Making recognition decisions at D3 • To explain the online application process and your role in the scrutiny/feedback process
- 3. Inspiring Teaching at Swansea (IT@S) Overview Swansea Application Route AFHEA FHEA SFHEA Module 1 Introduction to teaching in HE AFHEA AND SHTM34 Teaching and Learning for Health Profession’s Educators AFHEA SHTM33 Designing and Evaluating your Teaching PM – M19 Assessment and Feedback FHEA SHTM28 Teaching and Learning for Practice Teachers AFHEA or Route 2 PGC in teaching in Higher Education D1, D2 Route 3 PGC in Education for Healthcare Professionals D1, D2 Route 1 Swansea Route D1, D2 and D3 Inspiring Teaching at Swansea Module 2 Developing Teaching at Swansea FHEA AND
- 4. D1 D2 D3 Certificated routes Introduction to Teaching in HE Pg Certificate in Teaching in HE SHTM28 Teaching & Learning for Practice Teachers Pg Certificate in Education for Healthcare ProfessionalsSHTM34 Teaching & Learning for Health Professions’ Educators Swansea Application Route (written) Reflective account & Teaching philosophy 2 referees Reflective account & Teaching philosophy 2 referees Reflective account & Teaching philosophy 2 Case Studies 2 referees Swansea Application Route (presentation) Account of practice Supporting reflective presentation 2 referees Account of practice Supporting reflective presentation 2 referees Account of practice Supporting reflective presentation 2 Case Studies 2 referees 4 Swansea University pathways to Fellowship
- 5. Quality Assurance and Moderation The IT@S panel will assure the quality of the decisions made by the subcomponent panels through the moderation of the following: • A sample of the taught programme acceptances • A sample of all outcomes from the SAR IT@S Panel SAR Panel - Sample of accepts - All clarification or return outcomes PGC HP Panel - Sample of accept outcomes PGC HE and Student Demonstrator Panel - Sample of accept outcomes
- 6. Future Plans Responsibility for the PG Cert teaching in Higher Education will move to SALT (Staff already enrolled will be supported to complete the programme.) A revised tHE will be offered (anticipated start of January 2016). Proposed final task will be to apply for HEA Fellowship through the SAR approach. To offer an enhanced range of CPD for experienced staff
- 7. Fellowship growth at Swansea 9% - 2015 (106 Fellows) 18% - 2016 (100 applications) 50% - 2017 80% - 2020 Starting from a low base to achieve ambitious strategic goals
- 8. The Academy recognises staff against the UKPSF through its Fellowship scheme. Associate Fellow = D1 Fellow = D2 Senior Fellow = D3 Principal Fellow = D4 8 The Fellowship Scheme
- 9. 9 The Dimensions of the UKPSF Core Knowledge Needed to carry out those activities at the appropriate level Professional Values Someone performing these activities should embrace and exemplify Areas of Activity Undertaken by teachers and supporters of learning within HE
- 10. The UK PSF Dimensions •A1 - Design and plan learning activities and/or programmes of study •A2 - Teach and/or support 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 subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Areas of Activity
- 11. The UK PSF Dimensions •K1 – The subject material •K2 – Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme •K3 – How students learn, both generally and within their subject disciplinary area(s) •K4 – The use and value of appropriate learning technologies •K5 – Methods of evaluating the effectiveness of teaching •K6 – The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Core Knowledge
- 12. The UK PSF Dimensions •V1 – Respect individual learners and diverse learning communities •V2 – Promote participation in higher education and equality of opportunity for learners •V3 – Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development •V4 – Acknowledge the wider context in which higher education operates, recognising the implications for professional practice Professional Values
- 13. Associate Fellowship • Successful engagement in • two areas of activity • appropriate teaching and related practices • appropriate core knowledge (at least K1/2) • appropriate professional values • relevant professional practices/research/ scholarship • CPD in teaching, learning and assessment activities Fellowship • Successful engagement in • five areas of activity • appropriate teaching and related practices • all core knowledge • all professional values • incorporation of research/ scholarship within activities • CPD in teaching, learning and assessment activities & related professional practices where appropriate 13 D1 and D2 requirements
- 14. •Applications should relate to the positive impact on student learning •At D3 individual must show sustained record of success/achievement •Claims should evidence successful engagement with appropriate dimensions of UKPSF •Claims should not be based on role, job description or status of individual •Outcomes, impact and influence (and reflection of evidence of same) much more important than role activities per se 14 General Principles
- 15. 15 Considering T&L Practice and Evidence for Recognition Scope of Activity, Role Sphere of Influence Source of Evidence Promoting Teaching: making evidence count (HEA, 2013: 10) https://www.heacademy.ac.uk/resources/detail/recognition/making- evidence-count-web
- 16. It is essential that applicants should provide evidence of having accessed and utilised external advice and guidance based on educational scholarship to inform their professional practice. 16 Scholarship at D1/D2
- 17. In groups discuss & note: 1. What you would expect the application look like as it stands e.g. Mapped to the criteria and UKPSF 2. How would you advise the applicant 17 Making recognition decisions at D1 and D2
- 18. • Convey enthusiasm for/commitment to teaching and enhancing the student learning experience • Provide specific examples, particularly where different approaches have been adopted to suit different student needs • Draw upon an informed understanding of pedagogy • Evidence creativity in teaching, learning & student support • Exhibit a student-centred disposition; • Show evidence of the constructive alignment of the UKPSF in their role • Articulate the synergy between research, scholarship and professional activities with their teaching and their students’ learning experiences • Show clear evidence of active, ongoing CPD 18 Strengths
- 19. • Descriptive of activities rather than reflective of approaches used • Lack a rationale for approaches adopted • Lack examples of effective practice and how this effectiveness is demonstrated • Rarely mention the students’ learning experiences • Overly brief • Lack structure and focus • Rarely mention the UKPSF and/or ignore important aspects of the framework (e.g.. professional values, core knowledge); • Written in the 3rd person and/or a general account of their experience of teaching and learning. 19 Weaknesses
- 20. • I. Successful engagement across all five Areas of Activity • II. Appropriate knowledge and understanding across all aspects of Core Knowledge • III. A commitment to all the Professional Values • IV. Successful engagement in appropriate teaching practices related to the Areas of Activity • V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice • VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices • VII. Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning 20 D3 requirements
- 21. • I. Successful engagement across all five Areas of Activity • II. Appropriate knowledge and understanding across all aspects of Core Knowledge • III. A commitment to all the Professional Values • IV. Successful engagement in appropriate teaching practices related to the Areas of Activity • V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice • VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices • VII. Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning 21 D3 requirements
- 22. 22 Considering T&L Practice and Evidence for Recognition Scope of Activity, Role Sphere of Influence Source of Evidence Promoting Teaching: making evidence count (HEA, 2013: 10) https://www.heacademy.ac.uk/resources/detail/recognition/making- evidence-count-web
- 23. D3.7 Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning At Descriptor 3, it is particularly important to demonstrate how you know your practice has influenced others, been effective and generated impact. This is the overarching descriptor and evidence for this should be found across the application. It is the essential distinguishing characteristic of the Senior Fellow. 23 Exploration of 3.7
- 24. It is essential that Senior Fellows provide evidence of having accessed and utilised external advice and guidance based on educational scholarship and likely that they themselves will be undertaking some kind of research which may well (though this is not essential) include research for publication in peer review journals. 24 Scholarship at D3
- 25. In groups discuss & note: 1. What you would expect the application look like as it stands e.g. Mapped to the criteria and UKPSF 2. How would you advise the applicant 25 Making recognition decisions at D3
- 26. Written Application for HEA FELLOWSHIP Reflective Elements Reflective Account (focus on the Areas of Activity and cross reference Core Knowledge and Professional Values) Administrative Elements Applicant Information 2 References Line Manager Signoff Applicant checklist Case Studies (for Senior Fellowship)
- 27. Reflective Account Within each of the 5 areas of Activity sections, there must be cross referencing to the Core Knowledge and Professional Values, along with hyperlinks/references/ attached evidence where appropriate to substantiate the reflection and statements. Reflective Account Teaching Philosophy Area of Activity 1 Area of Activity 2Area of Activity 3 Area of Activity 4 Area of Activity 5 Each section - 500 words +/- 10%)
- 28. KEY DIFFERENCES IN WRITTEN REQUIREMENTS All 5 Areas of Activity (3000 words) Demonstrate ALL Core Knowledge Commitment to all Professional Values Associate Fellow Fellow Senior Fellow 2 of the 5 Areas of Activity (1500 words) Minimum K1 and K2 (Core Knowledge) Commitment to all Professional Values All 5 Areas of Activity (3000 words) Demonstrate ALL Core Knowledge Commitment to all Professional Values (2 Case Studies (up to 3000 words across both)
- 29. Presentation Application for HEA Fellowship Reflective Elements Administrative Elements Areas of Activity, Core Knowledge, Professional Values Listing Applicant Information References Line Manager Signoff Applicant checklist Presentation Delivery Presentation Summary Case Studies (for Senior Fellowships)
- 30. KEY DIFFERENCES IN PRESENTATION REQUIREMENTS All 5 Areas of Activity, Core Knowledge and Professional Values (Listings) Associate Fellow Fellow Senior Fellow 2 of the 5 Areas of Activity , at least K1 and K2 (Core Knowledge), Commitment to all Professional Values (Listings) All 5 Areas of Activity, Core Knowledge and Professional Values (Listings) (2 Case Studies (up to 3000 words across both) Presentation Duration: 40 minutes. Presentation Duration: 30 minutes. Presentation Duration: 20 minutes. Plus time for questions from assessors
- 31. Submission Deadlines and SAR Panel Dates There are 4 submission deadlines per year October, January, April and July. Submission Deadline Date of SAR Panel Fri 02/10/15 at 2 p.m. Fri 6/11/15 Fri 8/01/16 at 2 p.m. Fri 19/2/16 Mon 4/04/16 at 2 p.m. Thurs 12/05/16 Fri 1/07/16 at 2 p.m. Mon 01/08/16
- 32. The application review process Stage 1 Administrative checks – for complete evidence, word limits Stage 2 Assessor Review – by at least 2 assessors (a 3rd external assessor for Senior Fellowship applications) Stage 3 Review and Ratification by SAR and then the IT@S Panel
- 33. Assessor Workload • Each application allocated to a ‘set’ of two assessors. • Each application reviewed independently by each assessor • Hopefully no more than 5 applications to each ‘set’ • Senior Fellowship applications will be allocated ‘more time’, so fewer of these to review. • Each assessor involved in 2 of the 4 deadlines • Attendance at SAR Panel • Can’t assess someone’s application if you’ve mentored them.
- 34. Assessor Review • Areas of difference will be discussed at the SAR Panel • An agreed recommendation and feedback comments will then be recorded 34 Category No Assessors Of Which Fellows Of Which Senior Fellows Of which externals Associate Fellows 2 2 - - Fellows 2 1 1 - Senior Fellows 3 - 2 1
- 35. Assessment templates for the Reflective Account/Presentation and Case Studies (where applicable) Reflective Account templates supported by indicative activities that you might identify within the submission. But remember – not descriptive, but reflective. Recommendations will be one of the following 3 options: No changes needed. Recommend application for approval Proceed Clarify Some minor amendments needed. Re-submission Return More substantial revisions before re- submission will be considered
- 36. Application Send to reviewers Decision SAR Panel Moderation IT@S panel Feedback Return FellowshipClarification The HEA Application Review process
- 37. Introduction to Pebblepad Pebblepad is an e-portfolio software available through home.swan.ac.uk Used to support reflective learning in the Swansea Employability Award and, for example, in Health Science modules which require reflection.
- 38. Why use Pebblepad • Enables sharing of applications with mentors/others for comment, with referees and line managers without arranging a login. • Enables ease of sharing with assessors and electronic feedback for applicants • Facilitates a robust administrative structure and QA evidence for reporting
- 41. • Personal pronoun • Emphasise the positive • Where gaps are evident, make suggestions for how the applicant might address these • Be specific • Make suggestions for future development opportunities • Don’t write anything that you would not be happy for the applicant to see 41 Giving feedback
- 42. Feedback to Feedforward Application Returned or Clarified Applicant (hopefully) reviews the Feedback template comment Discusses with a mentor/SALT Team Revises application and Resubmits Application Assessed Your feedback comments are vital. They will be released to the applicant following the IT@S panel. You remain anonymous (unless application is by presentation) Application Successful
Hinweis der Redaktion
- At Swansea, as outlined, we have a few ways in which staff can gain Fellowship of the HEA. Certificated routes through the PGCert teaching in HE or the PG Cert in Education for Healthcare professionals Experiential route – through a written or presentation submissions
- Swansea doesn’t offer internal application for D4, just D1- D3
- The categories are underpinned by the UKPSF Areas of Activity, Core knowledge and Professional Values. Triangular, inter-related and integrated Dimensions. You have copies of the UK PSF and also some A5 summaries of each of these Dimensions.
- There are 5 areas of Activity. All areas of Activity are covered in Fellowship and Senior Fellowship. For Associate Fellowship, you must demonstrate at least 2 of the 5 areas of activity. These are often ‘easier’ for people to articulate
- The Core Knowledge is more difficult to articulate, in particular K5 and K6 Is how to demonstrate the evidence of looking at the methods of evaluating And how do I know that I am aware of quality assurance and quality enhancement, K5 – module evaluations, informal feedback from students, informal ‘minute papers’ or quick questions, and you may notice increased access of the VLE or that student’s grades have gone up but it’s a trend. It may not be scientific and doesn’t have to be. A simply one for K6 is – involvement in validation or revalidation because you have to write material in accordance with University process. Subject benchmarks, module learning outcomes and level descriptors. Quality enhancement – do you deliver the same thing every time you lecture. If you are going to deliver lectures on marketing or glaciology or some historical feature, you won’t always deliver it in the same way. Reviewing yourself how well things went when you perhaps included a particular case study or got them to do group work, or clickers or whatever it might be. Its often easy to think that its automatic, this issues of reviewing/reflecting and making changes, but its not, it’s a considered reflex action.
- The things that’s difficult is V4 – that the University belongs to a wider universe. Its recognising that Universities are not in a bubble. We can influence and be influenced by the outside world How does Employability fit into curriculum Outside influences – how do I use them? Professional bodies impact Its making a relationship between what happens within University and how students go onto to operate in employment or further study
- The differences between D1 (Associate Fellow) and D2 (Fellowship are outlined above.) D1 could be considered a subset of D2. Associate Fellows – 2 areas of activity – any two Depends on the person’s role as to what can be achieve. Non academic staff such as technicians, librarians, careers advisers, etc – because the particular activities they have means they don’t get sufficient evidence to qualify for all 5 areas of activities. and at least knowledge of K1 The subject material And K2 – Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme The breaking up of A1-A5 can be helpful, but also can be difficult. Relevant professional practices/research/scholarship and CPD in LTA and Assessment – these two are usually the ones causing the most problems, in both application and assessment. We don’t mean that you are the foremost research in the subject and a lot of pedagogical work. Scholarship to be the range of professional information and things I need to know to be able to carry out the job effectively. Show clip from E stream 16.57 – 20.58 Example of the technician in the computer lab and the relevant scholarship and also the accountant and tax laws See Chapter entitled ‘Examples of Scholarship and CPD” https://mrclabsestream.swan.ac.uk/view.aspx?id=5701~4n~NRVA9cmG&chapID=32
- Applications need to demonstrate a positive impact on student learning – either directly through teaching or indirectly through supporting teachers There should be sustained evidence – approximately 5 years, not necessarily doing the same thing. E.g. I’ve mentored members of staff for 2 years, is that enough? No, not in itself, but have done other things, e.g.. chairing a special interest group.. Its the theme of leadership that’s important. Successful practice with the UKPSF – what do I do, How do I do it, Why do I do it like that? Is it because of the student profile, subject matter, learning environment that you choose to do things in that manner. How do I know if its any good? What might you do differently? Lots of applications seen by HEA assessors tend to focus on what the applicant does – a very descriptive account – and not give the reflection or rationale for why they choose to do things in that way. The problem with the Fellowship Category is that it implies hierarchical progression. Vicky Davies in Ulster is an Academic Developer and has Principal Fellowship - its because she has an institutional role, she’s an HEA assessors and consultant. Its about range and sphere of influence that is important.
- 1. What is the scope of that person’s activity and role, e.g.. PhD who doesn’t have full areas of activity? 2. What's their sphere of influence? D1 and D2 – is primarily the student and their learning environment; maybe starting to influence colleagues Mandy will show an excerpt from Vicky’s training outlining this from the perspective of the D3, Senior Fellow. 3. What’s the source of evidence Back to the 5 questions – What do I do How do I do it Why do I do it? How do I know its effective What will I do differently. Evidence- your own reflections, formal module evaluations, NSS, PRES, but also informal evaluations from students and also those emails you get such as ‘thanks so much for your support’ – don’t delete them – its unsolicited feedback.
- It might mean they’ve been to a course/event It might means they had a corridor conservation about e.g. using flipped classrooms – that leads to someone reading up, looking at YouTube/TED talk – its about informing yourself It might involve trying out something you’ve seen at a conference – doesn’t mean you’ve actually read that person’s research and literature – termed ‘mediated scholarship’ to use in your own practice. References are nice, but not essential for these categories. This is vital to D3 – senior fellowship but not here. So, don’t assess using an academic referencing styles, with Harvard referencing its, its just evidence of external guidance in whatever form it might take.
- In groups look at the sample overviews for D1 and D2 and, using the criteria outlined for the fellowship categories make notes of what would you expect to see on the application for each as they stand, and what would your recommendations be for them to be successful at the level they have applied for.
- Ask the group for their opinions of what would make a strong application prior to revealing the slide information presented by the HEA. How would you expect to see enthusiasm and commitment conveyed It is all well and good saying I did this and that, but there must be specific examples Knowing why they are doing things, this could be a good place for references either to research based or peers strategies Creative use of strategies used else where maybe? Different approaches from different spheres. Any other suggestions? How does it effect the student experience This could be via brackets throughout or at the start or end of the section What have they been doing, what have they seen, how has their CPD impacted on their practice? How will they remain in good standing? You need to demonstrate that you are continuing to work in the parameters of the fellowship, which is why it is such a good idea to be an assessor!
- Fellowship For example they might provide evidence of K2 and 3 through reference to reading practical guidelines on how students learn in their discipline as well as having discussed this with their colleagues and reviewed and acted on student feedback. Another example might be reading and explaining how they have applied the advice from an article on teaching and learning in a relevant subject specific journal. What I did, rather then why? Again why? Need to provide evidence Use comments from students is excellent Needs enough detail UKPSF Difficult to be reflective in anything other that 1st person, however writing reflectively and with self congratulatory can be difficult. Remember that this is individual recognition of your own practice. This is where the referees should be good at substantiating this.
- D3 is so broad. Need to demonstrate all the same attributes of D2 but with the addition of how my leadership influences all of the above. It is not something that is just stuck on the end, it must filter through each of the other areas od activity. There will be considerable variation in applications, reflecting differences in individuals’ experience, their job roles and institutional contexts. The reflective commentary and two case studies enable such diversity to be appropriately represented
- D3 is so broad. Need to demonstrate all the same attributes of D2 but with the addition of how my leadership influences all of the above. It is not something that is just stuck on the end, it must filter through each of the other areas od activity. There will be considerable variation in applications, reflecting differences in individuals’ experience, their job roles and institutional contexts. The reflective commentary and two case studies enable such diversity to be appropriately represented
- Show clip from Vicky Davies can be found on the HEA section of the SALT website https://salt.swan.ac.uk/fellowship-assessors/ https://mrclabsestream.swan.ac.uk/view.aspx?id=5702~4o~osjZKny4&chapID=31
- What were the leadership approaches that they took and what was the impact and how did they know. Be careful with postgrads as examples. You need to think about relationships, if they are discussing the group of post graduates in terms of them supervising, then that is learning and teaching. If they are using a postgrad as a co teacher, doing seminars then that is a professional relationship, that is mentoring of colleagues. The quality of the evidence is much more important than the quantity of examples provided
- Where is isn’t necessary for D2 it is essential for D3. with senior fellowship, it is more about I am the influence, so it is vital to demonstrate what the evidence based influence was that instigated what they are discussing. They could be illustrating some form of action research, where they identified a problem or area of improvement, they would then discuss the intervention that they put in place, all the time they would be reflecting on the processes involved, whilst referring to the evidence provided by relevant literature to support their ideas and methods. Not hard research, most likely to be AR but it could be publication. By publication is could just be dissemination, but could be evidence What is Action Research? AR is a practical approach to professional inquiry in any social situation. Here it relates to education and are therefore of particular relevance to teachers or lecturers engaged in their daily contact with students. But professional practice need not be teaching: it may be management or administration in a school or college, or it may be in an unrelated area, such as medicine or the social services. The context for professional inquiry might change, but the principles and processes involved in action research are the same, regardless of the nature of the practice.