Swansea Application Route Assessor and Mentor Training

“If Passion drives, let Reason hold the Reins” Benjamin Franklin

Being an assessor requires reasoned judgement of the applications made by impassioned teachers…

January 20, 2016

2

Welcome and Introductions

Purpose of this training• IT@S and its component parts• UK PSF and HEA Fellowship categories

Overview of the UK PSF and SAR

• consistency of judgement• decisions at D1/D2

Assessment Practice – D1/D2

• Differences between D2 & D3• decisions at D3

Assessment Practice – D3

• Pebble+, deadlines, allocationsAdmin and Logistics

• mentoring and what that entailsSupporting Applicants

Approx Start Duration Activity

10.00 5 minutes Introductions and logistics

10.05 10 minutes Overview of the SAR and IT@S

10.15 45 minutes Quiz on the UK PSF and the SAR routeDiscussion

11.00 10 minutes Reminders about Associate and Fellow Category requirements

11.10 30 minutes Practice Assessment Review of draft D1/D2 Application and feedback

11.40 Break Refreshments and working lunch

12.00 10 minutes Reminders about Senior Fellow Category requirements

12.10 30 minutes Practice Assessment Review of D3 Case Study and feedback

12.40 20 minutes Logistics, Pebble+, Mentoring

Inspiring Teaching at Swansea (IT@S) Overview

Swansea Application

Route

AFHEAFHEASFHEA

Module 1 Introduction to teaching in HEAFHEA AND

SHTM34 Teaching and Learning for Health Profession’s EducatorsAFHEA

SHTM33 Designing and Evaluating your Teaching

PM – M19 Assessment and FeedbackFHEA

SHTM28Teaching and Learning for Practice TeachersAFHEA

or

Route 2

PGC in teaching in Higher EducationD1, D2

Route 3

PGC in Education for Healthcare ProfessionalsD1, D2

Route 1

Swansea Route D1, D2 and D3

Inspiring Teaching at Swansea

Module 2 Developing Teaching at SwanseaFHEA

AND

D1 D2 D3Certificated 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 philosophy2 referees

Reflective account & Teaching philosophy2 referees

Reflective account & Teaching philosophy2 Case Studies2 referees

Swansea Application Route (presentation)

Account of practiceSupporting reflective presentation2 referees

Account of practiceSupporting reflective presentation2 referees

Account of practiceSupporting reflective presentation2 Case Studies2 referees

6

Swansea University pathways to Fellowship

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

Future Plans

Responsibility for the PG Cert teaching in Higher Education has moved to SALT(Staff already enrolled will be supported to complete the programme.)

A revised tHE is now offered (starts TODAY!). Final task will be to apply for HEA Fellowship through the SAR approach.

To offer an enhanced range of CPD for experienced staff

Fellowship growth at Swansea

15% - 2016(131 Fellows)

18% - 2016 (100 applications)

50% - 2017(includes PgCert completers)

80% - 2020

Starting from a low base to achieve ambitious strategic goals

10

Image source: https://tttech.wordpress.com/teaching/computer-literacy/quiz/

Any Questions arising from the slideshare?

Specific requirements of the SAR• The structure of the

application• Evidence• Differences between

categories• Differences between

written and presentation routes and assessment

• References

Qualities/ Category Requirements?

• UK PSF – the dimensions and what these mean in practice

• Strengths• Weaknesses• What constitutes evidence• CPD and Pedagogical

references

11

The Academy recognises staff against the UKPSFthrough its Fellowship scheme.

Associate Fellow = D1Fellow = D2Senior Fellow = D3Principal Fellow = D4

12

The Fellowship Scheme

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

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.

14

Scholarship at D1/D2

15

Considering T&L Practice and Evidence for Recognition

Scopeof 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

• 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 16

General Principles

The Swansea Assessment CriteriaThe Fellowship Categories document describes the various category requirements…BUT, submissions also assessed against the general principles embedded within the Swansea assessment criteria:• Clear evidence of their impact on the student learning

experience• A personal account, demonstrating their commitment to

learning and teaching• A reflective account, demonstrating their actions in

terms of improving their teaching, learning or assessment practice and/or impact on others

• For Senior Fellows – leadership of others in HE

18

Assessment Practice, D1 and D2

Three Cliffs– Gavin Bunting– Louise Condon– Judy Jenkins– Judy McKimm

Langland– George Johnson– Sarah Rees– Andrew Rees– Elizabeth Tanguay

Port Eynon– Ian Davies– Mark Jones– Joanna Thomas– Patricia Xavier

In groups discuss & note: 1. What elements of the Assessment Criteria are

met? In particular, what aspects of the UKPSF

2. How would you advise the applicant

19

Making recognition decisions at D1 and D2

• 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

Considering T&L Practice and Evidence for Recognition

Scopeof 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

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.

22

Exploration of 3.7

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.

23

Scholarship at D3

24

Assessment Practice – D3

Three Cliffs– Gavin Bunting– Louise Condon– Judy Jenkins– Mark Jones

Langland– George Johnson– Sarah Rees– Andrew Rees– Patricia Xavier

Port Eynon– Ian Davies– Joanna Thomas– Judy McKimm– Elizabeth Tanguay

In groups discuss & note: 1. Does the application ‘pass’ the assessment criteria?

e.g. Mapped to the criteria and UKPSF

2. How would you advise the applicant

25

Making recognition decisions at D3

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 or acted as a referee.

27

Assessor Review

• Areas of difference will be discussed beforehand.• If no agreement, will be discussed at the SAR Panel• An agreed recommendation and feedback comments will then be

recorded

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

Application and Panel Deadlines

2016 and early 2017

Outcomes will be given approximately 12 weeks following submission.

Submission Deadline Date of SAR Panel

Mon 4/04/16 at 2 p.m. Thurs 12/05/16

Fri 1/07/16 at 2 p.m. Mon 01/08/16

Likely Sep 16 2016 (TBC) Wed 12/10/16 (TBC)

Likely Fri Jan 14 Wed 2/2/17 (TBC)

Assessments and Recommendations

Assessment template for the Reflective Account/PresentationIncludes sub-elements for Case Studies

Recommendations will be one of the following 3 options:

Proceed Clarify Return

Application Send to reviewers

DecisionSAR Panel Moderation

IT@S panel Feedback

ReturnFellowship

Clarification

The HEA Application Review process

Introduction to Pebblepad

Pebblepad is an e-portfolio software available through home.swan.ac.uk

Used to support reflective learning in the Swansea Employability Awardand, for example, in Health Science modules which require reflection.

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

The online application

• 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

35

Giving feedback

Feedback to Feedforward

Application Returned or

ClarifiedApplicant

(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

37Source: http://yodertoterblog.com/wp-content/uploads/2015/05/Untitled.jpg

• What will mentors provide?– 1-1 or group guidance and support to encourage staff to

submit their application– Provide general feedback/prompts on draft

applications/presentations– Help in responding to feedback on unsuccessful

applications.• How much support are you expected to provide?

– Up to 4 meetings, but applicants have preparatory work to do too!

– There’s a Guide of things you might cover in each session

Overview of Mentoring Arrangements for the SAR

38

• Mentors are not there to:– Help staff find a referee– Draft any element of someone’s application– Observe your mentee’s teaching practice– Proof-read the application/correct the presentation– Be held to account for the SAR Panel decisions.

• Further details: https://salt.swan.ac.uk/fellowship-mentors/

Overview of Mentoring Arrangements for the SAR

39

Questions and/or issues