NTU Teaching Development Framework (NTU TDF)
Guide to the NTU TDF Professional Standards for Teaching and Supporting Learning in HE
Target audience
All staff who teach and/or support learning at NTU
Purpose of guide
To define the professional standards at the 4 different levels of the NTU Teaching Development Framework
Context
The NTU Teaching Development Framework has been developed following extensive consultation to
provide a set of tools which can be used at all stages of your career to:



inform and support individual/ team professional HE teaching practice,
support individual/team learning and teaching professional development planning,
identify relevant evidence from your practice when applying for nationally recognised HEA professional
recognition via the HEA-accredited NTU TDF Scheme
PDCR is a key process through which you can use the Framework to review your professional development
needs and create your professional development plan, including applying for professional recognition as
appropriate.
Guide reference
Further information
September 2015
Academic Practice Development Team in Centre for Professional Learning and Development (CPLD).
Further guidance on Applying for HEA Professional recognition, see the NOW Learning Room ‘HEA
Professional Recognition: Information for Staff’ (log in to NOW required)
NTU Learning and Teaching Professional Development Policy (2015) on CPLD website
Overview
The NTU practice standards defined in detail in this document have been informed by, and align directly with, the national standards for
teaching and supporting learning in higher education set out in the UKPSF (Higher Education Academy (HEA), November 2011 – see
Figure 1 below).
Areas of Activity
A1
Design and plan learning activities and/or programmes of study
A2
Teach and/or support learning
A3
Assess and give feedback to learners
A4
Develop effective learning environments and approaches to student support and guidance
A5
Engage in CPD in subjects / disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice
Core Knowledge
K1
The subject material
K2
Appropriate methods for teaching and learning in the subject area and at level of academic programme
K3
How students learn, both generally and within their subject/disciplinary context
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 and professional practice with a particular focus on teaching
Professional Values
V1
Respect individual learners and diverse learning communities
V2
Promote participation in higher education and equality of opportunity for learners
V3
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
V4
Acknowledge the wider context in which higher education operates recognizing the implications for professional practice
Figure 1: The UKPSF standards (HEA, November 2011)
The national standards are defined in 4 levels (D1-D4) which directly align with the 4 levels of practice standards defined in the NTU
Teaching Development Framework, and to HEA professional recognition awards as follows:
D1
D2
D3
D4
-
equivalent
equivalent
equivalent
equivalent
to
to
to
to
HEA
HEA
HEA
HEA
Associate Fellow
Fellow
Senior Fellow
Principal Fellow
and
and
and
and
Level
Level
Level
Level
1
2
3
4
of
of
of
of
NTU
NTU
NTU
NTU
TDF)
TDF)
TDF)
TDF)
The NTU TDF practice standards are set out in this document in three parts as follows:

Table 1:
an overview of NTU TDF professional standards at Levels 1-4, and how they align with the UKPSF and levels
of HEA professional recognition

Table 2:
a definition of the national professional standards D1-D3 and how they are defined in the NTU TDF Levels 1-3

Table 3:
a definition of the national professional standards D4 and how they are defined in the NTU TDF Level 4
You can use the standards defined in the NTU TDF to:



inform and support individual/ team professional HE teaching practice,
support individual/team learning and teaching professional development planning,
identify relevant evidence from your practice when applying for nationally recognised HEA professional recognition via the HEAaccredited NTU TDF Scheme (For further information on Applying for HEA Professional Recognition and guidance on evidencing these
practice standards, go to the NOW Learning Room ‘HEA Professional Recognition’ listed under the Staff role on your NOW homepage.)
Table 1:
Overview of NTU Teaching Development Framework (NTU TDF) Professional Standards
NTU TDF Levels
1
2
3
4
Overview of practice standards
Staff are expected to
demonstrate:
 A broad awareness,
understanding and
critical application of
appropriate areas of
core knowledge and
professional values to
inform their professional
practice in at least 2 of
the 5 areas of activity of
the UKPSF
Staff are expected to
demonstrate:
 A broad awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
inform their professional
practice across all 5
areas of activity of the
UKPSF
Staff are expected to
demonstrate:
 A thorough awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
achieve a key impact on
high quality HE teaching
and learning within the
team, department, or
discipline across all 5
areas of activity of the
UKPSF
Staff are expected to
demonstrate:
 A thorough awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
achieve a sustained
impact on high quality
HE teaching and learning
across the institution
and/or sector across all 5
areas of activity of the
UKPSF
Alignment with the 4 levels in
the UKPSF national standards
Equivalent HEA level of
professional recognition
Descriptor 1 (D1)
Descriptor 2 (D2)
Descriptor 3 (D3)
Descriptor 4 (D4)
Staff able to demonstrate this
level of standards are eligible
to apply for:
HEA Associate Fellow
Staff able to demonstrate this
level of standards are eligible
to apply for:
HEA Fellow
Staff able to demonstrate this
level of standards are eligible
to apply for:
HEA Senior Fellow
Staff able to demonstrate this
level of standards are eligible
to apply for:
HEA Principal Fellow
Table 2:
Definition of UK Professional Standards in HE (UKPSF) in the NTU TDF Levels 1-3
UKPSF Areas of Activity
NTU TDF Level 1 (HEA Associate Fellow)
NTU TDF Level 2 (HEA Fellow)
NTU Level 3 (HEA Senior Fellow)
A1
Design and plan learning
activities and / or
programmes of study
Demonstrates effective use of:
 a constructive alignment approach in design of learning
opportunities;
 relevant discipline and learning and teaching knowledge to
inform the curriculum – including the learning outcomes and
content;
 NTU academic practice policy to inform the curriculum.
Demonstrate your wider impact on the design of teaching
learning opportunities that:
 is informed appropriately by a constructive alignment
approach;
 are informed appropriately by relevant discipline and learning
and teaching knowledge;
 align appropriately with NTU academic practice policy.
A2
Teach and/or support
learning
Demonstrates effective:
 use of methods which support the active and inclusive
engagement of all learners in working to achieve the intended
learning outcomes;
 provision of sustainable learning resources in appropriate
media and academic level to support the intended learning
outcomes.
Demonstrate your wider impact on teaching and/or learning
support practice that:
 uses methods which support the active and inclusive
engagement of learners to achieve the intended learning
outcomes;
 enables the provision of sustainable learning resources in
appropriate media and academic level to support the
intended learning outcomes.
A3
Assess and give feedback
to learners
Demonstrates effective use of:
 methods which assess the intended learning outcomes
appropriately;
 methods which help learners identify their progress and how
to develop further;
 current NTU academic practice policy to inform own
assessment and feedback practice.
Demonstrates effective:
 awareness of equality and diversity issues in learning and
teaching to create conditions which support student learning;
 contribution to the pastoral care of students, providing
support and referring students to other colleagues and
professional services as appropriate.
Demonstrate your wider impact on assessment and feedback
practice that:
 uses methods which assess the intended learning outcomes
appropriately;
 uses methods which help learners identify their progress and
how to develop further;
 aligns appropriately with NTU academic practice policy.
Demonstrate your wider impact on teaching and learning support
practice that promotes and supports:
 appropriate awareness of equality and diversity issues in
learning and teaching to create conditions which support
student learning;
 the effective pastoral care of students.
A4
Develop effective learning
environments and
approaches to student
support and guidance
A5
Engage in CPD in subjects
/ disciplines and their
pedagogy, incorporating
research, scholarship and
the evaluation of
professional practice
Demonstrates effective:
 critical evaluation of own practice to identify strengths and
areas for development and how these can be addressed;
 active participation in ongoing learning and teaching
professional development which is relevant to own role,
expertise and development needs;
 application of learning to enhance own teaching practice.
Demonstrate your wider impact on professional development of
teaching and learning support practice that supports:
 regular critical evaluation of practice;
 active participation in ongoing learning and teaching
professional development relevant to your and others’ role,
expertise and development needs;
 application of learning to enhance teaching and learning
support practice.
Areas of Core
Knowledge
NTU TDF Level 1 (Associate Fellow)
NTU TDF Level 2 (Fellow)
NTU Level 3 (Senior Fellow)
K1
The subject material
Provides evidence of:
 using current discipline knowledge and practice when
teaching and supporting learning in HE.
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.
K2
Appropriate methods for
teaching and learning in
the subject area and at
level of academic
programme
Provides evidence of:
 using teaching methods which support active and inclusive
learning, and are aligned appropriately to learning needs,
academic levels, disciplines, and current NTU academic policy
and practice.
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.
K3
How students learn, both
generally and within their
subject / disciplinary
context
Provides evidence of:
 using knowledge of the relationship between teaching and
learning, and the factors which support successful
independent learning generally in in own discipline, to inform
own teaching practice.
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.
K4
The use and value of
appropriate learning
technologies
Provides evidence of:
 applying your knowledge of digital and non-digital
technologies and their benefits to support students’ active
and independent learning;
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.

using NTU ‘NOW’ and associated tools to design and/or
deliver more active and inclusive learning opportunities.
K5
Methods for evaluating
the effectiveness of
teaching
Provides evidence of:
 using an appropriate range of methods and information
(including feedback) to evaluate impact of own teaching
practice on students’ learning.
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.
K6
The implications of quality
assurance and quality
enhancement for
academic and professional
practice with a particular
focus on teaching
Provides evidence of:
 participating in NTU teaching and learning quality
management processes, as appropriate to own teaching role,
to inform own practice;
 explicit alignment of own practice to NTU Academic Standards
and Policy as appropriate to own teaching role.
As for Levels 1 & 2, and evidence of wider impact on those aspects
in other people’s practice.
Professional Values
NTU TDF Level 1 (Associate Fellow)
NTU TDF Level 2 (Fellow)
NTU Level 3 (Senior Fellow)
V1
Respect individual learners and
diverse learning communities
Provides evidence of:
 appropriate awareness of, and sensitivity to, the diverse range of individual
student needs, abilities and motivations;
 making reasonable adjustments to own practice to help foster and support
students’ active and independent learning approach, self-esteem, confidence,
and ability.
As for Levels 1 & 2, and evidence of wider
impact on those aspects in other people’s
practice.
V2
Promote participation in
higher education and equality
of opportunity for learners
Provides evidence of:
 recognising institutional and cultural barriers that may inhibit access to, and full
participation in, higher education;
 using this knowledge to make own teaching practice more inclusive.
As for Levels 1 & 2, and evidence of wider
impact on those aspects in other people’s
practice.
V3
Use evidence-informed
approaches and the outcomes
from research, scholarship and
continuing professional
development
Provides evidence of:
 engagement in regular critical evaluation, reflection, and development of own
practice as part of PDCR;
 completion of continuing professional development and using what learned from
these to enhance own teaching practice.
As for Levels 1 & 2, and evidence of wider
impact on those aspects in other people’s
practice.
V4
Acknowledge the wider
context in which higher
education operates recognising
the implications for
professional practice
Provides evidence of:
 how own practice aligns to NTU learning and teaching strategy, policy and
practice priorities, and particular issues in wider HE/HE-related sectors.
As for Levels 1 & 2, and evidence of wider
impact on those aspects in other people’s
practice.
Table 3:
Definition of UK Professional Standards in HE (UKPSF) in the NTU TDF Level 4
Professionals at this level are required to be able to demonstrate:

Active commitment to, and championing of all dimensions of the UKPSF as defined in the NTU TDF, through work with students and staff, and in institutional
developments

Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in
institutional and/or international settings

Establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high
quality teaching and support for learning

Championing, within institutional and wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research,
scholarship and administration etc.)

A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other
professional practices.
Indicative practice examples:
o Leading institutional academic practice development projects
o Strategic championing of key academic development policies and practice development onto strategic agendas, leading their implementation and evaluation
o Significant contributions to organisational development in relation to learning and teaching
o Significant contributions to Institutional policy development and implementation
o Commissioning new programmes and education opportunities to address new or changing market trends
o Sustained and sector / discipline contribution as an external examiner and/or external verifier
CPLD September 2015