Sheffield Hallam University CPD Scheme:"Realising our Potential"

Dr Sally BradleyInnovation and Professional Development Team

Background

• Developing Educational Practice module - MSc Health Care Education (NMC recognised) , based in Faculty of Health and Wellbeing

• Module 1 of the Postgraduate Certificate in Learning and Teaching in Higher Education, based in Dept. of Education

UK PSF Descriptor 1

 • Completion of the Postgraduate Certificate in Learning and

Teaching in Higher Education, based in Dept. of EducationUK PSF Descriptor 2

Established “new staff ” courses:

Existing Professional Development Policy and Framework

Many iterations of the policy but implementation lacked enthusiasm, drive and purpose until …..

November 2009 Professional Standards in Teaching and Learning: an integrated approach to appraisal, professional development and peer supported review

May 2010 Professional Development Policy and Framework

Parallel activities

• Research into Associate Lecturer development needs

• JISC HEAT3 funding to develop disability awareness raising for Associate Lectures

• Research into new staff development needs which lead to the creation of Learning, Teaching and Assessment orientation for new academic staff - SEDA Grant

• Introduction of Student Nominated Inspirational Teacher Awards and Inspirational Research Supervisor Awards

Existing CPD Activities

•Practitioner led seminar and guest speaker programme plus Faculty based activities

•Peer Supported Review (PSR)

•Non accredited Associate Lecturer course

•Research Supervisors course

•Research Examiners course

•eLearning sessions

•Headstart

•………..plus regular FHEA workshops

So what changed?

• New PVC for Student Experience and Learning and Teaching

• Government agenda and Browne review

• NSS results .. Scores staying the same whilst competitors were moving up

• Research and Scholarship discussion paper

• PSR reinvigorated

............. And a refreshed Corporate Plan with a target for professionally recognised academics

Research and Scholarship

• Emphasis in the FHEA Workshops and PSR regarding research and scholarship in learning and teaching

• Higher Education Research and Scholarship Group

- Action Research conference

• Regular “Getting started: Writing for publication” workshops

• Introduction of Student Engagement and Experience Journal

PV 3: Use evidenced informed approaches and the outcomes from research, scholarship and CPD

Realising our Potential:HEA Accredited CPD Scheme

Appraisal CPD Activities

PSR Research and Scholarship

HEA recognition

HEA Accredited CPD Scheme: includes Internal Accreditation of AFHEA and FHEA

• Reflective account– Written– Presentation– Audio

• Annotated CPD record

• Plus 2 references

(Based on UEL scheme)

– participating in meetings, conferences and seminars

– presenting internal seminars, such as the CPD programme

– postgraduate study– discussion and networking– learning from students

(feedback)– mentoring and supervision– peer supported review– updating, and delivery of

teaching– critical review and preparation of

teaching materials

– reading and reviewing journal articles

– secondment and work shadowing

– consultancy activity– undertaking research and the

presentation of papers– observing and reviewing

teaching practice– extending range and scope of

teaching practice– undertaking research ethics

training– external examining.

But that doesn’t change culture … does it? No but …

• Student Support staff are submitting AFHEA for internal accreditation

• Staff who have previously done the PGCert are now engaged in the FHEA reflective process

• Staff with Leadership responsibility are engaged in developing their Senior Fellow application

• PVC commitment to undertake Principal Fellow

• And Heads of Department are saying “Why aren’t we using the annotated CPD at appraisal?”

Comments from experienced staff

• HEA Application?! It’s one of those things you do unwillingly- realise it was worth it- and will others to do it!

• I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.

• Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.

Contact Detailss.a.bradley@shu.ac.uk