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MMU Professional Standards Framework Scheme for

Teaching and Supporting Learning:

Handbook for Applicants

Updated August 2017

Centre for Excellence in Learning and Teaching

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Table of Contents

MMU Professional Standards Framework Scheme for Teaching and Supporting Learning: Handbook for

Applicants 1

1 Introduction 4

2 Engaging with the MMU PSF 8

3. Routes to Recognition 14

4 Assessment of applications within the MMU PSF 38

5 Examples of the type of evidence that you may incorporate in your application 41

6 Process for remaining in Good Standing 49


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1 Introduction

This Handbook provides an introduction to, and overview of, Manchester Metropolitan University’s

Professional Standards Framework Scheme (the MMU PSF Scheme), which is aligned to the UK Professional

Standards Framework (UK PSF) for Teaching and Supporting Learning (2011). It provides guidance on the

application process for applicants seeking Higher Education Academy (HEA) Fellowship recognition via this

framework.

The HEA champions high quality learning, teaching and assessment in higher education. It is a national and

independent charitable organisation. The HEA accredits initial and continuing professional development

programmes delivered by higher education institutions. Accreditation provides external confirmation that

institutional CPD provision is aligned with the UK PSF. The HEA also contributes towards the professional

status of HE teaching by conferring the status of Associate Fellow, Fellow, Senior Fellow or Principal Fellow of

the Higher Education Academy on those who can demonstrate that they have met the requirements of

appropriate descriptor in the UK PSF (HEA, 2011).

The MMU PSF SCHEME is designed to provide staff with an internal professional development route to HEA

recognition and is integrated with MMU’s well-established, internal, HEA and institutionally accredited

Academic Practice programmes. The SCHEME was first accredited by the HEA in September 2013 and

following modification it has been re-accredited from September 2016. Supported by the University, this

flexible route to HEA recognition does not involve a charge to the individual or department for MMU

employees. Participants attending the taught programme route or applying for the recognition route who are

employed by collaborative partners may be subject to a course fee and will be charged the subscribing

organisation fee charge to register their Fellowship with the HEA. Participants who are not MMU employees

can only access the programme route and will only be eligible for the academic award. Contact

[email protected] for more information of fees.

At MMU we are committed to the maintenance and enhancement of teaching quality, and to the support,

development, and recognition of the high professional standards of all of our staff. This is reflected in the

University’s commitment to the MMU PSF SCHEME, which has a particular relevance for those staff who have

learning, teaching and assessment responsibilities and who directly support student learning in a range of

capacities.

In line with University objectives, the MMU PSF SCHEME therefore aims to support the enhancement the

student experience by promoting a culture of professional development and reflection on teaching and

learning. The SCHEME is designed to recognise the diverse academic and professional settings and practices

within the institution, which support and underpin a high quality student learning experience. It also provides

a nationally recognised. Transferable and accredited mechanism whereby an individual’s contribution to

learning and teaching may be formally acknowledged.

mailto:[email protected]


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In summary, the MMU PSF SCHEME:

Provides staff, who have a role in teaching and/or supporting learning and/or assessment, with an

opportunity to evidence their commitment to, and engagement with, quality teaching and learning,

student support and continuing professional development.

Is recognised by the Higher Education Academy and awards are transferable to other institutions.

Is integrated with the institutional Professional Development Review (PDR) processes, and

institutional, faculty and departmental objectives.

Fosters a culture of peer dialogue and professional development within MMU and recognises the

sharing of good practice

Encourages staff to develop as reflective practitioners, who recognise and appreciate the value of high

quality teaching, learning and assessment.

Through enhanced engagement with the HEA and the UK PSF, strengthens the reputation of the

University as an institution committed to ensuring that professionalism in learning, teaching and

assessment practice is properly recognised and rewarded1.

1 Strategic Framework for Learning, Teaching and Assessment, 2014, http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php


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1.1 The Structure of the MMU PSF SCHEME The MMU PSF SCHEME aligns directly with the UK PSF, a national flexible framework, with a descriptor-based

approach to professional standards, for those involved in teaching and supporting learning in HE. The UK PSF

makes a significant contribution towards the professionalism of teaching in higher education and

acknowledges the variety and quality of teaching, learning and assessment practices that support and

underpin high quality student learning.

Within the UK PSF there are four Descriptors; each Descriptor (D) outlines the key characteristics of one of four

broad categories of role undertaken by those engaged in teaching and supporting learning in Higher

Education. These descriptors are underpinned by a set of statements that outline the key dimensions of higher

education academic practice. These fall under the three headings of Professional Activity, Core Knowledge and

Professional Values (see Figures 1 and 2 below).

The HEA offers professional recognition, aligned with the UK PSF, for each of these categories, depending on

an individual’s role and experience. Staff can therefore be recognised as:

Associate Fellow of the Academy (AFHEA)(D1),

Fellow of the Academy (FHEA) (D2),

Senior Fellow of the Academy (SFHEA) (D3)

Principal Fellow of the Academy (PFHEA) (D4).

Further information on the HEA and the UK PSF can be found at http://www.heacademy.ac.uk/.

The MMU PSF SCHEME is aligned with the UK PSF. This internal, evidence based, framework also engages with

MMU’s institutional context and drivers, our Professional Development Review (PDR) processes, and our key

institutional staff development priorities. It is designed to engage with all the UK PSF’s descriptors and

dimensions of practice, and therefore also enables staff to achieve recognition at all four levels of fellowship.

For details of the Descriptors and the Dimensions of Practice (1–4) see Figures 1 – 2 below. Fig 1: Summary of Descriptor Roles (for full exposition of these roles see the UK PSF, 2011 p4-7)

Associate Fellow

Descriptor 1

Fellow

Descriptor 2

Senior Fellow

Descriptor 3

Principal Fellow

Descriptor 4

Staff whose role in teaching

and supporting learning is

focused on at least two, but

not all, of the Areas of

Activity, who are able to

evidence the Core Knowledge

relevant to these areas, and a

commitment to appropriate

Professional Values

Staff with a substantive

teaching and/or supporting

learning role, able to

demonstrate achievement

and success in all

dimensions of the

Framework (areas of

activity, Core Knowledge

and Professional Values).

Staff with considerable level

of expertise and experience

in supporting high quality

student learning, in all

dimensions of the

Framework, able to

demonstrate a sustained

record of leadership in their

learning and teaching

practice and related

activities.

Highly experienced staff, with

substantial knowledge of teaching

and the support of learning, able

to demonstrate a sustained record

of effective strategic leadership in

academic practice/ development

leading to the implementation of

high quality student learning

experiences either within their

institution and/or in wider

(inter)national settings. Their

practice should demonstrate to a

clear educational impact.

http://www.heacademy.ac.uk/ourwork/professional/recognition


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Fig 2: Dimensions of Practice (Adapted from UK PSF, 2011 p3)

Areas of activity Core Knowledge Professional Values

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

environments and approaches to

student support and guidance

A5 Engage in continuing

professional development on

subjects/disciplines and their

pedagogy, incorporating research,

scholarship and the evaluation of

professional practice

K1 The subject material

K2 Appropriate methods for teaching

and learning in the subject area and at

the level of the academic programme

K3 How students learn, both generally

and in the subject/ disciplinary area(s)

K4 The use and value of appropriate

learning technologies

K5 Methods for evaluating the

effectiveness of teaching

K6 The implications of quality

assurance and quality enhancement for

academic professional practice with a

particular focus on teaching

V1 Respect for 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


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2 Engaging with the MMU PSF SCHEME

2.1 The UK PSF and your continuing professional development

The MMU PSF Scheme consists of 2 route: A taught programme route and a recognition route. The

Programme route offers a route to Fellowship via a range of taught units that are also credit bearing and form

part of the PGC LTHE/MA LTHE. This is the recommended route for all AFHEA and FHEA applicants and it is a

requirement for all staff with less than 3 years HE teaching experience to engage with the PGC LTHE. For

colleagues with more than 3 years’ experience we would still recommend a programme route such as FLEX

15/30 as this had been shown to provide a more structured and supportive route.

The recognition route is a route where the applicant makes a claim against the UK PSF via a reflective portfolio.

This is submitted to an MMU PSF panel for review. We will only recommend colleagues apply for AFHEA/FHEA

via the recognition route should they have previous experience of teaching and learning related CPD and are

confident at reflective writing. (see p16 for further information). We expect to see evidence of these within

your application should you apply via the MMU PSF SCHEME: Recognition route. For those of you that choose

a taught route these activities will form an integral part of the course.

Reference to the scholarship underpinning your practice forms a key part of the process and your confidence

in this aspect of you practice may influence whether you choose to apply via a taught programme route or the

recognition route. Recognition route applicants will need to be confident in demonstrating their engagement

with appropriate scholarship such as referencing current profession specific pedagogical research or scholarly

articles. If this is an area of practice that you feel you need further support, a taught option may be more

appropriate for your needs.

The MMU PSF SCHEME Recognition Route is designed to encourage you to consider your professional

development in a systematic way. One of the areas of activity (A5) of the UK PSF encourages you to “engage in

continuing professional development in subjects/disciplines and their pedagogy, incorporating research,

scholarship and the evaluation or professional practices.” When you apply for recognition under the MMU PSF

SCHEME you will need to be able to demonstrate a commitment to your own professional development and to

the evaluation and enhancement of your practice within your professional setting. You can demonstrate this

within a range of different professional contexts through, for example:

engagement in Peer Observation and the University’s Peer Support for Teaching scheme

http://www.celt.mmu.ac.uk/obs_enhance/index.php, and contribution to peer dialogue and review

processes within your department,

participation in workshops, internal and external conferences, CELT courses and units, and

departmental away days,

analysing and reflecting upon your practice and on feedback from students and peers through

reflective practice such as using a professional development diary or blog.

an ongoing commitment to evidence informed practice, scholarship in your subject, and to an

informed understanding of student learning within your discipline.

http://www.celt.mmu.ac.uk/obs_enhance/index.php


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2.2 Who can engage with the Recognition Scheme?

The MMU PSF Scheme is available to all MMU staff involved in teaching and supporting learning of MMU

students on MMU accredited programmes. This includes colleagues who teach/support learning in any of

MMU collaborative partners and teach on MMU accredited or franchised programmes or colleagues

supporting MMU students on placements in the NHS. Non-MMU staff can access the programme route and

are also liable for the subscribing organisation HEA fee. Fees payment is therefore as follows:

Please contact the PSF Scheme Lead via email at [email protected] for further information on specific fees.

2.3 Deciding on which Descriptor is most appropriate for you

You can judge the appropriate category of HEA recognition for you (Associate Fellow (D1), Fellow (D2), Senior

Fellow (D3) or Principal Fellow (D4) by matching your practice, including your current job roles,

responsibilities, and formal and informal professional development activities against the PSF Descriptors

described in Figures 1 and 2 above. The category you apply for, or decide to work towards, will depend on your

role, and on your experience, expertise, current responsibilities and your longer-term career aspirations.

Before making your decision as to what is best for you it is recommended that you find out more about the

requirements for each category. There is a dedicated podcast on the PSF webpage that will guide you through

the process of deciding on ‘which level you should apply for’. You may also find the examples of staff groups

detailed in Figure 3 useful in helping you to make your decision.

If you are then still unsure which level is most appropriate for you and you would like to discuss this further

you could also approach a Principal or Senior Fellow, or a Senior Learning and Teaching Fellow within your

department/faculty or a member of CELT for advice.

Once you have decided on the most appropriate category, it is recommended that you then discuss this with

your line manager and link this to your staff development objectives.

You can apply for all categories of HEA recognition (AFHEA, FHEA, SFHEA, PFHEA) within the MMU PSF

SCHEME. SFHEA and PFHEA are only available via the Recognition route.

2.4 The role of your line manager and your Professional Development Review

(PDR)

The PDR process is the appropriate vehicle through which you and your reviewer will review your teaching and

learning practice, and/or your student support related professional practice and define goals to extend your

practice further. Together you and your line manager/reviewer can use the Descriptors and the Dimensions of

Practice outlined in the MMU PSF SCHEME to inform your discussions about your teaching and learning

activities, plan appropriate development, and discuss a future application for Fellowship.

Participant Course fee Fellowship fee (payable to HEA)

MMU staff Free of charge Free of charge

Collaborative partner May be a charge Subscribing organisation registration fee

Non MMU External Course Fee Subscribing organisation registration fee



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As you start to build your case for Fellowship, your line manager/reviewer will generally be able to support you

in ensuring you have the appropriate experience and evidence required to support your application. You can

then ensure that any gaps you have identified in relation to the published criteria can be strengthened in the

forthcoming year(s).

For example if you are applying for Senior Fellowship, your reviewer will be able to explore with you how you

can develop your leadership and mentorship role in line with departmental, faculty and institutional

objectives, perhaps by joining or leading a departmental project or working group, or directly engaging in

leading programme reviews. This will then help you to develop the required experience and build up evidence

for your fellowship application.

Your line manager/PDR reviewer may also be an appropriate person to ask for an advocate statement to

support your application and you may wish to discuss this in your meeting when appropriate.

Once you have achieved Fellowship you will need to demonstrate that you have maintained your engagement

with the UK PSF and have remained in Good Standing. Your PDR Reviewer will have the key role in reviewing

your ongoing engagement with appropriate professional development activities in order to maintain your

engagement with the UK PSF and meet the MMU PSF SCHEME schemes good standing requirement.


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2.5. MMU PSF SCHEME Mentorship Workshops and Online Support

Mentorship has proven to be a key factor in enabling applicants to develop a successful application. The

Centre for Excellence in Learning and Teaching (CELT) provides individual mentorship and workshops to

support the development of your application (see below).

Mentorship is also available within all faculties from local Principal / Senior Fellows who are also happy to act

as a mentor. This form of mentorship is particularly useful for applicants at Associate Fellow/Fellow level. A

list of Principal /Senior Fellows can be found on the PSF website mentorship section

The MMU PSF SCHEME Lead based in CELT will act as the key mentor for any D3 and D4 applicants and any

other applicants not able to identify a suitable faculty base mentor.

The CELT MMU PSF SCHEME website also has useful information, podcasts that will guide you through the

whole process, downloadable copies of all relevant forms, guidance for your application, mentorship and links

to workshops. (http://www.celt.mmu.ac.uk/psf )

The following PSF workshops are also available via CELT:

1. Introduction the MMU PSF SCHEME: will provide an introduction to the scheme. The can be a useful

starting point when initially deciding on the most appropriate route to qualification/recognition for

you.

2. Writing Retreats (Recognition route): dedicated multi-disciplinary writing retreats within CELT. These

enable you to get away from your desk for a day or ½ day and focus on creating your portfolio. A CELT

mentor is available all day.

3. Reflective writing workshop (Recognition route): – an hour long workshop to support the

development of reflective writing skills

4. Creating a digital portfolio (Recognition route & FLEX): – a 1-2 hour workshop to support you in

creating a Wordpress digital portfolio.

Please register for these workshops via the PSF webpage (http://www.celt.mmu.ac.uk/psf )

Bespoke workshops/writing retreats can also be arranged within departments should there is a group of

applicants (> 6) from within a particular department wishing to work towards a recognition route fellowship

application. Please contact the PSF team via email at [email protected]

http://www.celt.mmu.ac.uk/psf




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Fig 3: Examples of staff groups associated with each level of the UK PSF

HEA Descriptor / Category Examples of Staff Groups Related HEA Recognition

AFHEA / D1 Demonstrates:

An understanding of specific aspects of effective teaching,

learning support methods and student learning. You

should be able to provide evidence of:

Successful engagement with at least 2 of the 5 areas

of activity, and with appropriate teaching and learning

practices related to these areas of activity;

Appropriate Core Knowledge (at least K1 and K2)

related to these areas of activity and a commitment to

appropriate Professional Values;

Relevant professional practices, subject pedagogical

research and/or scholarship within the above

activities;

Successful engagement, where appropriate, in

professional development activity related to teaching,

learning and assessment responsibilities.

Staff new to teaching in higher education,

including those with part time teaching

responsibilities e.g. Associate Lecturers

Early career researchers with some teaching

responsibilities

Staff who undertake demonstrator or

technician roles with some teaching-related

responsibilities

Staff whose professional role includes support

of teaching and learning, for example student

support officers, student experience tutors,

library and IT services, Technical Services staff

Asso

ciate Fello

w

Fellow/ D2 Demonstrates:

A broad understanding of effective approaches to teaching

and learning as key contributors to high quality student

learning, able to provide evidence of:

Successful engagement with all areas of activity and

with appropriate teaching practices related to the

areas of activity;

Appropriate knowledge and understanding across all

aspects of Core Knowledge;

A commitment to all the Professional Values;

Successful incorporation of subject/pedagogical

research and/or scholarship within all activities;

Successful engagement in continuing professional

development activity in relation to teaching, learning

and assessment and appropriate professional

responsibilities.

Staff who have a substantive role in learning

and teaching and student support

Early career academic staff who wish to

enhance their professional practice

Experienced academics new, or relatively new

to teaching and learning within the UK setting

Staff with teaching only responsibilities,

including within work based, and clinical

settings

Fellow


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HEA Descriptor / Category Examples of Staff Groups Related HEA Recognition

Senior Fellow / D3 Demonstrates

A thorough understanding of effective approaches to

teaching and learning support as key contributors to high

quality student learning, able to provide evidence of:

Successful engagement with all areas of activity and

with appropriate teaching practices related to all

areas of activity;

Appropriate knowledge and understanding across all

aspects of Core Knowledge;

A commitment to all the Professional Values ;

Successful incorporation of subject/pedagogical

research and/or scholarship within all activities, as

part of an integrated approach to academic practice;

Successful engagement, in continuing professional

development activity in relation to teaching, learning

and assessment, scholarship and as appropriate

related academic or professional practice;

Successful co-ordination, support, supervision,

management and/or mentoring of others (individuals

and/or teams) in relation to teaching and learning.

Experienced staff are able to demonstrate

sustained impact and influence on teaching

and learning and demonstrate

responsibility for leading managing or

organising programmes, subjects and/or

disciplinary areas or extensive mentoring of

colleagues in relation to teaching and learning

development.

Senior Learning and Teaching Fellows

Academic leaders and managers

Staff with a lead role in staff development/

staff mentorship.

Staff who have a senior leadership role in

supporting teaching and student learning

Senio

r Fellow

Principal Fellow/ D4 Demonstrates

A sustained record of Strategic Academic Leadership, able

to provide evidence of a clear educational impact through:

Active commitment to and championing of all

Dimensions of the Framework;

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;

Establishing effective organisational policies and/or

strategies for supporting and promoting others (e.g.

through mentoring, coaching) in delivering high

quality teaching and support for learning;

Championing, within institutional and/or wider

settings, an integrated approach to academic practice;

A sustained successful commitment to, and

engagement in, continuing professional development

related to academic, institutional and/or other

professional practices.

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

Staff with membership of national or

international bodies.

Prin

cipal Fello

w


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3. Routes to Recognition

There are two routes to HEA recognition within the MMU PSF SCHEME:

The route that you choose will depend on your role and experience. For example you may be

new to teaching and required to attain a postgraduate qualification in teaching and learning as part of

your probationary requirements (eg: PGC Learning Teaching in Higher Education (PGC LTHE)

a postgraduate student or associate lecturer new to teaching in higher education and keen to

undertake accredited staff development to support you in your new role (eg; TALE / Introduction to

Learning Teaching & Assessment unit (ILTA))

a librarian wishing to gain recognition for the teaching and student support part of your role (eg:

TALENT, FLEX15 (UK PSF), Recognition route)

an experienced member of teaching or support staff seeking recognition of your experience and

expertise at Associate, Fellow or Senior Fellow level ( PGC LTHE (Core Units) or PGC LTHE or FLEX30

(UK PSF) or Recognition route)

Colleagues in CELT can advise on the most appropriate route for you, but it is important that you also discuss

this with your line manager, perhaps in the context of your induction and/or your annual PDR.

More information can be found at:

CPD Route Planner: http://www.celt.mmu.ac.uk/cpd/routes/index.php

PGC LTHE webpage: http://www.celt.mmu.ac.uk/cpd/accredited/pgclthe.php

TALE webpage: http://www.celt.mmu.ac.uk/tale/index.php

FLEX webpage: http://www.celt.mmu.ac.uk/flex/

Figure 4 below provides an overview of the MMU PSF SCHEME and the alternative routes open to you.

HEA Recognition

MMU internal accredited

programmeroute (D1, 2)

MMU PSF

MMU PSF recognition route

(written or presentation) (D1, 2, 3 & 4)

http://www.celt.mmu.ac.uk/cpd/routes/index.php

http://www.celt.mmu.ac.uk/cpd/accredited/pgclthe.php

http://www.celt.mmu.ac.uk/tale/index.php

http://www.celt.mmu.ac.uk/flex/

Manchester Metropolitan University Professional Standards Framework for Teaching and Supporting Learning

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Fig 4: Manchester Metropolitan University Professional Standards Framework

PGCert in HE

Evidence of reflective engagement with

UKPSF dimensions of practice for the

relevant descriptor

(Written /Onl ine/Oral )

Appendices References Discussion

Associate Fellow

(D1)

Reflective commentary ( ≈1,200- 1,500 words / 20 mins)

including reflection on mentor dia logue

l inked to observation of practice

Optional

(10 mins)

Fellow (D2)

Reflective commentary ( ≈2,800- 3,000 words / 30 mins)

including reflection on mentor dia logue

l inked to observation of practice

Optional

(15 mins)

Senior Fellow

(D3)

Reflective commentary

≈4-5000 words / 35 mins

Reflection on mentor dia logue l inked

to observation of practice (1,000

words/10 min)

Optional

(15 mins)

Principal Fellow

(D4)

Reflective commentary ( ≈ 5-6000 words / 40 mins)

Reflection on mentor dia logue l inked

to observation of practice (1,000

words/10 min)

3 refereesCompulsory

(30 mins)

Good

StandingEvidence of

sustained

engagement

with UKPSF

and

appropriate

CPD reviewed

via PDR

2 referees

MA Programme

PGCert in HE

PGC LTHE

TALE Unit - D1

FLEX (PSF) 15 - D1

Introduction to Learning,

Teaching & Assessment (ILTA)

D1

ILTA + Developing Academic &

Professional Practice (DAPP) -

D2

Programme

Route

D1 & D2

Recognition

Route

Written

Experience

Grid including

evidence of

ongoing CPD

&

scholarship

underpinnin

g practice

Peer

Observation

&

Mentorship/

Dialogue

Supporting

evidence (inc evidence

of peer

dialogue

related to

observation)

FLEX (PSF) 30 (incorporating mentorship and

dialogue linked to Peer

Observation)

D2


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3.1 The MMU Accredited Programme route

MMU’s accredited programmes provide you with the opportunity to gain masters level credits/qualifications

as well as gaining recognition by the HEA. It is recommended that you chose this route if you are a relatively

new member of staff seeking a formal teaching qualification perhaps as part of your probationary

requirements and/or a more experienced member of staff wanting to access staff development to develop the

scholarship to support your teaching and prefer a more structured route to gain Fellowship. This route is

recommended for all colleagues that have not previously engaged with teaching and learning focussed CPD.

Completion of the PGC LTHE is an institutional requirement for all academic staff with less than three years

teaching experience within HE.

These programmes also provide you with differing routes to fellowship, all at postgraduate level. The route

you chose will be dependent on your role within MMU, your existing qualifications, your level of experience

and your preferred mode of learning. It is important that you discuss and agree your options with your line

manager, in the context of your PDR or induction discussions. Advice is also available from the MA and PGCert

Programme Leaders or via the Programme webpages:


3.1.1. Programme Routes to Associate Fellowship (D1):

There are three alternative programme routes to achieve Associate Fellowship:

Introduction to Learning, Teaching and Assessment Unit

Introduction to Learning, Teaching and Assessment (ILTA) is a 15 credit core PGC LTHE unit and on successful

completion of this unit staff are able to achieve recognition as an Associate Fellow (D1). ILTA is particularly

suitable for staff who are new to teaching in Higher Education (less than three years HE teaching experience)

and whose role includes the full range of teaching activities (minimum of three hours per week) such as

Lecturers/Senior Lecturers and some Associate Lecturers.

ILTA focuses on the skills needed for staff new to the classroom e.g. preparation for teaching including session

planning, small and large group teaching, designing assessment, marking and moderation and inclusive

practice. This unit can be taken as a standalone unit or as part of the PGC LTHE programme. The standalone

unit is a useful option for staff who may wish to eventually study the full Postgraduate Certificate LTHE but

would prefer to do so in a staged manner.

More information can be found at: http://www.celt.mmu.ac.uk/cpd/accredited/pgcap.php

Teaching and Learning Essentials for New Teachers (TALENT)

TALENT is a 15 credit unit that is linked to the CELT TALENT provision (Teaching and Learning Essentials -

http://www.celt.mmu.ac.uk/tale/index.php. TALENT is a unit aimed at very new teachers, colleagues involved

in supporting learning and postgraduate researchers with teaching responsibilities. Participants generally do

not carry out the full remit of teaching and are therefore not normally eligible to take the Postgraduate

Certificate in Learning and Teaching in Higher Education (PGC LTHE). Although you also do not engage with all

dimensions of practice of the UK PSF and are not eligible for Fellow you can effectively demonstrate

engagement with the requirement of Associate fellowship. Associate Lecturers and Graduate Teaching

Assistants who are new to teaching, are required to take this unit either before, or very soon after, they

commence teaching. The unit assessment aligns directly with an Associate Fellowship application.

More information can be found at: http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=153


http://www.celt.mmu.ac.uk/cpd/accredited/pgcap.php

http://www.celt.mmu.ac.uk/tale/index.php



http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=153

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FLEX15 [PSF]

FLEX15[PSF] is a 15 credit option unit that is linked to the institutions FLEX provision. FLEX is a personal

practice-based CPD scheme for new and experienced professionals who teach or support learning in HE. FLEX

activities are self-selected and are organised into an online academic portfolio. FLEX can also combine CPD

activities completed inside or outside MMU in your discipline or professional area. The FLEX15[PSF] unit will

enable you to engage in bite-size continuous practice-based professional development activities with the

support of a CELT academic developer as a mentor. The unit is fully aligned with the UK PSF and provides the

opportunity to evidence engagement with D1 (Associate Fellow). It also provides a mechanism for PDR and a

flexible resource that can be used to evidence remaining in good standing for Associate Fellows of the HEA in

the future. It will enable you to engage in flexible personally relevant CPD activities and enable you to capture

these in an online academic portfolio.

More information can be found at: http://www.celt.mmu.ac.uk/flex/index.php

3.1.2. Programme Route to Fellowship (D2):

There are two programme routes to gaining Fellowship:

The Postgraduate Certificate in LTHE Core Units (PGC LTHE)

Entrance to the PGC LTHE is flexible with a number of start points in the year. It can be completed at a

timescale suitable for your workload and deployment (1-3 years). The programme consists of two compulsory

15 credit core units plus two 15 or one 30 credits worth of option units. It is designed for participants that do

not currently have a recognised teaching qualification within higher education or who wish to develop their

key skills and scholarship in learning and teaching. It is compulsory requirement for all MMU teachers with less

than 3 years’ experience of teaching in HE.

On successful completion of both of the PGC LTHE Core 15 Credit Units: ILTA and Developing Academic &

Professional Practice (DAPP) you will have engaged with all the UK PSF dimensions of practice and met the

requirements of Descriptor 2: Fellow. Therefore, on successful completion of both ILTA & DAPP you will be

entitled to gain recognition as a Fellow of the Higher Education Academy (D2).

On completion of a further 30 Credits worth of Option units (60 Credits in total) you will be awarded a PGC

LTHE. Successful completion of the programme also provides the 60 M level credits required for entry to the

Post Graduate Diploma year of the MA in HE.

Applicants who have already achieved Associate Fellow may be able to use this to gain credit on the Programme through the AP(e)L process. However as the units generally cover more than the minimal requirement for Associate Fellow additional evidence may be required to demonstrate full engagement with the unit learning outcomes. For more information on AP(e)l see the CASQE webpage : (http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdfited/apel.php ) More information on accredited programmes can be found at: http://www.celt.mmu.ac.uk/cpd/accredited/index.php

http://www.celt.mmu.ac.uk/flex/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdfited/apel.php

http://www.celt.mmu.ac.uk/cpd/accredited/index.php

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FLEX30 [PSF]

FLEX30 is a 30 credit option unit that is linked to the institutions FLEX provision. It is a personal practice-based

CPD scheme for experienced professionals who teach or support learning in HE. This route is generally the

preferred route for more experienced colleagues. This unit provides participants with a flexible, practice-

based approach to teaching practice enhancement supported by an experienced academic developer.

Participants engage with five self-selected CPD activities aligned with the five Areas of Activity of the UK PSF

Dimensions of Practice and integral to their teaching and/or supporting learning roles. The activities are

developed, reflected upon and incorporated into their practice. The summative assessment consists of a

online portfolio that includes a reflective narrative aligned directly with the UK/MMU Professional Standards

Framework (MMU PSF SCHEME) FHEA (D2) application and aligns with key institutional drivers (such as the

Strategy for Learning, Teaching and Assessment for example within MMU) where applicable.

More information can be found at: http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=74

http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=74

19

3.2. MMU PSF SCHEME: Recognition Route

The MMU PSF SCHEME Recognition route is an alternative to the Programme Route and has been designed to

provide an additional internal non-programme route to all categories of HEA recognition for more experience

staff that is also linked directly to the MMU institutional context. This route is suitable for colleagues with > 3

years’ experience of teaching or supporting learning in HE particularly those that have previously engaged with

scholarship related to teaching and learning.

Depending on your role, expertise and experience, application for HEA recognition through the MMU PSF

SCHEME offers you the opportunity to gain professional recognition through Fellowship from MMU and from

the Higher Education Academy. This can take the form of Associate Fellow (D1), Fellow (D2), Senior Fellow (D3)

or Principal Fellow (D4). The application consists of a reflective ‘portfolio of evidence’ and is designed to

enable you to demonstrate how you have engaged with the required professional standards for learning and

teaching outlined in the UK Professional Standards Framework (2011)(see Figure 5). This option has flexibility

of application formats including written, online and oral applications. You can choose to use a word format or

an online portfolio tool such as ‘Wordpress’ to create the application. The online option will enable you to also

incorporate multi-media resources with the submission.

All categories of application incorporate the requirement to engage with mentorship from a Senior/Principal

Fellow and incorporates dialogue linked to reflection on the learning gained from engagement in peer

observation of practice.

All applicants will also have the opportunity to engage in dialogue with the assessment panel. This is

compulsory for all applicants for Principal Fellow but is optional for other categories of Fellow. Panel assessors

will invite you to appear at panel should they need clarification on a particular piece of evidence. Should you

not be able to appear a panel due to prior commitments you will be offered a discussion with the panel chair

and another panel member at an early opportunity.

The submission must incorporate certain sections (see Table 1) and both word and Oral submission proforma

are available via the CELT MMU PSF SCHEME website to support you in developing your application

(http://www.celt.mmu.ac.uk/psf ) . There is also a number of CELT workshops to support applicants in

completing their application, reflective writing and developing and structuring a digital portfolio.

Submission is via Moodle and applicants need to create 2 documents and submit to separate Moodle

Drop-boxes:

Document 1: All sections of the application excluding the appendices (Turnitin dropbox)

Document 2: Appendices (standard dropbox)

Applicants can access a similarity report for main application and amend and re-submit should they

wish


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Table 1: MMU PSF SCHEME Recognition Route: Portfolio Requirements

Portfolio section

Associate Fellow (D1)

Fellow (D2) Senior Fellow (D3)

Principal Fellow (D4)

1: Brief Biography Brief Biography Brief Biography Brief Biography Brief Biography

2: Experience Grid Experience Grid Experience Grid Experience Grid Experience Grid

3: Reflective Commentary

2 sections each linked to an Area of Activity (≈ 1200 words, 20 mins):

AA5 + another AA of choice

Must incorporate: Core Knowledge 1 & 2 and any other relevant dimensions.

5 sections each linked to all Areas of Activity and incorporating all dimensions of practice (≈ 2800 words or equivalent, 30 mins):

A reflective commentary evidencing engagement and reflection on the descriptors for SFHEA (D3) (≈4-5000 words or equivalent 35 mins):

A reflective commentary evidencing engagement and reflection with the descriptors for PFHEA (D4) ( 5-6000 words or equivalent 40 mins):

4: Mentorship/Dialogue

AA5: must incorporate reflection on learning following mentorship/peer dialogue linked to a peer observation of practice (Observee)

AA5: must incorporate reflection on learning following mentorship/peer dialogue linked to a peer observation of practice (Observee)

The reflective commentary must incorporate a section that reflects of the learning following peer dialogue with a mentor linked to the applicants engagement with peer observation of practice as an observer =/or observe (1,000 words/10 min)

The reflective commentary must incorporate a section that reflects of the learning following peer dialogue with a mentor linked to the applicants engagement with peer observation of practice as an observer =/or observe (1,000 words/10 min)

5: Advocate statements

2 2 2 3 (inc. 1 external)

6: Appendices

Should include: Evidence of Impact

Evidence of engagement with peer observation of practice and mentorship/dialogue

May include: Testimonials

Link to blog/reflective diary

Discussion with Panel 10 mins optional discussion

15 mins optional discussion

15 mins optional discussion

30 minute discussion


21

Table 2: Which Submission Route should I choose?

Submission Type Good option for people who :

Written Are confident at communicating in writing.

Are experienced at reflective writing

Are nervous about presenting orally to academic colleagues

Wish to submit something and the ‘forget it’

Prefer to not engage with digital options

Oral Communicate better orally than in writing Wish to activity demonstrate their presentation skills Prefer something more spontaneous Are confident at presenting to colleagues Prefer to not engage with digital options

Online (Digital)* Want the option to communicate in writing +/or orally through embedded film, podcasting etc.

Want to have a personal online personal development record that can be added to in the future and provide evidence for good standing in the future

Wish to familiarise themselves with the digital environment Wish to develop online portfolio for their students Allow flexibility of presentation methods

*For colleagues who wish to choose the digital submission option and are unfamiliar with digital

portfolio CELT provide workshops to assist in setting up your portfolio and you will be assigned a

mentor who is familiar with this environment.

3.2.1. Evidence Portfolio: General Guidance

The format of the submission is flexible in that you can choose to use a written: word processed format

(Word), a digital format (such as wordpress) or an oral presentation (Please note the oral format still requires

some aspects to be submitted in a smaller written submission). Proforma for all formats can be downloaded

from the PSF webpage. The PSF team would encourage you to consider the use of an online digital portfolio as

this can form the basis of an ongoing flexible record of personal CPD that can easily be shared with colleagues

and PDR reviewers and can be used to provide continuing evidence for good-standing.

There are two aspects of the application that you will need to consider in advance:

Evidence of scholarship underpinning practice

As part of the evaluation of your application the assessors will expect that you demonstrate an engagement

with and reference to the scholarship that underpins your teaching and learning practice. This scholarship

should support your reflection and refer to the literature/theoretical concepts or theories that underpin your

teaching and learning practice. This may require you to engage with some further personal CPD. There are no

set theories that you must include in an application and these may vary depending on your approach and

22

professional area of practice. A starting point may be to refer to a current generic teaching and learning theory

textbook and then perhaps progress to review some recent journal articles/research papers linked to teaching

and learning in your practice context. If you feel that this would be very challenging for you , you may want to

consider completing one of the taught programme route options which will actively support you in engaging

with the underpinning teaching and learning scholarship.

Evidence of impact of your practice on the student experience

As part of the evidence you are required to provide to support your application you will need to provide

evidence of the impact of your practice on the student experience. The type of evidence you may use will vary

but could include:

Formal programme /unit statistics eg NSS/ISS scores, pass rates, progression data.

Formal student feedback: ISS / unit evaluations

Informal student feedback: unsolicited emails, letters, session evaluations/feedback

Testimonials (managers, colleagues, external examiners)

Formal programme feedback – staff student fora, PARM events

Awards: Teacher awards, Student Union awards

Publications/conference presentations

For SFHEA /PFHEA applications, this could also include:

Validation panel membership

External body/PSRB activities

Membership of institution wide committees linked to teaching and learning

Testimonials form mentees

External examining activities

Executive Committee membership

Learning and Teaching Journal Editor

See section 5 for more examples of suitable impact evidence

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3.2.2 The Application: specific guidance

The Experience grid

The experience grid structure varies slightly depending on which category of fellowship you are applying for. It

enables you to provide focussed information on your professional experience and a description of the range of

professional activities you have been involved with through your HE career. The information provided may go

back to the start of your career but the main focus should be on your current practice (the last 5 years). You

should break down you current role into the range of day to day academic activities you engage with and map

these to the appropriate dimensions of practice and/or the relevant descriptors. Then you will draw on

examples from this grid to reflect in more depth within your reflective commentary. These activities will then

also need to be validated by your advocates.

Reflective Commentary

Through a critically reflective commentary you will discuss how you have achieved the requirement of

fellowship (in line with the appropriate Descriptor), particularly with reference to your recent and current

professional practice. This reflection will need to be structured slightly differently depending on the category

you are applying for. Individual guidance documents for each category and format of application are

downloadable for the PSF webpage.

This reflection should also demonstrate the integration of research and scholarship into your practice and your

ongoing professional development. The reflection should be matched against the Dimensions of Practice,

namely the Areas of Activity, Core Knowledge and Professional Values detailed in the UK PSF (Associate,

Fellow, Senior Fellow) and/or the relevant descriptors for D3 (Senior Fellow) and D4 (Principal Fellow). Your

reflection should draw upon and reflect on selected examples of your practice in depth. You are not expected

to include all the experiences you have listed in your evidence grid, rather focus on a few key examples.

The format of this reflection is flexible and can include multi-media resources should you choose to create an

online portfolio or use an oral presentation.

Mentorship/Dialogue

Associate Fellow / Fellow Applicants

Engagement with mentorship from a Senior or Principal fellow is a required part of the application. You can

select a mentor from within your department/faculty or if a suitable mentor is not available you can choose a

member of CELT staff such as your CELT faculty link tutor.

The mentorship will focus around reflection on the learning from a recent institutional Peer Observation of

practice activity. The PSF Mentor will encourage you via dialogue to reflect on this experience and review any

learning that has occurred. This can then be used to develop an action plan that incorporate this learning into

our future practice and/or professional development. The mentor does not necessarily have to complete the

actual observation (but they may do if you prefer). The reflection from this dialogue will then be incorporated

into the portfolio as described in the specific guidance below.

The PSF mentor will also be able to read drafts of your application and give developmental feedback.

24

Senior Fellow/Principal Fellow

As part of the application process you will also identify a PSF mentor and with the support of a dialogue with

the PSF mentor you will review a recent experience of peer observation of practice. This section of the

application will consist of an additional 1,000 word written critical reflection focussing on the learning

resulting from this dialogue.

It is expected that some colleagues applying for SFHEA and the majority of colleagues for PFHEA may not have

actual teaching responsibilities and the observation is more likely to focus on an instance of leadership eg:

Chairing policy meetings, carrying out staff development, leading faculty, large programme development

activities/meetings. Another option is to choose an instance where you are an observer within a peer

observation process. (Remember to get the observee’s permission for this). An observation in which you are

the observer has the benefit of enabling you to demonstrate and reflect on your leadership/mentorship skills,

whilst an observation where you observed gives the opportunity to demonstrate your leadership activities and

effective engagement with the UK PSF.

Identify a PSF mentor as soon as possible, there is a list of faculty SFHEA’s/PFHEA’s on the CEL:T webpage. It is

also recommended that you also use the PSF lead as a co-mentor to read and give feedback on mature draft

submissions.

This PSF mentorship will then incorporate a dialogue (conversation) that supports you to focus on your

observation experience and review and reflect in the learning from this process. You can choose to focus this

on a recent completed peer observation or arrange for your mentor to carry out a new observation of practice.

The mentor will use a dialogue/conversation to encourage you to reflect on your observation and assist you in

identifying the potential learning from this experience. The mentor will encourage you to identify both good

practice and areas for development and this will enable you to complete an action plan for your future

practice and/or practice development.

In this part of the application you will articulate your learning from this dialogue and the actions you plan to

take in response to this learning. This will give you an additional opportunity to engage with the descriptors of

SFHEA and PFHEA around leadership/strategic leadership, mentorship and reflective practice.

The PSF mentor will also be able to read drafts of your application and give developmental feedback. It is

highly recommended that you take up this opportunity. The PSF lead will also look at SFHEA/PFHEA drafts

In order to assist you to prepare for the dialogue guidance is available via the PSF webpage on the process

and the type of questions that will form the focus of the dialogue

25

Appendices The appendices should include evidence of impact and the paperwork and action plan associated with the

observation of practice. Impact Evidence could include:

Student feedback (formal or informal)

Programme data (progression statistics, outcomes, pass/fail rates)

ISS/NSS data

External examiner comments

Testimonials from student or colleagues

Peer Observation of Practice supporting evidence can take the form of the institutional/faculty proforma.

See: http://www.celt.mmu.ac.uk/obs_enhance/index.php or a format of your choice as long as it incorporates

any pre placement agreements/goals, constructive feedback and evidence of action planning.

Appendices may also include other relevant materials that may support your application such as a reflective

diary or blog. However, this should not be excessive and assessors will not necessarily read all appended

documents and resources.

You are not expected to include:

Examples of teaching materials (session plans, PPT’s, handouts etc)

3.2.3. Specific Guidance for each category (Descriptor)

Associate Fellow (D1) Applicants:

Experience Grid:

Include activities that as a minimum demonstrate engagement with two areas of activity. One of these must

be Area of Activity (AA) 5 (CPD) and you can therefore then choose one further activity from AA 1-4. The grid

should then be cross-referenced to the relevant dimensions of practice this must include at a minimum the

two chosen AA’s and Core knowledge (CK) 1 and 2. It would be expected that your engagement would not

solely be localised to these four dimensions and you should cross-reference to all other dimensions

appropriate for your role. Ensure you incorporate other relevant CK’s and professional values (PV).


You will need to provide a critically reflective commentary that supports and gives evidence of your

engagement with and understanding of two Areas of Activity (≈1200 words or equivalent in total (written/

online) or 20 mins (oral). This commentary should integrate reflections on the appropriate Core Knowledge

and Professional Values. You need to indicate how and where the other dimensions are evidenced within each

Area of Activity, by using brackets at the end of each paragraph/slide, to signpost which of the wider

dimensions of Core Knowledge and Professional Values are also addressed (e.g. K4, PV1 etc). There is likely to

be overlap between some sections and this is expected as it more accurately reflects the true nature of

teaching and learning, and integrated and developmental approaches to student support and scholarship.

Ensure your reflective commentary is presented in the first person and includes a brief description of the

chosen activity, a discussion of how you perform this activity, why you do it this way (this should give you the

http://www.celt.mmu.ac.uk/obs_enhance/index.php

26

opportunity to link this to the underpinning scholarship of teaching and learning), how you know this activity is

effective and what evidence you have to support its positive impact on the student experience.

AA5 is compulsory and should incorporate the reflective commentary summarising the learning gained from

the dialogue with your mentor associated with the Peer Observation of practice process.

Mentorship/Dialogue

Identify your mentor as soon as possible, there is a list of faculty based Senior and Principal Fellows on the PSF

webpage - http://www.celt.mmu.ac.uk/psf . If there is not a suitable mentor available locally contact the PSF

Lead and they or a CELT colleague will act as your mentor.

This mentorship will take the form of a dialogue that focusses on your experience and learning from a recent

peer observation of practice. You can choose to focus on a recent peer observation that you have already

completed or arrange for you mentor to observe your practice. The mentor will meet with you and encourage

you to reflect on your observation and assist you in identifying some learning from this experience. The

mentor will also encourage you to identify both good practice and areas for development and enable you to

complete an action plan for your future practice and/or practice development.

You will include the critical reflection on this dialogue and associated learning within the AA5 section of your

application. We recommend that other teaching focussed CPD activities are incorporated in your experience

grid.

Appendices

The appendices should include:

examples of impact evidence that supports the positive effects of your practice, described in the

reflective commentary, on the student experience and the teaching and learning process.

Paperwork related to the peer observation of practice.

They can also include:

Other resources that demonstrate, support your engagement with the chosen areas of activity, this

could include a list of your publications, conference presentations etc. reflective diary/blog.

Optional dialogue with assessment panel

Should the assessment panel on viewing your submission require clarification of any aspect of your submission

they will invite you to appear before the assessment panel for a 10 minute discussion with the panel. This may

enable to panel to make a decision on the day and remove the requirements for the resubmission of the

application.


27

Fellow (D2) Applicants:

Experience Grid:

This should include examples from a full range of academic practice/ supporting learning activities and should

demonstrate a broad engagement with all areas dimensions of practice (AA1-5, CK 1-6, PV 1-4). The grid

should be cross referenced to each of the dimensions and should demonstrate sufficient engagement with all

dimensions. The grid can cover the timespan of your teaching career but should focus mainly on current

activities (last 5 years). Please remember to incorporate examples of teaching related CPD within your grid.


You will need to provide a critically reflective commentary that supports and gives evidence of your

engagement with and understanding of all Areas of Activity (≈2800 words or equivalent in total

(written/online ) or 30 mins (oral) ), linking and reflecting on appropriate Core Knowledge and Professional

Values within each area. You need to indicate how and where the other dimensions are evidenced within each

Area of Activity, by using brackets at the end of each paragraph/slide, to signpost which of the wider

dimensions of Core Knowledge and Professional Values you have also addressed (e.g. K4, PV1 etc). There is

likely to be overlap between some areas of activity and this is expected as it more accurately reflects the true

nature of teaching and learning, and integrated and developmental approaches to student support and

scholarship.

Ensure the reflective commentary is presented in the first person and includes a brief description of the

chosen activity, a discussion of how you perform this activity, an explanation of why you do it this way (this

should give you the opportunity to link this to the underpinning scholarship of teaching and learning), an

explanation of how you know this activity is effective and what evidence you have to support its positive

impact on the student experience.

Within AA5 it is compulsory that you incorporate a reflective commentary related to your learning from the

dialogue with your mentor linked with the Peer Observation of Practice.

Mentorship/Dialogue

Identify your PSF mentor as soon as possible, there is a list of faculty based Senior and Principal Fellows on the

PSF webpage (http://www.celt.mmu.ac.uk/psf). If there is not a suitable mentor available locally contact the

PSF Lead and they or a CELT colleague will act as your mentor.

This mentorship will take the form of a dialogue that focusses on your experience and learning from the peer

observation of practice process. You can choose to focus on a recent peer observation that you have already

completed or arrange for you mentor to observe your practice. The mentor will encourage you to reflect on

your observation and assist you in identifying some learning from this experience. The mentor will encourage

you to identify both good practice and areas for development and enable you to complete an action plan for

your future practice and/or practice development. You will then include the critical reflection on this dialogue

and associated learning within the AA5 section of your portfolio.

The mentor will also read drafts and support you in developing your application as a whole.


28

Appendices

The appendices should be limited and provide addition evidence to support the impact of your practice. Panel

assessors will not read excessive appendices:


examples of impact evidence that supports the positive impact of your practice, described in the

reflective commentary, on the student experience and the teaching and learning process

Paperwork related to the Peer observation of practice



could include a list of your publications, conference presentations etc., reflective diary/blog.

Teacher awards/nominations

We do not need to see:

Examples of teaching materials (session plans, PPT’s handouts etc)



there is the opportunity for the assessors to invite you to appear at the panel for a 15 minute discussion with

the panel. This may enable to panel to make a decision on the day and remove the requirements for the

resubmission of additional information.

Senior Fellow (D3) Applicants:

Experience Grid:

This should include examples from a full range of academic practice/ supporting learning and teaching and

learning leadership and/or mentorship activities. The grid should firstly demonstrate a thorough

understanding and a sustained engagement with all areas dimensions of practice (AA1-5, CK 1-6, PV 1-4). The

grid should be cross referenced to each of the dimensions and should demonstrate sufficient engagement with

all dimensions. This is particularly important for applicants that do not already have Fellow and need to clearly

demonstrate initial and then sustained engagement with all the dimensions of practice.

Additionally senior fellow applicants also need to evidence engagement with the Descriptor for Senior Fellow.

A key overarching aspect of this descriptor is evidence to support a sustained impact and influence on

teaching and learning in higher education through organisation, leadership +/or management of specific

examples of the teaching and learning process, through the co-ordination, support, supervision, management

and/ or mentoring of others in relation to teaching and learning. An additional column is provided within the

grid for you to comment of leadership and mentorship roles and activities, and how they link to the

enhancement of teaching and learning and the student experience. This column may not be required for all

entries as some entries may relate solely to your activities as a teacher.

29

Reflective Commentary:

A critical reflective commentary will be provided that demonstrates your role in the provision of quality

learning and teaching practice and demonstrates a thorough understanding of and sustained engagement

with all the dimensions of practice. (Non-fellows need to demonstrate both their initial engagement with the

dimensions of practice followed by sustained engagement as well as a development of their practice over a

period of time. Current Fellows will need to demonstrate sustained engagement and progression in their

practice since they achieved fellow status.).

In addition to this applicants should also incorporate evidence of their influence as a leader of an area of

academic practice through mentorship, co-ordination, support, supervision and management of colleagues.

This activity should demonstrate that your influence (leadership) has had a positive impact on the students

learning and teaching experience. Avoid activities that focus solely on quality processes and administrative

processes as these may not easily demonstrate the required impact on teaching and learning.

The structure of this commentary is flexible but should equate approximately to 4-5000 words/40 mins . The

commentary could consist of:

1 integrated case study

2 case studies

o Sustained engagement with the dimensions of practice

o Leadership and mentorship of teaching and learning

An annotated teaching and learning related journal/book publication demonstrating the required

engagement with the dimensions of practice and the descriptors for D3.

The format is flexible and you should discuss your chosen format with your mentor.

Mentorship/Dialogue

Identify your mentor as soon as possible, there is a list of faculty based Senior and Principal Fellows on the PSF

webpage ( http://www.celt.mmu.ac.uk/psf ). If there is not a suitable mentor available locally contact the PSF

Lead and they or a CELT colleague will act as your mentor.

This mentorship will incorporate a dialogue that focusses on your experience and learning from the peer

observation of practice process. You can choose to focus on a recent peer observation that you have already

completed or arrange for you mentor to observe your practice. You can choose whether you are the observer

or the observee within this process. An observation in which you are the observer has the benefit of enabling

you to demonstrate your mentorship skills, whilst an observation where you observed gives the opportunity to

demonstrate your leadership and effective engagement with the UK PSF.

The mentor will then encourage you to reflect on your observation and assist you in identifying the potential

learning from this experience. The mentor will encourage you to identify both good practice and areas for

development and this will enable you to complete an action plan for your future practice and/or practice

development.

You will incorporate the critical reflection on this dialogue and associated learning as an additional section

within your application (additional 1000 words or equivalent).


30

Appendices


examples of impact evidence that supports the positive impact of your practice, described in the

reflective commentary, on the student experience and the teaching and learning process




could include a list of your publications, conference presentations etc., reflective diary/blog.



there is the assessors may invite you to appear before the panel for a 15 minute discussion with the panel.

This may enable the panel to make a decision on the day and remove the requirements for the resubmission

of further information.

Principal Fellow (D4) Applicants: Portfolio and Professional Discussion

Principal Fellows are highly experienced strategic leaders in teaching and learning at an institutional level or

wider. They demonstrate engagement with strategic leadership activities that have an impact on the student

learning experience. An applicant needs to evidence their impact on the enhancement of teaching and

learning at the level of the institution or wider. Within a large institution such as Manchester Met examples

can include evidence of a strategic influence:

On teaching and learning within a large autonomous faculty. This should demonstrate influence

outside of your department and across the faculty as a whole.

Of teaching and learning quality and practice across the institution as a whole

Of teaching and learning external to the institution nationally and internationally eg via a leadership

role within a discipline based organisation

The written critically reflective submission should therefore demonstrate significant educational impact at an

institutional, and or national and or international level and through this should provide evidence of your

engagement with the five descriptors for D4: Principal Fellow.

Overall the application should address your engagement with all five D4 Descriptors, namely:

1. Your active commitment to, and championing of, all Dimensions of the Framework, through work

with staff and students

2. Successful strategic leadership to enhance student learning, including enhancing teaching quality

in institutional, and/or (inter)national settings

3. Establishing effective organisational policies and/or strategies for supporting and promoting

others in delivering high quality teaching and support for learning

4. Championing, within institutional and or wider settings an integrated approach to academic

practice

5. A sustained and successful commitment to, and engagement in, continuing professional

development

31

It should also encompass:

Appropriate research and scholarly activity to inform your practice

A personal account focussing on reflections of your practice and decision making processes.

Within the portfolio we recommend that you integrate the evidence of your engagement with D4:1,

championing of the UK PSF standards and dimensions of practice and Descriptor 4:5 sustained commitment to,

and engagement in, CPD within the content which will generally focus on D4:2 - 4:4.

Experience Grid:

This grid should include examples of strategic leadership activities cross-referenced to each of the dimensions

for Principal Fellow and should demonstrate sufficient engagement with all descriptors. Additional columns

are provided to illustrate engagement with each descriptor (p29).

The grid will give you the opportunity to summarise the main areas of your strategic influence related to

developing quality student learning opportunities. You will then be able expand on some of these in your

reflective commentary. For activities that you do not refer to in detail in your reflective commentary you are

able to add a few bullet points of explanation into the grid.

Try and focus primarily on activities from the last five years although it may be relevant to include earlier

examples to the longevity of your strategic leadership activities. Ensure within the grid you provide examples

of activities that cover all descriptors. The grid as a whole should evidence:

The scale of your strategic leadership

The scope of your strategic leadership (breadth of activities and context)

Reflective Commentary:

A critical reflective commentary will be provided that demonstrated your role as a strategic leader within

institutional +/or national +/or international HE contexts and should clearly provide evidence linked to each of

the Principal Fellow descriptors (p29).

The structure of this commentary is flexible but should be approximately 5-6000 words or equivalent or 45

mins for an Oral presentation. It is recommended that you should focus the commentary on Principal Fellow

Descriptors 2, 3 and 4 and then integrate the more generic Descriptors 1 and 5 within these activities. The

commentary could consist of:

1 integrated case study

3 Case studies, focussed on Descriptors 2, 3 and 4

2 Case studies and an annotated teaching, learning and assessment policy procedure that you have

developed and strategically implemented demonstrating the required engagement with the UK PSF

and the Principal Fellow Descriptor 3

Guidance on writing the Reflective Commentary

Within this section of your application you are required to demonstrate “a sustained record of strategic

leadership and a sustained and effective record of impact at a strategic level in relation to teaching and

learning (UK, PSF 2011, p7)”. In order to meet this requirement try and ensure that the commentary is

reflective in nature and not purely a description of activities completed.

32

The use of the following reflective cycle may assist you:

What did I do? – a brief description to support your critical analysis

Why did I do it in that way ?– what was your reasoning in doing the activity in the way you did?

Is there any scholarship to support my approach?: You could refer to pedagogical or leadership

literature to support this. This does not need to be an academic critical review of the literature but

should enable you to demonstrate your awareness and application of the scholarship. Remember this

is not an academic essay focussed on the theory but a reflective commentary focussed on your

practice.

What was the impact of my activities? What evidence can I incorporate to support the impact of my

strategic activity on the institution, its staff and the students’ experience?

What have I learnt from this experience about myself and /or the instituion?

Where do I go from here?

Your commentary should evidence:

(*Please note the evidence for D4:1 and 4:5 should be integrated into the evidence for D4:2-D4:4)

*Descriptor 4:1: ‘Your active commitment to, and championing of, all Dimensions of the Framework, through

work with staff and students’

This is an overarching descriptor and should be incorporated into your commentary related to the other four

descriptors (D4.2 - 4.5). So within your evidence for each descriptor consider how you have championed the

UK PSF. This could include:

Being a role model and creating practices in which staff engage with the UK PSF and provide quality

teaching, learning and assessment opportunities that are underpinned by the Uk PSF

An active commitment to championing the UK PSF Dimensions of Practice can be demonstrated by

reflecting on how you model good practice and the Activities, Core Knowledge and Values contained in

the UK PSF dimensions of practice through your own behaviours and activities. This does not need to

refer to the individual dimensions and can be a more holistic discussion.

Descriptor 4:2: Successful strategic leadership to enhance student learning, including enhancing teaching

quality in institutional, and/or (inter)national settings

In your commentary, you need to demonstrate how you have provided strategic leadership that has enhanced

the quality of the student experience at an institutional level or wider.

To provide strategic leadership it does not necessarily mean you are a member of the University Executive or a

very Senior Manager but you need to be able to influence colleagues practice strategically probably by working

on projects and activities that are supported and endorsed by Executive or Academic Board or external bodies.

Some of these activities may involve you working in a team and it may be difficult for you to make a claim for

sole responsibility for the strategic outcome. In this case, it is important to demonstrate your leadership role

within the group and the aspects of the outcomes that you have led.

Descriptor 4:3: Establishing effective organisational policies and/or strategies for supporting and promoting

others in delivering high quality teaching and support for learning

33

To evidence this descriptor you need to provide examples where you have developed and implemented

organisational level policies/strategies. The policy must relate to the ‘supporting and promoting of others’ and

could include policies that link to staff’s teaching and learning performance or policies that provide

development and support in relation to enhancing teaching and learning. Examples of these could include:

The development of an institutional policy or strategy linked to teaching and learning. This could be at

institutional or at faculty level. If it is at faculty level you need to consider how you have adapted the

policy to meet the cultural needs of the faculty.

The development of an institutional strategy to implement an external/national teaching and learning

policy

Remember that within your commentary you need to evidence a sustained impact from the policy/strategy

through resulting positive changes in colleagues practice. Therefore, you need to ensure that examples are

sufficiently mature to enable you to provide this supporting evidence.

Descriptor4:4: Championing, within institutional and or wider settings an integrated approach to academic

practice

Teaching and learning practice and strategic leadership takes place within a complex environment that needs

to take into consideration many activities and roles in which you need to integrate many roles such as

A teacher

A manager

A researcher

A professional

A Scholar

An administrator /co-coordinator

Ensure within your commentary that you reflect on how your many ‘roles’ are integrated and enable you to

carry out an ‘integrated approach to academic practice’. For example, how may your research link to your

scholarship and your role as a leader and how does this then influence teaching and learning in a strategic

way.

*Descriptor 4.5: A sustained and successful commitment to, and engagement in, continuing professional

development

Again this is an overarching descriptor and should be incorporated into your commentary related to the other

four descriptors (D4.2 - 4.5). So within your evidence for each descriptor consider how you are still learning

and what activities you engage with to ensure that CPD is occurring. This could include activates that influence

you as a professional and underpinning philosophy of practice. Appropriate activities could include:

Engagement in communities of practice

Engagement with research groups

Advisory group membership/activities

Consultancy

Project management

Structured CPD/Courses/qualifications

The evidence her can include informal/ad hoc experience that have influenced your practice and formal

structure CPD such as courses and conferences.

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Mentorship/Dialogue

Your mentor will be a Principal Fellow from within MMU. It is suggested that you discuss the identity of a

suitable Mentor with the MMU PSF SCHEME Lead as the number of PFHEA’s within the institution is limited

and she will be able to assist you in choosing the most appropriate colleague.

This mentorship will consist of an engagement in a dialogue that focusses on your experience and learning

from a recent peer observation of practice process. You can choose to focus on a recent peer observation that

you have already completed, complete a new observation or arrange for you mentor to observe your practice.

As it is unlikely that you have an extensive teaching role this observation can focus on a leadership activity or

could be an observation of an activity in which you are the observer thus enabling you to demonstrate your

leadership/mentorship skills.

Through dialogue the mentor will then encourage you to reflect on your observation and assist you in

identifying the potential learning from this experience. The mentor will encourage you to identify both good

practice and areas for development and this will enable you to complete an action plan for your future

practice and/or practice development.

You will include the critical reflection on this dialogue and associated learning as a separate section within your

portfolio (additional 1000 words or equivalent).

Appendices


examples of impact evidence that supports the positive impact of your strategic leadership of

teaching and learning, described in the reflective commentary, on the student experience and the

teaching and learning process




could include a list of your publications, conference presentations etc., reflective diary/blog, links to

policies and procedures you have developed.

Principal Fellow: Discussion with Panel (30 Minutes)

You will also be required to engage in a 30 minute discussion with the assessment panel. The panel will include

an external member who is a Principal Fellow and an internal Principal Fellow (other than your mentor). This

discussion will be linked to your portfolio and the descriptors for D4 and will give you the opportunity to

elaborate further on your ongoing engagement with the MMU PSF SCHEME and the UK PSF.

35

3.2.4. Advocacy Statement (all categories)

Advocates need to be experienced colleagues familiar with your experience and achievements in teaching and

supporting student learning, who are able to offer a peer review of your practice in line with the UK PSF.

Advocates must be able to validate the claims you are making in your portfolio so they must be someone who

has witnessed your practice directly. You will need to share a mature draft of your portfolio with the advocate

to enable them to carry out this role. Ensure you allow sufficient time to do this and enable the advocate to

complete the advocacy statement. You are responsible for ensuring the completed statements are submitted

with your application. If an application is submitted without advocacy statements it will not normally be

considered at panel.

There is a proforma that you can send to your advocate and guidance for advocates is provided within the

advocates pack and on the PSF webpage. It is therefore your responsibility to:

Ensure that the advocate sees your completed written application/ presentation, and that you have given

them sufficient information to complete your statement.

Provide your advocate with the guidance notes for advocates and the Advocate Statement Proforma.

Ensure your advocate has information on the criteria for the level of fellowship for which you are applying

Collect the statements (the panel cannot do this for you) and submit these to the PSF Administrator in the

Centre for Excellence in Learning and Teaching with your application.

Associate Fellow, Fellow and Senior Fellow

All applicants for AFHEA, FHEA and SFHEA are required to submit two advocate statements. One of these

should be a Fellow or Senior Fellow of the HEA and it is recommended that you should also approach your PDR

reviewer.

The role of the advocacy statement is to:

Confirm the validity of the evidence referred to within the application

Provide additional practical examples to support the impact of the applicants practice on the student

experience

Principal Fellow

You will need to provide three advocacy statements from peers who can corroborate the claims within your portfolio and champion the strategic impact you have had on the student experience. You may wish to provide an advocate for each Principal Fellow Descriptors 2-4. The role of the advocacy statement is to:

Confirm the validity of the evidence referred to within the application

Provide additional practical examples to support the impact of the applicants practice on the student

experience

The advocate should comment on:

Your teaching and learning focussed activities and provide examples to support your strategic leadership in this area.

36

Provide real world examples of how your work has supported, influenced and impacted on them/or that of others.

How your activities meets the dimensions of the UKPSF at Descriptor 4.

Your experience and achievements in strategic teaching and learning leadership. Such as providing evidence to support your development of effective organisational policies and/or strategies for supporting and promoting others and/or contribution to developments in learning and teaching at an institutional/national or international level.

At least one advocate must:

Be a Fellow (or Senior or Principal Fellow) of the HEA; Be able to comment on the ways in which you have directly influenced their own practice; Be external to your institution Be from a higher education provider.

3.2.5. Support for completing your application

As well as the support you must get from your mentor, support and advice is also available from the team in

CELT and via the MMU PSF SCHEME webpage. It is recommended that you also consider attending the

following PSF workshops sessions organised by CELT:

1. Introduction to applying for Fellow via the MMU PSF SCHEME: which will provide an introduction to

the scheme, and enable you to start to develop your application.

2. Writing Retreats: dedicated multi-disciplinary writing retreats within CELT. These enable you to get

away from your desk for a day or ½ day and focus on creating your portfolio. A CELT mentor is

available all day.

3. Reflective writing workshop – an hour long workshop to support reflective writing

4. Creating a digital portfolio – a 1-2 hour workshop to support you in creating a Wordpress digital

portfolio.

Please register via the PSF webpage ( http://www.celt.mmu.ac.uk/psf )

Bespoke workshops/writing retreats can also be arranged should there is a group of applicants from within a

particular department. Please contact the PSF team via email at [email protected] .

3.2.6. Submission of your application

Once you have made your decision to engage with the MMU PSF SCHEME recognition scheme, you should

Register on the Scheme via the links on the PSF webpage. This gives the PSF management team an indication

of when you will submit your application and enables them to allocate you to place on the appropriate panel.

This registration is viewed as a commitment to submit to this panel and you will be contacted nearer the panel

to confirm your intention to submit. If due to exceptional circumstances you are unable to submit you may be

allocated a later panel. Once you have registered you will be given access to the moodle area and it will appear

in your staff moodle areas.

Once you have completed all sections of your application (including your advocate statements) you will submit

your application via the MMU PSF Scheme Moodle area. Here you will find a 2 submission dropboxes for each

panel, One for document 1 and one for document 2 (appendices) (there is also a separate dropbox for digital



37

portfolio submissions). You will find instructions on submission within the Moodle area. Please note that all

document 1’s will also be submitted to turnitin and applicants will be able to get a submission similarity report.

The dropbox will be set up to allow re-submission prior to the deadline. Please note that this process can take

up to 24 hours and if you wish to take advantage of the resubmission option your first submission should be 3

days prior to the deadline.

You will be informed of the confirmed date for your panel meeting. Panel meetings are held regularly

throughout the year; see the CeLT web pages for the panel dates for the current academic year. Oral format

Applicants and Principal Fellow Applicants will be contacted well in advance by the team to confirm an

appropriate time for you to come to panel to participate in the panel. All other applicants are requested if

possible to keep the afternoon of the panel date clear in their diaries in case the assessors request to meet

with them. They will be contacted as soon as possible on the day of the panel should the panel which to meet

with them.

3.2.7 Applicants with special needs or requirements

If any applicant has any special needs that may impact on their ability to complete the application or

assessment process they should contact the MMU PSF SCHEME Lead at their earliest opportunity. Examples of

such needs may be a disability that may require reasonable adjustments to be made to the application

process. Any amendments to the process will be negotiated on a 1:1 basis and also approved by the lead

external assessor to ensure the agreed adjustments are fair, enables the applicant to demonstrate

achievement of the required standards and that the process has equivalence to the process other applicants.

38

4 Assessment of applications within the MMU PSF SCHEME

4.1. The MMU PSF Scheme programme route

All elements within the Accredited Taught Programme Route are assessed according to Manchester

Metropolitan University’s Regulations for Postgraduate Studies. On conclusion of the MA LTHE Examination

Board, the Higher Education Academy is informed by the MMU PSF SCHEME administrator of the awards

attained by participants on units or programmes aligned with D1 and D2. Successful graduates are

subsequently sent the equivalent accreditation from the Higher Education Academy, and are able to use the

post-nominal AHEA or FHEA, depending on which category of fellowship they have attained. This model will

continue for all formally assessed elements of the MMU PSF SCHEME. If you are not employed by MMU you

may be subject to a charge to register your Fellowship with the HEA.

4.2. The MMU PSF Scheme Recognition route

Your application to the MMU PSF SCHEME’s internal recognition route will be reviewed by an awarding panel,

acting on behalf of the HEA. Panel meetings will be held regularly, (for dates see the CeLT website-

http://www.celt.mmu.ac.uk/psf )

Panels for AFHEA, FHEA will normally consist of:

The MMU PSF SCHEME Lead (or their nominee) (Chair);

Two Institutional representative (Senior or Principal Fellowship)

A servicing officer / Quality Officer

An External Assessor with SFHEA or PFHEA*(optional)

Panels including SFHEA applicants will consist of:


Two Institutional representative (Senior or Principal Fellowship)


A CELT Assessor with SFHEA or PFHEA (should the external not be present)

An External Assessor with SFHEA or PFHEA*(optional)

Panels including PFHEA applicants will consist of:


An External Assessor with Principal Fellowship

One Institutional Assessor with Principal Fellowship

One Institutional Assessor with a min of Senior Fellowship


Each awarding panel will include staff with experience of assessing applications against the UK PSF, and will

consist of senior academic colleagues, drawn from a MMU ‘assessor pool’. Panel members will be staff who


39

have achieved Senior or Principal fellow, are free of any conflict of interest with the applicants, and are also

experienced in mentoring colleagues in gaining accreditation with the HEA and are familiar with the

requirements of the MMU PSF SCHEME. All panel members will be fully trained and familiar with the MMU

PSF SCHEME process.

External scrutiny will be provided through the monitoring of an external panel member, who will moderate a

minimum of two panels per year* (the HEA having previously observed panels and validating good practice

and removed the requirement for an external panel member for all SFHEA applicants*). This moderation may

occur remotely should the external not see the full range of applicants. An external panel member will attend

all panels with PFHEA applicants, to provide the necessary additional external scrutiny required by the HEA.

PFHEA panels will also routinely have an internal PFHEA member.

Prior to each panel event two members will initially review each application. The full panel will then assess the

submissions against the UK PSF and ensure that the supporting evidence is sufficient to demonstrate

engagement with the required standards.

For all PFHEA applicants the panel will also conduct a Professional Discussion to gain more depth of evidence.

Should the panel require further clarification of aspects of an application the panel may request that applicant

appears at the panel for maximum of a 15 discussion.

On completion of the review of portfolio the panel will agree a decision related to the application and agree

content of the MMU PSF SCHEME Recognition Feedback Form. Feedback will be given to applicants within 10

working days.

The potential decisions are:

1. Award Fellowship

2. Refer – Application does not demonstrate appropriate engagement with the required descriptors

3. Defer – Minor additional information is still required to demonstrate full engagement with all

descriptors. In this case the panel can request additional information or an additional piece of

reflective commentary (normally up to 500 words) focussed on a missing element.

The feedback will:

for successful applicants, encourage you to consider how you can share your good practice within MMU,

and provide advice on the appropriate next professional development steps for you

for unsuccessful applicants, outline how you might go about providing additional evidence to meet the

criteria for your chosen level of fellowship in the future. This may include recommendations for some

specific CPD or activity to support your achievement of the appropriate descriptors.

Once your application has been successful you will be invited to the annual MMU PSF SCHEME Celebration

event where you will be awarded an MMU PSF SCHEME Fellow Certificate for the appropriate level of award.

The Higher Education Academy will also be informed by the MMU PSF SCHEME Administrator of your award

and you will be sent the equivalent recognition from the Higher Education Academy, and you will be able to

use the post-nominal letters AHEA, FHEA, SFHEA or PFHEA depending which fellowship you have attained.

40

Unsuccessful applicants will be able to re-apply within a twelve month period. We will support you in two

further internal applications (i.e. three applications overall). However, if you remain unsuccessful, it may be

that the PSF is not the most appropriate development route for you at this stage. In such instances we also

recommend you discuss with your line manager, perhaps in the context of your PDR, alternative options

and/or development opportunities within your department or wider to help you meet the UK PSF

requirements in the future.

4.2.1 Applicants with special needs or requirements

If any applicant has any special needs that may impact on their ability to complete the assessment process

they should contact the MMU PSF SCHEME Lead at their earliest opportunity. Examples of such needs may be

a disability that may require reasonable adjustments to be made to the assessment process. Any amendments

to the process will be negotiated on a 1:1 basis and also approved by the lead external assessor to ensure the

agreed adjustments are fair, enables the applicant to demonstrate achievement of the required assessment

standards and that the process has equivalence to the assessment process other applicants.

41

5. Examples of the type of evidence that you may incorporate in your

application

As part of your application you are expected to demonstrate the impact of your teaching and learning

experience through the provision of appropriate evidence. This section gives you examples of the type of

evidence you could use for each of the dimensions of practice.

Key questions Examples of Evidence

Area of Activity

1

Design and plan

of learning

activities

and/or

programme of

study

AFHEA/FHEA (D1 & D2):

How do you evidence:

Your involvement in the planning and

development of learning activities?

Innovation within the delivery of your teaching

and learning activities?

How current pedagogical research informs

decisions on the content and delivery of your

units/programmes?

SFHEA (D3):

As D1 & D2 plus


Supporting others to design, deliver and evaluate

high quality learning experiences?

Promoting evidence based and/or innovative

teaching and learning practices in relation to a

key area of academic practice (eg Programme

/School/Faculty)


Committee membership.

Professional development undertaken.

Production of learning materials.

Course/Unit design activities.

Developing new programmes/units.

Engagement in curriculum review and design

(PARM).

SFHEA (D3):

As D1 & D2 Plus

Mentorship of colleagues linked to teaching and

learning.

Validation panel membership.

Internal/external responsibilities for teaching and

learning e.g. external examining.

Programme Leadership or SLTF role and

responsibilities.

Planning and leading staff development sessions

Leadership of programme validation/

developments within the MMU curriculum.

2

Teach and/or

support student

learning



Your involvement in the delivery and support of

effective learning?

Your understanding of the relationship between

teaching and student learning in your discipline?

D3

As D1 & D2 plus


Your contribution to promoting scholarship of

teaching and learning within MMU and beyond?

Your support to colleagues in enhancing their

teaching and learning at a programme/

departmental/faculty level or wider?


Your personal teaching philosophy.

Approaches taken by you/your team to

deliver/support student learning.

Approaches to the planning and delivery of

units/sessions.

Responses to student feedback and evaluations.

D3:

As D1 & D2 plus

Reflection on role as an external examiner

Mentorship/peer review activities.

Informal, formal feedback to peers.


related to innovative teaching and learning

activities

42

3

Assess and give

feedback to

learners



Involvement in different approaches to

assessment and feedback including formative and

summative assessment?

Can you evidence how these processes support

student learning?

SFHEA (D3):

As D1 & D2 plus


your contribution in promoting innovative

assessment and feedback strategies at a

departmental/institutional level or wider?

Your role in ensuring that feedback on

assessment strategies is used to inform practice

and promote meaningful change at a

departmental/faculty/ institutional level or

wider?


Your philosophy and approach to formative and

summative assessment.

Assessment task design and review.

Evaluation of the role of assessment in shaping

student learning in your discipline

Design and review of assignment specifications/

briefs and student assessment guidance, briefings,

marking criteria

Feedback to students,

Types of feedback used– written, audio,

group/individual, peer/tutor

SFHEA (D3)

As D1 & D2 plus

Examples of where you have taken a leading role in

developing assessment and feedback strategies at

a departmental/faculty/ university level

Role on departmental/faculty/ university

committees

Leadership of departmental/faculty/institutional

research initiatives to enhance assessment

4

Develop

effective

environments

and approaches

to student

support and

guidance



The application and evaluation of practices to

support equality and diversity?

How you support the development of effective

learning environments for a diverse student

body?

How you implement your curriculum in an

inclusive way?

SFHEA (D3):

As D1 & D2 plus


Your contribution to the recognition of, and the

support for, diverse student needs at a

departmental/faculty/ institutional level or

wider?

The influence of inclusive curriculum design and

delivery within your leadership/mentorship

activities?


The range of learning opportunities offered in your

teaching

The application of flexible modes of delivery

Inclusive practice – support for widening

participation & disabled students

Student support systems.

Support for writing/ study skills

Personal Tutoring

Liaison with placement providers

Departmental disability representative

SFHEA (D3):

As D1 & D2 plus

Involvement in departmental/ faculty/university

developments to support student learning

University/community links University disability

forum

University Equal Opportunities Committee.

University inclusive curriculum project team

43

5

Engage in

continuing

professional

development in

subject/

disciplines and

their pedagogy

incorporating

research,

scholarship and

the evaluation

of professional

practice



Participation in appropriate staff development

programmes, events and their influence on your

practice development?

A commitment to the effective evaluation of

practice and to your continuing professional

development?

The application of research informed teaching in

your practice?

Your consideration of pedagogical theory in the

context of your practice?

SFHEA (D3):

As D1 & D2 plus


Evidence critical evaluation of research informed/

engaged teaching.

Your role in supporting and developing

scholarship in learning at a departmental/

/faculty level

Your commitment to evidence based practice,

and the encouragement of the enhancement of

teaching and learning practices at a

/departmental/faculty level or wider.


Evidence based /research informed teaching

activities

Reflective diary/blog

Evaluations of teaching (peer review)

Professional development courses taken and

impact on the quality of your teaching and learning

Excerpts from your continuing professional

development portfolio.

SFHEA (D3):

As D1 & D2 plus

Evidence of personal research (practice

specific/pedagogical) and its integration into your

teaching and the practice of others.

Support for the pedagogical research undertaken

by others.

Professional body activities.

Panel member/chair approval/validation events .

Role as external examiner.

Consultancy experience (internal/external,

national/international).

Mentorship of others,

Planning and leading staff development

Core Knowledge

1 The subject

material


How do you demonstrate:

An understanding of how students learn in your

discipline?

Your knowledge of effective approaches to

learning and teaching in your discipline?

Engagement with your practice team to develop

and enhance the students understanding of the

subject?

SFHEA (D3):

As D1 & D2 plus


Your knowledge of new and innovative approaches

to student learning?

How you have taken a leading role at

departmental/faculty/ institutional level or wider

in initiatives projects aimed at enhancing

colleagues/ students understanding of the subject

and of pedagogical strategies within the

discipline?


Units you have designed, supported by a

consideration of student learning in your

discipline.

Reflective accounts of practice.

Minutes of team meetings.

Academic articles you have written/used

Conference presentations..

Contributions to discipline based Special Interest

Groups..

SFHEA (D3):

As D1 & D2 plus

Programme and unit leader experience

Leading role within learning and teaching

initiatives such as EQAL

Involvement in research into the subject or

pedagogical strategies to enhance learning within

the discipline

44

2

Appropriate

methods for

teaching and

learning in the

subject area

and at the level

of the

academic

programme



Your knowledge and use of effective teaching and

learning methods in your subject area?

Your creative and developmental practice that

extends the opportunities for student learning,

achievement and progression?

SFHEA (D3):

As D1 & D2 plus


Your knowledge and use of innovative teaching

and learning methods to promote student

engagements with subjects at

departmental/faculty/institutional level or wider?



to support, mentor colleagues who seek to extend

opportunities for student learning, achievement

and progression?


Evidence of the selection and justification of an

activity in relation to the topic.

Teaching and learning materials developed.

Evidence of revision and extension of your practice

and incorporation of new methods and strategies.

SFHEA (D3):

As D1 & D2 plus

Leading role in department/ faculty initiatives to

improve the student experience e.g. employability,

retention

Mentoring colleagues to enhance practice in the

subject

Developing and leading staff development and

training sessions

3

How students

learn, both

generally and

in the subject/

disciplinary

area.



Your knowledge and understanding of alternative

approaches to support the effective learning of

students in HE?

Your understanding of approaches to teaching

that extend the opportunities for student learning,

achievement and progression?

SFHEA (D3):

As D1 & D2 plus


Your knowledge and use of innovative teaching

and learning methods at a

departmental/faculty/institutional level or wider?



in initiatives to develop, mentor colleagues to

extend opportunities for student learning?


Evidence of the creation and embedding of a

variety of opportunities for learning

Application of pedagogical/ learning theories to

practice e.g. session plans

Examples of how you have incorporated learner

choice in your practice

Examples of inclusive practice

Evidence of practice influenced by relevant theory

e.g. session plans

SFHEA (D3):

As D1 & D2 plus

Examples of how you have taken a leading role at

departmental/faculty levels or wider levels in

relation to curriculum development initiatives.

Mentorship role of colleagues.

Planning and leading staff development and

training sessions

45

4

The use and

value of

appropriate

technologies



Your knowledge and understanding of the

application and benefits of widely available

technologies to enhance student learning?

Your understanding of the pedagogical

underpinning for blended learning.

SFHEA (D3):

As D1 & D2 plus


Your knowledge and understanding of the benefits

of new and developing technologies to enhance

learning?


departmental/faculty/ Institutional level or wider

in initiatives designed to develop colleague’s

engagement with technology-enhanced learning

to enhance the student experience?


Your use of learning technologies and/or audio-

visual materials including PowerPoint, VLE,

Podcasts, Blogs, Wikis, Facebook, Mobile phones

SFHEA (D3):

As D1 & D2 plus

Taking a leading role at departmental/faculty or

wider in relation to the development of new

initiatives for technology enhanced learning .

Mentorship role of colleagues to develop their use

of technologies to enhance learning

Planning and leading staff development and

training sessions related to technology enhanced

learning at a faculty or institutional role..

5

Methods of

evaluating the

effectiveness of

teaching



Your knowledge and understanding of a range of

effective methods for evaluating practice?

The use of reflection and staff and student

feedback to refine and develop curricula and

practice for students?

SFHEA (D3):

As D1 & D2 plus

How do you demonstrate

Your knowledge and understanding of how new

approaches to evaluation and pedagogical

scholarship can contribute to informing and

developing practice?


departmental/faculty/ Institutional level or wider

in initiatives that develop colleagues’ ability to

evaluate effective teaching?


Reflective practice/ blog/ diary

Peer and student reviews leading to enhancement

of your practice

Engagement in action research

Adaptation of teaching in response to

unit/session/programme evaluations Survey

design and implementation to inform evidence

based practice

SFHEA (D3):

As D1 & D2 plus

Publications/articles linked to scholarship in your

discipline and to your academic practice

Mentorship of colleagues to develop their

scholarship and the evaluation of their academic

practice


related to evaluation, evidence based and

reflective practice

46

6

The

implications of

quality

assurance and

quality

enhancement

for academic

and

professional

practice with a

particular focus

on teaching


How can you demonstrate:

Your knowledge and understanding of the quality

assurance and enhancement procedures within

MMU and of the principles underpinning peer

review?

Participation in, and contribution to,

enhancement processes at an individual/team

level leading to the enhancement of practice?

SFHEA (D3):

As D1 & D2 plus

How can you demonstrate:

Your lead role in enhancement processes at

departmental/faculty/institutional levels leading

to an enhancement or practice?


Role in unit/programme design, development

and review

Justification of minor/major modifications to

units

Participation in EQAL curriculum review

activities

Engagement with staff/student Fora,

membership of Programme Committees

SFHEA (D3):

As D1 & D2 plus

Chair, member University QAE Committees,

accreditation boards, panels, bodies,

Panel work for professional bodies.

Your lead role at departmental/faculty level

or wider in relation to the development of

effective quality enhancement processes to

enhance practice

Professional Values

1

Respect for

individual

learners and

diverse

learning

communities


How do you evidence practice:

That demonstrates your awareness of, and

sensitivity to, individual student needs, abilities

and motivations for learning in higher

education?

That fosters self-esteem and confidence in terms

of learning and potential achievement?

That demonstrates your awareness of, and

sensitivity to, cohorts of students from a diverse

background?

SFHEA (D3):

As D1 & D2 plus


Your lead role in the development of practice

with colleagues to promote inclusivity?

How you lead by example?


Integration of flexible learning opportunities,

individualised support, alternative

assessments, in your practice

Engagement with the concept of the inclusive

curriculum

SFHEA (D3):

As D1 & D2 plus

Taking a leading role at

departmental/faculty/institutional level in

relation to the development of inclusive

practice

Mentorship role of colleagues to develop their

use of inclusive practice

Planning and leading of staff development

sessions related to inclusive practice at a

departmental/faculty or institutional level

47

2

Promote

participation in

higher

education and

equality of

opportunity to

learners


How do you evidence practice:

Related to recruitment and admissions that

promotes/supports the participation of students

from a diverse background?

That supports the retention and success of

students from diverse backgrounds?

That acknowledges and values diversity in the

student body and views it as a rich resource for

learning?

Your awareness of the institutional and cultural

barriers that inhibit access to, and full

participation in, opportunities for learning and

achievement?

SFHEA (D3):

As D1 & D2 plus


Your lead role in the promotion of inclusive

approaches to teaching and learning with

students and colleagues, How do you lead by

example?


Involvement in careers guidance/open days

Involvement in pre admissions support and

interviews

Induction

Supporting study skills development

Personal tutor role

Reflective accounts of your inclusive practice

SFHEA (D3):

As D1 & D2 plus

Mentorship roles

Leadership role in developing n inclusive

curriculum.

Participation in relevant committees and

working groups

Participation in relevant conferences Giving

presentations related to widening

participation

Planning and leading staff development for

colleagues

3

Use evidence-

informed

approaches and

outcomes from

research,

scholarship and

continuing

professional

development



Your professional and scholarly approach to

teaching and learning practice?

How does this enhances the student experience

and quality of learning?

How you have used your research or

information from personal CPD to positively

influenced curriculum development and

delivery?

SFHEA (D3):

As D1 & D2 plus


Your lead role in promoting a professional and

scholarly approach to teaching and learning

practice to enhance the student experience and

quality of learning?


Instances of how you have used scholarship

and/or your research findings to enhance

teaching and learning and curriculum design

and delivery

Participation in staff development/teaching

and learning events supported by evidence of

how you applied your learning to your practice

to enhance the student learning experience

SFHEA (D3):

As D1 & D2 plus

Publications/Conference presentations

Membership of national/professional groups

Examples of how you have promoted an

evidence based approach to practice within

your department/faculty or wider

48

4

Acknowledge

the wider

context in

which higher

education

operates

recognising the

implications for

professional

practice



Your awareness of the current key faculty

/institutional drivers and their influence on HE

practice

Your recognition of the local/regional/national

factors which influence practice in your context,

and of the impact of these on student

experience

The professional context and the role of PSRBs

in shaping your curriculum?

SFHEA (D3):

As D1 & D2 plus

How do you demonstrate an influence on the

current key faculty /institutional drivers and an

awareness of their influence on HE practice and

how they influence the student experience and

your role and your colleagues’ role within

professional practice?

How do you demonstrate an awareness of the

current key national/external drivers that shape

and influence higher education and how they

influence the student experience and your role

within professional practice?


Recognition of key MMU goals, policies and

strategic objectives in the context of your

practice e.g. the Strategic Framework for

Learning, Teaching and Assessment, MMU’s

Threshold Standards framework, the

Employability Curriculum Framework

SFHEA (D3):

As D1 & D2 plus

Lead roles in policy implementation at the

local, institutional level

Membership of University wide committees or

external bodies.

Lead roles within your professional body.

2Adapted from University of Lincoln (2010, p10) & University of East London (2010, p5).

49

6. Process for remaining in Good Standing

It is a requirement by the HEA, that all Fellows remain in good standing. “A person or organisation is said to be in good standing if they have fulfilled their obligations” (HEA 2015). As part of the MMU PSF SCHEME’s accreditation it is therefore a requirement that Fellows are responsible for ensuring they remain in good standing and continue to work in line with requirements of the UK PSF. Proof of good standing We expect HEA Fellows should be continuing to develop professionally and in order to maintain their engagement with the UK PSF Fellows should therefore demonstrate and record their ongoing professional development activity to ensure that they remain in good standing. Fellows may choose to add a section to their digital application portfolio in which they can maintain a record of their ongoing CPD and continued reflective practice. The minimum requirement of the scheme is that a Fellow maintains a record of their CPD and that this is reviewed annually within the PDR process. CELT will monitor this process by selecting a sample of Fellows tri -annually and reviewing their good-standing CPD record.

50

7. Appendix 1: MMU PSF SCHEME Checklist

MMU PSF SCHEME Checklist: We recommend that you use this checklist to assist you through the process of completing your PSF Application.

Questions to ask myself / Stages I must complete

Resources : Available on MMU PSF SCHEME webpage http://www.celt.mmu.ac.uk/psf/index.php

Stage completed Y/N

1: Find out about the UK PSF and the MMU PSF SCHEME: Recognition Route

Do I know what the UK PSF is?

Podcast: What is the UK PSF? HEA webpage: www.Heacademy.ac.uk

Do I know what the MMU PSF SCHEME is?

Can I describe the UK PSF Dimensions of Practice?

Which level of Fellow should I apply for?

Podcast: What level of Fellow should I apply for? or MMU PSF SCHEME Handbook or Attend tutorial/workshop

Written / Online Digital/ Oral application?

See webpage or handbook for pros & cons of each submission method

Do I need further support before I start my application?

Attend a tutorial or workshop with MMU PSF SCHEME Lead ( Available for all applicants) or meet with my faculty mentor (Associate/Fellow applicants only - see website for list of mentors)

Have I Registered for the Scheme?

Decide on a timescale for completing your application and complete the Registration process vis the MMU PSF webpage. (See website for up and coming panel dates)

2: Download the appropriate application form, guidance document & handbook

What does a successful application look like?

Review exemplar applications available via the web site

http://www.celt.mmu.ac.uk/psf/index.php

http://www.heacademy.ac.uk/

51

What evidence do I need to collect in order to complete the application and include in the application as an appendices?

Evidence of engagement with the appropriate level of Fellow could include: Evidence of engagement with Peer Observation of Practice eg planning and feedback sheets. Testimonies from colleagues, external examiners. Anonymised formal/informal feedback from students. ISS/NSS scores and feedback Changes in programme/unit outcome data eg: pass rates/level of awards, progression rates/ employability rates Records of teaching and learning related publications/conference presentations. Teaching and learning related Institutional or professional committee membership

Have I identified my Advocates and asked them to contribute?

See Guidance on advocates in the application guidance document

3. Complete an observation of practice*

Reflect on your learning from this process

Have I completed a suitable observation of practice within the last 6 months?

Access your feedback and records of this activity. If not completed; arrange a new observation –this does not have to be with your PSF mentor

Have I completed a professional dialogue with my PSF mentor to support my reflection on my learning from the observation and its feedback.?

Reflect on this process and write up for the application (up to 1,000 words)

4. Refresh your knowledge of the scholarship, learning theories underpinning my practice as a teacher

52

Am I confident about discussing the scholarship underpinning my practice and would be able to integrate reference to appropriate literature in my reflective commentary?

Access notes from previous CPD/courses (eg PGCert). Access a general textbook about learning and teaching theory and practice Access research into teaching and learning that related to my professional context Liaise with my mentor.

5. Complete an initial draft of the application

Attend a writing retreat Send to your mentor Revise as necessary

Have I addressed all the required dimensions of practice and Descriptors ?

Use Dimensions of practice check list (attached). See UK PSF Descriptors (PSF Handbook or webpage)

Does my advocate know what I wish them to do?

Send draft to my advocates and meet with them to discuss the requirements of the statement

6. Gain feedback on a mature draft in advance of submission

Attend a further writing retreat Submit for feedback - email to your mentor at least 1 week before the

submission deadline Amend as required

7. Attach supporting evidence of impact and engagement with observation process as appendices

Do I need to add anything to the appendices of my application?

Check you have impact evidence for your practice

Submit the application by the deadline Submit electronically via moodle

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