routes to fellowship kathryn harrison, academic development officer, he academy. kathryn mcfarlane,...
TRANSCRIPT
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Routes to FellowshipKathryn Harrison, Academic Development Officer, HE Academy.Kathryn McFarlane, Professional Development Manager, Staffordshire University.
HE Academy Conference 3.7.13.
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Through this session, it is intended that participants will engage with the outcomes and learning from pilot HE Academy accreditation schemes, in particular:
• Innovative approaches to the development of HE Academy-accredited in-house CPD frameworks;
•How to get started;
•Lessons learnt and strategies to move forward;
•Sharing good practice with colleagues who attend the session.
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Aims
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New Approach:•Institutionally focused
•Strategic
•Academy resources used to enhance staff development and build capacity at institutional level
•Supporting wider CPD scheme development
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HEA Accreditation Update
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“From Uniformity to Diversity”
Sector norm-
60 credit Postgraduate Certificates at D2 for new lecturers, some with embedded D1 opportunities
Now-
Modules/courses at D1 (for GTA’s, Researchers, support staff) with progression to, or embedded in, PG Cert
Retention of PG Cert as route to D2, increasing use of work-based learning
Operating within wider CPD schemes
Emerging Trends
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“Growing importance of CPD Schemes”
D1 to D4
Incorporating a range of routes to recognition
Some allow direct applications to HEA via Individual Recognition route
Varied levels of integration with institutional HR processes
Emerging Trends
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Growth in CPD Schemes
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Staffordshire University Routes to Fellowship
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Previously:
•Accredited course route;
• Individual direct applications.
But now:
•Revised system;
•Accredited routes still active and integrated;
• Internal CPD framework for Associate, Fellow, Senior and Principal;
•Part of a national pilot.
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Routes to Fellowship
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•Portfolio – electronic or paper;
•Can build on portfolio while progressing through the framework;
•Reflective discussion – verbal or written;
•Mentoring from Centre for Professional Development and Faculty / Service.
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Key features
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•Accessible;
• Inclusive;
•Achievable;
•Aligned to student portfolio building;
•Linked to career development;
•Customised to Staffordshire University;
•Recognises own experience;
•Aligned to normal teaching / facilitating of learning duties.
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The system is....
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Assessment process
Initial portfolio submission
Portfolios and reflective discussions assessed
Moderated by ..........
Cross University Approvals Panel – including HEA
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•Development Matters – http://www.staffs.ac.uk/cpd
•Accredited courses;
•Staff Fest;
•Mentoring support – successful Fellows – progression!
•Portfolio clinics.
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Development processes
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•I found the whole process very useful in terms of looking back through my teaching history and I'd certainly recommend it.
•Love the principle of having an e-portfolio based on the Staffordshire graduate attributes – I really want to push this with all of the courses I’m involved in.
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Views from the Fellows
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•What approaches or plans are currently underway in your institution? Please discuss in groups of 3-4.
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Activity
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•The Liverpool Institute for Performing Arts and Rose Bruford College of Theatre and Performance
•University of Ulster
•Grimsby Institute
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Other Approaches
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• Institutional strategies – University Plan and Human Resources and Organisational Development Strategy;
•Launch to senior staff with HE Academy Representative;
•Faculty briefing sessions;
• Institutional launch – including HE Academy Representative and practical guidance.
And later...
• Involving successful candidates in mentoring and guidance;
• Identifying Faculty and Service “champions” to act as Assessors.
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How to get started
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Institutional ethos of celebrating teaching excellence:
•Teaching Excellence Fellowships since 2002;
•Celebrating Staff Success;
•Long standing tradition of providing accreditation for learning and teaching (since 1993);
•Proactive encouragement to apply for National Teaching Fellowships.
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Fostering participation
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Celebrating Staff Success
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Celebrating Staff Success
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•Don’t expect to get it right first time;
• It is crucial to understand the criteria for the different levels, especially D4;
•Length of time from deadline to panel;
•Caution in guidance to mentees;
•Process for dealing with “downgrades”;
•Clarifying the role of the panel – e.g. focus on candidates who are less clear cut;
•Get support e.g. from successful candidates.
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Lessons from the first cycle
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•What will you do next within your own institution?
•Are there ways in which you could use some of the strategies explained?
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Discussion
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• Integrating qualification based routes;
•Working in partnership with HE in FE providers;
•Working in partnership with neighbouring institutions;
•Developing staff in faculties and services to enable them to engage in the processes of assessment and verification.
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Our plans to move forward
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•Developing closer links with other initiatives, e.g. Teaching Excellence Fellows;
•Using the framework to create development opportunities;
•Development of parallel schemes for professional support staff, managers and leaders.
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Our plans to move forward (2)
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• Continue to offer bespoke individual support for institutions
• Range of support events
•Accreditation Advice and Guidance Events
•Accreditation Review Workshops
•Recognition Decision Workshops
• Publishing case studies
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Working With The HEA
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•Kathryn Harrison
•http://www.heacademy.ac.uk
•Kathryn McFarlane
•http://www.staffs.ac.uk/support_depts/cpd/hea/
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More information