Professional Recognition and
Development Scheme
Senior Fellowship (D3)
Handbook 2015-16
UoB PRD Scheme: D3 handbook.
Centre for Learning and Teaching, 2015-16
Contents
1
Summary: What are the requirements? ............................................................. 3
2
The three dimensions of the Scheme ................................................................. 4
3
General advice on writing the account ............................................................... 6
4
The shape of the RAPP ...................................................................................... 10
5
Examples for your consideration ...................................................................... 13
6
Case Studies ...................................................................................................... 18
7
Areas, core knowledge and professional values............................................... 22
8
Development plan............................................................................................. 29
9
Referee statements........................................................................................... 30
10
Submitting your application ............................................................................. 31
11
How is your work assessed? ............................................................................ 31
Appendix A: The UKPSF ............................................................................................ 32
Appendix B: CLT workshops 2015-16 ....................................................................... 33
Appendix C: assessment criteria............................................................................... 36
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1
Summary: What are the requirements?
There are 4 parts to your submission:
1. a Reflective Account of your professional practice (RAPP)
2. two case studies of professional practice (CAS)
3. a development plan
4. supporting statements from two referees
1.1
Reflective Account of Practice (RAPP)
The main part of your application will be a Reflective Account of your practice (RAPP)
as someone who is an experienced member of staff able to demonstrate influence,
e.g. through leading, managing and organising programmes and or disciplinary areas;
mentoring and/or supporting others; with departmental and/or teaching and
learning responsibilities within your institution in relation to teaching and learning in
HE. In this you should explain how you meet the requirements of the Scheme by
addressing the Areas of Professional Practice, Core Knowledge and Professional
Values set out in the UKPSF (see section 2 below). You also need to refer to
supporting evidence, e.g. assessment results, student feedback, programme
(re)validation success, comments from colleagues about your effectiveness, internal
and external recognition, consultancy and awards.
NB the additional elements (additional to the HEA requirements) necessary to gain
Senior Fellowship within the University of Brighton Scheme are the Development
Plan (up to 500 words) and evidence of understanding of digital literacies and of
their use. The Learning and Teaching Strategy 2013 KPI states: ‘By 2015 all academic
staff will have, or be working towards, a university teaching qualification or
institutionally recognised equivalent, with an embedded digital literacy component.
Further elaborated in the LT strategy to state: ‘skilled to successfully engage with e
and blended learning beyond the baseline of materials and access to programmes, to
online learning elements and courses, where appropriate’.
1.2
Two cases studies of professional practice
These case studies are chosen by you so it is advisable to think of work which has
enabled you to develop your professional expertise and make a difference to
learning and teaching, at least some of which should be within the University.
Although the cases may have a history of established work, they will largely look at
developments over the past four years, and outline contributions you have made to
learning and teaching in HE.
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1.3
A development plan
A development plan of up to 500 words needs to be included in the submission. This
will identify future goals for your continuing professional development and how you
will achieve these.
1.4
Supporting statements from two referees
Your referees should be from colleagues who are in a position to comment on your
effectiveness in teaching or leading in terms of learning and teaching.
2
The three dimensions of the Scheme
The University Scheme has three main themes or dimensions, which are based on
the HEA’s UK Professional Standards Framework (UKPSF) and for whatever
Descriptor (1 Associate Fellow; 2 Fellow; 3 Senior fellow; 4 Principal fellow) you are
applying for. Senior Fellowships maps to Descriptor 3 (D3). These dimensions need
to be discussed, reflected on and evidenced.
The three dimensions are:
1. Areas of Activity undertaken by teachers and those who support learning
within HE
2. Core Knowledge needed to carry out those activities at the appropriate level
3. Professional Values that someone performing these activities should
embrace and exemplify
In more detail, these are:
Areas of Activity
A1
Design and plan learning activities and/or programmes of study
A2
Teach or support learning
A3
Assess and give feedback to students
A4
Develop effective learning environments, (including digital and/or blended
learning environments) and approaches to student support and guidance
A5
Engage in continuing professional development in subjects/disciplines and
their pedagogy, incorporating research, scholarship and the evaluation of
professional practices
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Core knowledge
In relation to your own field you are required to demonstrate knowledge and
understanding of:
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 within their 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
and professional practice with a particular focus on teaching
Professional Values
V1
Respect individual students and diverse learning communities
V2
Promote participation in higher education and equality of opportunity for
students
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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3
General advice on writing the account
3.1
General principles to consider in preparing your RAPP

You will find it very helpful to refer at all times to the relevant parts of the UKPSF.
For that reason, in addition to these guidance notes, you will need a copy of the
UKPSF to hand when completing your application (see Appendix A).

Your application for Senior Fellowship is centred round the processes of
continuing professional learning and development. This includes appropriate
research and scholarly activity and the leadership, management and
administration of academic provision and support, including a digital literacies
element.

The standards are inclusive in nature so D3 incorporates D2.

Whilst it is important that you address all of the dimensions of Framework, given
the complex and integrative nature of professional practice at this level you
should avoid a mechanistic or tick-box mapping approach to ensuring full
coverage.

We recognise that there will be considerable variation in applications, reflecting
differences in individual’s experience, their job roles and institutional contexts. A
suggested word count for the combined case studies and reflective commentary
would be around 5000 – 6000 words but this is only a guide and the quality of
the reflection is far more important than quantity. However there is an upper
limit of 7000 words, including the Development Plan. If you submit an
application that exceeds the 7000 limit, you will automatically be asked to
resubmit.

The RAPP is the heart of your application. It comprises a reflective commentary
on professional practice as a teacher and/or supporter of learning. In it you
should explain how you meet the requirements outlined in Descriptor 3 of the
Framework.

Your account should make clear how you apply your Core Knowledge and
Professional Values to all of the Dimensions of Practice set out in the
Framework. The evidence should be incorporated in both your reflective
commentary and case studies. Please ensure you provide reasons for the choice
of activities you describe, and demonstrate that you reflect on your teaching
practice and the students’ learning experience.

The RAPP is a personal account so you should focus throughout on your own
professional practice and decision-making.
There is no set format for presenting your RAPP, but you may want to use the
template provided in the studentcentral area.
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3.2 Choices over the shape of the RAPP and Case studies
You do not need to use the template provided, but do need to follow the layout and
order of the elements within it. You can, if you choose, produce a RAPP, case
studies, development plan, and do so using an e-portfolio (e.g. using studentfolio) in
which following an introductory section, your claims and evidence are explored in
the e portfolio.
Remember that this is a personal account, so you should focus throughout on your
own practice and decision-making. However, you should also demonstrate how your
work is informed by relevant literature, which would normally include learning,
teaching and assessment research informed literature, although this can be taken
from disciplinary based learning, teaching and assessment research.
In summary, your Account in each Area or Section should explain:





What you do (provide concrete detail and examples)
Why you do it in that way (clearly explain your reasons, and justify your
choices and decisions)
How you judge the effectiveness of what you do (clearly explain the
criteria and kinds of ‘information’ you use to review and evaluate your
work and the experience of the students and colleagues with whom you
work)
How you improve what you do (explain this clearly using various concrete
examples).
Your influence on others (i.e. colleagues) in developing their practice.
Your Account should illustrate how your work is informed by the Core Knowledge,
Professional Values, professional experience and research or scholarship (subject
and pedagogic). The evidence you provide will be dependent on the context in which
you are working; and the nature of the subject, discipline or profession in which you
teach.
You may also wish to explain in your commentary how you have engaged in relevant
professional development. (Relevant activities may include those you engage in
outside the higher education context, for example in other work-based settings.
They are likely to be wide ranging, incorporating both formal and informal
approaches to continuing professional development. Examples are given below.)
As you start writing your Case Studies you need to select two important
developments, initiatives, responsibilities, specialisms in your work and to ask the
same questions as for the Areas and Sections (above). You do not need to
evidence every element of Core Knowledge or Values in each Case Study but they
need to be evidenced throughout the application as a whole.
Keep in mind that you need to clearly indicate how the Core Knowledge and
Professional Values inform your work. A straightforward way to do this is to
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include appropriate notation at the end of the relevant section of commentary –
e.g. (CK2) or (PV3).
Many have found it useful to prepare a list or table of what they do, their areas of
achievement, work and evidence, in each core knowledge, value and activity
area, and then to use this to draw from to write the RAPP, adding the referencing
in parentheses after the examples discussed.
Readers of your account will find it helpful if you also include list or table showing
how the Core Knowledge and Professional Values map onto the Areas or
Sections.
Be sure you are familiar with the assessment criteria, which you will find at the
end of this document.
3.3 Working within the word count
It is difficult, perhaps impossible, to provide a detailed account of a busy,
complex professional role in 7000 words, especially if your account must also
demonstrate how your work is informed by specific aspects of knowledge and
professional values. The following advice is intended to help you write effectively
within these constraints.
1
Accept that you probably won’t be able to offer a comprehensive account
of your work, even though you may find this frustrating and irritating.
2
Either at the end of the Introduction, or in your commentary on the
various Areas or Sections and the Case Studies, briefly explain that your work is
complex and varied. (This will probably already be evident in your Introduction.)
Therefore you will discuss selected aspects that best exemplify your work in a
particular Area, Section or Case Study, and allow you to illustrate how it is
informed by specific elements of the Core Knowledge and Professional Values.
3
In your commentary on a particular Area Section or Case Study, it can be
effective to combine a brief overview with more elaborated discussions of
selected examples.
4
Don’t try to include all the Core Knowledge and Professional Values in
your commentary on each Area or Section or in the Case Studies. Instead, select
aspects of the Knowledge and Values that are particularly relevant to your work
in that Area, Section or Case Study.
However, as you are seeking Senior Fellowship status remember your Account
needs to clearly demonstrate that your work as a whole is informed by all the
Core Knowledge and Professional Values, and that it has a digital literacy
element.
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Before they start writing their Account, people often find it helpful to draw up a
simple plan in which they:
(i)
consider each Area or Section in turn, and identify one or a small
number of specific examples they could use as the focus of their
commentary on that Area or section
(ii)
select the particular elements of Core Knowledge and Professional
Values that are most relevant to that Area or Section
(iii)
check to ensure that all of the Knowledge and Professional Values
are well represented across the Account as a whole.
NB the word count for the RAPP is 7000 words, including the development plan.
Your bibliography and referee statements are not included in the word count.
7000 words is the maximum allowed – do not exceed this or you will be asked to
resubmit your application.
3.4 Meeting the digital literacy requirement
Your submission must evidence how you engage with digital literacies as part of your
practice. This is a key aspect of Area 4 within the Dimensions of the PRD Scheme:
A4
Develop effective learning environments, (including digital and/or blended
learning environments) and approaches to student support and guidance.
In addition to evidencing this as part of your RAPP/case studies, you should
specifically include the following:
1. A declaration that you have attained the core digital literacies as identified in
the University of Brighton Digital Literacies Framework. Attainment means
understanding what each core digital literacy is and why you would use it
sufficiently to know whether it is appropriate for use in your practice or not.
2. A statement of how and why you have implemented blended learning in your
teaching.
There is a range of support available to attain the core Digital Literacies:



Digital Literacies Framework overview sessions (see Appendix C)
IS workshops (see IS website for details)
The Digital Literacies website (this is continuing to be developed with
indicators for the literacies) https://studentfolio.brighton.ac.uk/diglits/
3.5 Evidencing the D3/Senior fellowship aspect
To apply for Senior Fellowship, you need to evidence leadership in learning and
teaching (inside your School, your institution and/or within the national context of
learning and teaching in your subject area). This may be via a formal management
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and/or leadership role in your School (e.g. you are a teaching and learning coordinator; or you manage areas of study within your School, i.e. as a Head of Division
or Area Programme Leader), or because of what you have achieved in leading the
development of a discipline area (e.g. you may have led a curriculum development).
You need to be able to demonstrate a ‘sphere of influence’ beyond your own
immediate teaching. Therefore, for D3 it is not just what you have achieved within a
module, for instance, and the impact on students, but how your achievements have
led other colleagues to change their teaching and the broader impact of your work.
Examples include:
 Have you given any School or Learning and Teaching conferences
presentations on the teaching in your module which resulted in other
colleagues changing their practice?
 Have you any publications which have resulted in colleagues changing
teaching practice?
 Have you been an external examiner and your experience led to change in
practice elsewhere?
 Has your experience teaching your module resulted in others re-designing
their curriculum or assessment practices?
4
The shape of the RAPP
As you put this RAPP together, it might be tempting to see it as identical to an
application for promotion or a new job, an expanded version of your CV or your
research publications, a National Teaching Fellowship application or an internal
teaching award. Some of these might indeed help you decide what to discuss in your
RAPP and what emerges as the main area for your case studies, and in some
instances the language of reflection and identification of learning backed up by
evidence is similar, because it makes claims and pursues a narrative about your
professional history, achievements, values and directions. However, none of these
are the same as the Senior Fellowship application and relying on any one of them
too much will lead you to have to reframe the CV and publications and to cut out
quite a lot of the promotion or job application since each will be less or differently
focussed than this application. You will have a lot to say. The key to a good
application is clarity, selection, cohesion, and focus. There is no need to tell
assessors everything - tell a story about your development and achievements,
values, knowledge and practice, and evidence it. Pick your most significant themes
and developmental areas as your case studies. Although you can give a back story to
your application reflection try to focus mainly on achievements from the last four
years.
An Introductory section
You are strongly advised to preface your Account with a short introduction that
explains the context of your work, including:
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




your post and the main aspects of your role
the students with whom you work and the courses or modules they are
studying
programmes, courses or course teams you have developed or led,
consultancies and internal leadership roles with regard to learning and
teaching areas of work
the main purposes or goals you pursue in your work with those students
and colleagues
the influence on your work of Professional, Statutory or Regulatory
bodies.
This will avoid the need to explain these matters when you refer to the Areas or
Sections of Activity. This introduction should not be more than about 250 words
in length.
You should highlight the primary influences on your own development, focusing on
the progressive attainment of your professional capabilities and how you and others
have benefited from the continuous learning and development process involved.
Aspects for inclusion in the RAPP also normally include:

Career milestones
- roles and responsibilities related to teaching and supporting learning
- relevant qualifications obtained from formal professional development
undertaken

Areas of research, scholarship and/or professional practice
- relevant publications and/or presentations
- incorporation of research, scholarship and/or professional practice into
teaching and supporting learning
- links with professional bodies/wider communities
(NB a CV or a publications list is not suitable for this although it might form
the basis for the selective research and evidence based narrative you write)

Involvement in teaching and learning initiatives;
- institutional/nationally funded projects
- small-medium scale investigations/awards
- work with professional bodies
- development and/or adoption of learning and teaching themes, for example,
internationalisation, employability, assessment and feedback, retention,
flexible learning, education for sustainability
- engagement with digital literacies * (University of Brighton element)
- dissemination of teaching and learning related expertise

Recognition and reward;
- teaching prizes, fellowships, institutional awards for innovation
- professional body recognition
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
Collaborating with others;
- advisory, support, co-ordination roles in teaching and supporting learning
- leadership and management roles

Educational and staff development activity;
- mentor roles in professional development programmes for new and
inexperienced staff
- learning and teaching workshops/seminars
- related publications/documents
(NB a CV is not suitable for this although elements of it might well provide the
research evidence base for the narrative account you develop)

Leadership, management and organisational roles within institution or wider
higher education context
- teaching and learning/quality enhancement committees
- programme design, approval and review process
- quality assurance roles and responsibilities
Programmes of study used as examples must be equivalent to at least Level 4 or
above within the Framework for Higher Education Qualifications.
Throughout the RAPP and the Case Studies you need to ensure that you use a
research evidence base to your claims of effectiveness. You can do this by
constructing narratives which are theory and research informed, and which lead into
discussion of examples about which you can provide discursive and more formal
references to evidence, and include some extracts from supportive quotations from
students or colleagues. Appendices providing fuller exploration of your work, are
not advised and should not be included, as they will not be used for the assessment
of the application. Everything you have to say about your work needs to be
succinctly expressed in the application itself.
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5
Examples for your consideration
The examples on the following pages are extracts from actual submissions to the
University Scheme or adaptations of other applications which have been successful,
from other universities. They are not models to be copied, simply illustrations of
how people have written their Accounts and Case Studies. We are very grateful to
the colleagues who have generously allowed us to reproduce these extracts.
Personal statement and career milestones
Example
Overview
I have worked as an academic in H.E. for 32 years. I started as a lecturer
immediately following a PhD. I felt I had good knowledge of the core subject
material and an understanding of some of the values of H.E. but my understanding
of learning and teaching was limited to personal reflection. Fortunately, my first job
involved working with excellent colleagues and they provided excellent support.
This seven year ‘apprenticeship’ led me into my second job wherein I progressively
developed a more co-ordinating and managerial role. My career path took me
further in this direction, accumulating experience, to my current role as Head of a
School of xx students and xx academic staff. Throughout, I have developed my
understanding of how people learn, applied this to my own teaching and, in turn, to
the organisational and staffing matters that help the whole- School learning
environment.
First experience
As a graduate teaching assistant when doing a PhD. I found teaching others
interesting, and stimulating. The fact that students came to see me after sessions
suggested I could also communicate well and this led me to want to apply for an
academic lecturing position.
First job as a full-time lecturer (K1, K2, K3, V1, A2, A3, A5)
Teaching Undergraduate xxxxxxx. Very little formal L & T development back then
but I did complete a two day teaching course run by one of the Institution’s senior
staff. Very supportive department with lots gained from other lecturers through
team teaching and informal mentoring. The strict CNAA/xxx structures enforced
high quality course writing and assessment tasks.
Reflection: I felt had become a very capable teacher with good communication
skills. Student feedback was positive and my option modules always recruited to
capacity. But can now see I was…………..
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Areas of research, scholarship and/or professional practice
Throughout my career, both before joining Higher Education and subsequently, I
have used various instruments designed to build self-awareness and improve
professional practice including Honey and Munford (2000), Fleming and Miles (1992
cited on Fleming 2013), Felder and Soloman (2002 cited on Felder and Soloman
2013, Belbin (1980 cited on Belbin.com 2013) and Jung (1933 developed by Myers
Briggs Foundation 2013) . Today there is a debate about the validity of such
instruments, especially learning style inventories (Coffield et al, 2004), but they are
still widely used in both commercial and educational settings (K3),(V1).
Key themes that have emerged from the results of these inventories are that I have a
very strong preference for;
 Working with others
 Action learning/new experiences
 Innovation and the ability to see the “big” picture.
With challenges around;
 Writing on my own
 Talking more than listening
 Low tolerance of activities which are not active
Involvement in teaching and learning initiatives
Throughout my career I have actively led innovations in teaching and learning
activities in both the courses and the Programme [A1, A2, A4]. For example, in terms
of module design, at Brighton in 2007 I initiated a shift in teaching a SeventeenthCentury Literature module (now LL516 Early Modern Literature) from all tutor-led, to
a part-project-based module in which students worked in small groups on producing
a “book” for potential second year undergraduates. From the lecturers’ point of
view, the early modern period is a tremendously rich cultural resource, in which our
research is embedded and invested. From the student point of view, it is a period
where texts and language seem particularly inaccessible and difficult (Aughterson,
2013a) [K1, K2, K3]. I wanted to introduce an assessment that made them feel they
were offering something to others, as learning something themselves, and
developing transferable skills (Berube, 2003) [A4]. Each student has to write a
chapter, but work as a group to identify a topic, write an introduction, and engage in
editorial and presentational decisions. This experience enabled students to learn in a
spiral movement from primary reading, through analytical and critical perceptions,
to a meta-cognition about both content and process of their discipline (Bruner,
1996). I used multiple primary texts in initial lectures to act as stepping points from
which to explore and develop individual and group ideas and writing skills through
on-going feedback [A3]. Student feedback has acknowledged the innovative
learning: (“I really admire the way XXX works hard and uses techniques to enable us
all to speak out in class” 2012 feedback)[A2, A4]; the radical nature of the
assessment (“The assessment [was] very engaging, and had so much room for
exploration. It would be nice to do these sort of assessments over other modules
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too, as the freedom given allowed for students to explore particular areas of the
module ... which ultimately encouraged them to learn more. I think these sort of
assessments are also more effective and challenging to our learning, as there is no
structured outline” 2011 feedback) [A3]; and on the nature and opportunity of the
group work ("Although it was initially very daunting, I actually found I really enjoyed
writing our book. It put essay writing into a completely different format, which was
refreshing and also more challenging, and it made you feel like there was more
purpose to them, rather than simply writing generic essays. I really enjoyed working
with my group, and sharing ideas, and was extremely proud of the end results!”,
2012). I use this feedback to enable other staff to develop additional diverse
assessments both on this and other modules [A4, A5].
In 2010, discussions with the external examiner and the Course leader led to the
introduction of a15% weighted assessment to provide students (mostly mature,
returning to education after a long break) with early feedback, especially on key
academic skills [A3, A4; K6; V1, V2]. Following a session at a conference at Sussex
University [A5], I introduced a feedback session using Biggs’ SOLO taxonomy to
engage students with assessment criteria and using feedback [V3]. I illustrated each
level in the taxonomy using extracts from students’ work, placing particular
emphasis on the higher levels expected of Level 7 students (QAA, 2008; SEEC, 2010)
[A2, A3; K2, K3]. A student who had received 60% for her first assignment later
received 90% from me for her research proposal:
after the session I analysed my essay using the reflective approach
recommended by XXX […] I was able to highlight areas for improvement and
my marks for subsequent assignments improved significantly. [The] impact on
my approach to learning remains with me to this day. […] XXX’s clear,
constructive and confidence-building approach and the thoughtful use of a
variety of teaching techniques in the session were key factors in effecting the
changes necessary for me to develop as a learner.
Recognition and reward
I was nominated for a teaching and learning award in 2011 and 2012, for my role in
xxxxxx (K5, A4.) The xxxxxxx, under my management and leadership, was awarded
‘satisfaction with commendation’ by the external validating body, xxxxxxx in 2009
and 2010. This is the highest category, equivalent to ‘outstanding’ from Ofsted (K5,
K6, V4.) External examiners have also particularly commented on the quality of
assessment and feedback given to students (A3.)
Collaborating with others
As part of my complex roles, clear and accurate communication mechanisms are
essential in achieving coherent and meaningful processes and procedures for PAT,
student engagement and widening participation in relation to the Student Success
and Retention Framework. I have devised case studies, used multi-media sources
and facilitated sharing of practice, as examples of a variety of communication
strategies to promote understanding (K4.) One example of impact is that staff have
given me feedback saying that as a result of my leadership and guidance, their own
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practice in supporting their students has been greatly enhanced, and that they are
much clearer about their roles and responsibilities (V3, K1, K5, K6.)
Educational and staff development activity;
As I mentioned earlier the career break I took when my daughter was born gave me
the time to really think about my personal strengths and to develop my interest in
emotional intelligence and employability and as a result I studied for the City and
Guilds Further and Adult Education Certificate, which I successfully passed in 1999.
The certificate introduced me to the formal concepts of learning and teaching,
including schemes of work, working to learning outcomes, lesson planning to
incorporate different learner’s needs, group guidelines and assessment (Reece and
Walker, 1997). It provided a body of core knowledge that helped me better
understand and improve my work in management, training and development (table
3) (A1, A2, A3),(K2, K3,K5).
I was introduced to a number of theories that continue to influence my practice
today, including Kolb’s learning cycle (1984) and the work of Knowles (1980, 1989),
who suggests that:
“Learning is enhanced when learners are aware of their learning process
and see outcomes as relevant; working as a group enhances learning and
learning is enhanced when self-evaluation and reflection are included in
the learning process.” (K3)
This core knowledge coupled with my professional practice enabled me to apply and
successfully gain a part-time senior lecturer position within xxxxx at The University of
Brighton (table 3). It is perhaps not surprising that my first teaching at the University was a
personal development module (A1), (V3).
I was encouraged to continue my teaching development and studied for an MA in Academic
Practice . This enabled me to deepen my understanding of the learning process and I
discovered that the substance of the Knowles quotation cited above was supported and
developed by Williams’ work on formative feedback (2000, 2011), Boud’s on self-assessment
(1986), the work on deep and surface learning by Boud et al (1996), Schon (1983), and
Marton et al (1984, republished in 2005) and Moon’s work on reflective practice and
learning (1999) (A1, A2, A3),(K2, K3,K5), (V1,V3,V4).
Reflection
The construct of emotional intelligence, combined with employability, have directly
influenced my educational and staff development activities specifically, academic
innovation, feedback, reflection and personal development planning. I will explore these
concepts in two cases studies; my role as course leader, and as the module leader of our
final year core module on xxxxxxxxx (below table 2.); creating a rich and diverse picture of
professional practice.
The underlying theoretical approach to my work is informed by the idea of educational
trading zone in which I maintain a strong research and practice base in educational
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development while maintaining a strong awareness of disciplinary identity (Mills and Huber
2005). Becher and Trowler’s (2001) work heightens my awareness of disciplinary resistance
to outside influences. Therefore I have sought to form my own ‘trading zone’ between
educational development and the humanities, notably modern languages. As an educational
developer at Brighton I have sought to encourage teachers (e.g. participants on the
Professional Recognition Scheme or PGCert) to explore approaches and examples from their
disciplinary community alongside ‘generic’ education literature. For example working with
linguists this might be Hamp-Lyons (e.g. 1990) alongside Biggs and Tang (2011) for
assessment, Klapper (2006) with Ramsden (2002b) on teaching and learning, Dörnyei (e.g.
2001) with Mortiboys (2011) on learning motivation.
My reflective practice draws on the work of several people, including Schon’s reflection in
action (Schon 1983), especially for considering the thought process behind making decisions
in teaching situations. For more structured reflection I have found Handal and Lauvas’
concepts of personal experience, transmitted knowledge and core values (1987) particularly
useful for reflecting on the reasoning for my decision making, and to help me guide my
future development. I count a belief in transformative learning theory (Mezirow 1991, Taylor
2008), particularly a commitment to student empowerment and to inclusivity of access to
higher education amongst my core values. These inform my approaches to enhancing
learning environments to increase learning for all (V1) and to supporting effective academic
communities that include both staff and students (V2) and can be traced through many of
my initiatives and in my detailed approach to session activities.
Leadership, management and organisational roles within institution or wider
higher education context
Role as head of School. Example learning and teaching projects I have helped
promote and supported include: Implementing the student success and
retention framework; establishing the final year student exhibition; bringing in
and developing student support tutors in the School.; establishing a learning and
teaching unit in the School; ……….(expanded)
Leadership in QA matters was a central part of my work as a PCL, first for the PE and
Dance area in the Chelsea School and then in the School of Sport and Service
Management. As a PCL I was a member of the School Quality Assurance Committee
responsible for advising colleagues on QA matters such as course and module
validation and revalidation. As a PCL in Chelsea School my role was to lead the
strategic development of 4 courses within the School (BA Hons) PE with QTS, BSc
Sport Coaching, PGCE PE and PGCE Dance. In that context I was a member of the
School Senior Management Team and on the School Board of Study both of which
gave me valuable experience of being involved in leading strategic initiatives at the
School level. It was in this role that I lead the development of a new BA (Hons)
Physical Education degree which is the focus of my first case study. As a PCL in SaSM
my role was to lead strategic development across a programme of 7 degree courses;
the BA (Hons) International Event Management, BA (Hons) Sports Studies, BA (Hons)
Sport and Leisure Management, (BA Hons) PE with QTS, BA (Hons) PE, PGCE PE and
PGCE Dance. Once again I was a member of the School Board of Study and the
School Management Group both of which took an outward facing perspective of the
wider context in which HE operates (V4).
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6
Case Studies
During the course of developing and writing your RAPP, you will need to identify two
case studies of areas of your work on which you feel you have made a particular or
significant impact. These will be areas of specialism. Writing these Case Studies
allows you to explore in depth ways in which your research and evidence informed
practice underpins these significant developments in your work, and also explore
how you know they have had an impact on others, students and colleagues. You
might choose to discuss how you developed a programme which made new and
effective use of e and blended learning to enable students working at a distance, or
those with different learning needs as well as mainstream students to benefit, or
which more effectively enable learning more generally. You might want to talk
about an initiative in taking forward and internally or externally funded project to
develop peer mentoring to enable retention, or carrying you a project which
produced evidence about student learning behaviours which then fed into
development in teaching, learning, assessment or organisation of courses. You
might have solved a particular learning or organisational problem related to students
and their engagement and can use a research and evidence based argument to make
a case for its important contribution to developments in student learning. You might
have developed a colleague peer mentoring scheme which enabled the learning
development of those colleagues and can both theorise and evidence its
effectiveness.
Remember it is important to ensure that the core knowledge, the values and
activities areas are all clearly engaged with as part of this production of and
expression of the case studies. It should be a developmental opportunity in itself to
explore your achievements and evidence, and reflect upon them at this part of the
application.
Avoid!
It is tempting to tell long stories without evidence or research base. Avoid this –
these case studies need to be theorised, have some research base in the learning
and teaching and assessment literature, though this might well be that literature as
it appears on your own subject area. They also need to be evidenced i.e. you need
to be able to tell a story about how effective they were and how you know they
were effective. At this point, it is useful, to include student and colleague quotation
extracts to back up your claims.
NB You need to incorporate discussion, reflection, and evidence of the areas of
activity, the core knowledge and the values throughout the RAPP and the case
studies. Below each of these is explored in more depth which should enable you to
identify what kinds of examples you could use from your own practice, and how you
might discuss them and evidence them. These are not exhaustive however and your
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role will differ from that of others so develop examples which bring out your own
contribution.
6.1 Case Studies - Examples
Case Study 1: Programme Management
I have been part of the management team for xxxxxx course since 2006, initially as
deputy course leader and currently as programme leader (K6), (V2). This is the
University of Brighton’s largest programme with about 900 students across all years.
This further illustrates, collaboration with others, involvement in teaching and
learning initiatives and well as leadership, management and organisational roles.
For the past 5 years xxxxxxx suite of courses modular structure resulted in xxxxxx
sharing 4 of the 6 level 4 modules; 4 of the 6 level 5 modules and 2 of the core
modules at level 6, however all but 2 of the 50 options at level 6 are available to all
students. xxxxxxxxxxxat level 4 and 5 the same 2 core modules and options at level 6
(A1, A4). This structure meant that completely separate analysis of issues and
concerns was not appropriate, therefore when it came to the last periodic review
2011/12 the outcome was a new xxxxxxxxx programme .
The new xxxxx degree structure was introduced in Sept 2012 to improve our offer
and competitiveness, however importantly aiming to support retention and
progression rates from level 4 to 5; all first year xxxxx students follow the same 6
core module with 2 modules that integrate learning from the other four and the
opportunity to specialise from level 5 for the first time (K2, K4, K6)
There was a marked improvement in first time pass rates on the first year (17% to
11.5%), in 2011/12 although the overall figures remain outside the university
benchmark so further improvement is still required. The research into retention
highlights the need for student to feel that they “belong” (Thomas, 2012). I am
particularly proud of initiatives to improve induction/Welcome Week, personal
tutoring and placement conferences to enhance a create a sense of belonging, these
are further examples of the aspects of: research, scholarship and professional
practice , collaboration with others, involvement in teaching and learning
initiatives, educational and staff development activity and my leadership, and
management roles within Brighton University.
Induction /Welcome Week
Welcome Week is extremely complex with 350 new students and around 500
returning second and final year students arriving on campus. To make things even
more complicated as already stated September 2012 saw the introduction of the
new xxxx degree structure that has at its heart student engagement (Thomas, 2012)
(A1), (V1, V3, V4).
I decided to adopt a completely fresh approach to induction, concentrating on the
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big picture. Working with our course timetabler, I staggered the times of the
induction sessions involving large groups of students and had them starting later in
the morning than was formerly the case.
Case study 2: (extract from an SSGT role) Planning ongoing evaluative research of
my Student Support & Guidance Tutor role in the School of Education at the
University of Brighton.
Introduction and rationale
The basis for this case study stems from an article I wrote in February 2012 for R.Ed,
the peer reviewed journal for the School of Education at the University of Brighton.
The article was based on two years of evaluation data from my role as the Student
Support and Guidance Tutor (SSGT) for the School of Education. Conducting that
research and establishing the findings really gave me direction in how to develop the
role and take it forward. I now aim to further develop that research and use it as the
focus for a Professional Doctorate in Education.
For the last two years I have been nominated for the Students’ Union excellence
award in the student support category, and have data from my annual evaluation
reports to evidence the success of my role in supporting students in the School of
Education. I have also been to several HEA and SRHE conferences and seminars over
the past two years on student support and retention, and feel that I have something
to contribute to the debate and work in this area. I am particularly interested in the
interface between support offered by Student Services and that offered by
academic/personal tutors. In my SSGT role I bridge the gap between the two. I am
interested to find out how other universities provide support, and to look in depth at
the impact that this support has, both on individual students and to HE institutions
more broadly.
I am nearing the end of my fourth year as the Student Support & Guidance Tutor
(SSGT) for the School of Education. My time is split between offering individual oneto-one support and guidance, and facilitating academic practice support for cohort
specific groups. The role has been defined as a result of talking to colleagues,
particularly programme leaders, and responding directly to student needs. Students
engage with me on a voluntary basis.
Further evaluative research should better equip me to respond to the demands of
these roles and continue to improve the School’s retention rates and student
satisfaction / success rates.
The broader context
In 2002 national targets were set for widening participation (WP) in Higher Education
and responding to non-completion (National Audit Office, 2002). Research
conducted in recent years focussing on HE retention, progression and student
support, (eg. McChlery and Wilkie, 2009, Quinn et al, 2009, Trotter, 2004, Thomas,
2002) has highlighted the need for pastoral and personal support, alongside
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academic guidance if students are to be successful on their courses and complete
their studies. ………….
Case study 3: Leadership and Management of Periodic Review 2013-14 for
Academic Programme
Periodic Review takes place across Academic Programmes every five years to assess
and review the performance and delivery of courses within the area, to validate new
modules, structures and processes and to look forward to the next five years of
academic and pedagogic developments. The courses within my Academic
Programme will be reviewed in July 2014, and over the past year I have led the
review process across the four degrees under review /validation. [A1, A2, A4, A5,
K6]. My experience on the work on the validation of the MA in 2012 was both a
foundation on which to build, and a useful warning. Dr XXX (Principal Lecturer,
Brighton) has kindly said: “XXX’s guidance of the MA through the validation
process... framing course content, responding to and incorporating feedback, and
liaising with other subject areas... ensured that Quality Assurance was paramount at
every stage of the development cycle.” I was determined to aim at leadership which
incorporated sufficient build-in time for debate, disagreement, decision-making,
writing and editing. “Moral suasion” (Watson, 2000) encapsulates my leadership
approach in engaging busy staff in this process.
I identified six distinct areas of expertise and action:
 leadership of inter- and cross disciplinary discussion of common goals and
shared principles;
 leadership and co-ordination of student engagement;
 articulation and framing of aims, learning outcomes, and principles of the
new MA; the revised BA; and oversight of the BA XXX and BA XXX and
YYY;
 leadership of the Literature course team to innovate assessment and
content fit for the twenty-first century;
 knowledge, leadership and quality enhancement across the subject areas;
 co-ordination of the articulation of intersections between developing
research team, outputs, and teaching.
Case study 4: demonstrating effective use of technologies for teaching and learning
Another project in which I have recently been involved is the use of online marking and
feedback to students. […] As a convert to online marking and feedback I have contributed to
staff development sessions on this topic (A4, A5, K6, V4). Alongside a colleague I presented
at a SaSM staff development session in 2013 highlighting the advantages and disadvantages
of marking and providing feedback online. For two modules I coordinate I have encouraged
colleagues to mark and provide feedback online. Last year all but one of the module team (7
staff) marked on line. This year all staff will be marking online as I was approached by a
colleague to help her on a one-to-one basis with this element of her work. She comments
‘Being a rather reluctant and anxious user of technology I was pleased to receive individual
peer support from Andy in the use of TURNITIN. He spent time talking me through the
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process, demonstrating the various functions and patiently answering my numerous
questions. Following this I was able to successfully mark my first set of assignments on line’.
The two examples highlighted above demonstrate the support I have provided for
colleagues in their teaching (A2, A3, K2, K3, K4, K6, V3).
7
Areas, core knowledge and professional values
This section explores the Dimensions in more detail.
Area 1: Design and plan learning activities and/or programmes of study
This Area of Activity refers to all your activities which involve preparing for teaching
and learning. These may include, for example:




Designing or redesigning curricula, courses and programmes of study
Planning different kinds of interaction with students in various contexts,
whether for single sessions or larger programmes
Participating in validation panels or professional body reviews
Contributing to the creation of learning resource packs and computerbased or open learning materials or the development of virtual learning
environments.
We suggest you explain:
1. How you design and plan learning activities and/or programmes of study,
especially your choice of:
a. subject material
b. activities and techniques, including the use of learning technologies
2. How your choices facilitate your students’ learning in general and within their
subject area
3. The elements of Core Knowledge and Professional Values that inform your work.
The evidence you provide will probably refer to programme leadership,
development of initiatives in learning, teaching and assessment, leadership in
learning and teaching professional practice module or course design, individual
activities and/or sessions.
Area 2: Teach or support learning
This Area of Activity is about your direct engagement with students whether in
groups or individually. These encounters can occur in a wide range of environments,
including classrooms, seminar rooms, lecture theatres, labs, offices, learning support
centres, workplaces outside the university and on-line. Teaching activities might
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include, for example, lectures, tutorials, seminars, supervision, laboratory
demonstrations, studio performances and crits, placement visits, or the moderation
of on-line discussions. The support you provide might include academic or personal
tutoring, mentoring inexperienced colleagues, developing, leading or contributing to
programmes offered by Student or Information Services, by the Centre for Learning
and Teaching, or a similar external professional or other body.
We suggest you explain:

The activities or techniques you use to teach or support students’ or
colleagues’ learning

How you came to use them

Why you think they are successful in supporting student or colleagues’
learning and how they help to develop the students' or colleagues’
understanding of the subject or development area

The elements of Core Knowledge and Professional Values that inform your
work.
The evidence you provide should demonstrate an awareness of different approaches
to, and methods of teaching and supporting learning, as well as an ability to choose
the most appropriate approach for the achievement of curriculum aims.
Area 3: Assess and give feedback to students
This Area of Activity is about how you use assessment and feedback to foster
learning, assess progress and make judgements about students’ achievements. The
assessment may be formative or summative, formal or informal. Feedback may be
given, for example, orally, in writing, or via podcasts and social media.
We suggest you explain:
1. How you assess students – formatively, summatively, informally, formally
2. How and why these approaches and methods were chosen
3. How you ensure your assessments are valid indicators of what you want your
students to learn, that your marking is reliable and the standards you use are
appropriate.
4. How you give feedback to students, and how you ensure this helps them to
improve their understanding of the subject, or their performance and
development as students.
5. The elements of Core Knowledge and Professional Values that inform your work.
The evidence you provide should show an understanding of:
 the importance of assessment and feedback
 the criteria for making informed, formative judgments about students’
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

work
the role assessment and feedback play in supporting learning through
various activities
how feedback and feed-forward can be used to improve learning and
develop learner autonomy.
Area 4: Develop effective learning environments and approaches to student
support and guidance
It may be helpful to note the following advice from the HEA: “The definition of
‘learning environments’ has been widely contested and is open to diverse
interpretation.”
NB: The UoB Scheme specifically requires you to address how you develop blended
and/or digital learning environments as part of your practice.
This Area of Activity is about how you:
 Contribute to and work effectively in learning environments – physical, virtual,
formal, informal – to facilitate learning

Contribute to the range of learning opportunities, support and guidance available
to students. This might include activities like personal and academic tutoring,
one-to-one advice, counselling, developing practice to meet the learning
implications of widening access, or supporting students with disabilities.
We suggest you explain:
1. The types of educational environment in which you work and the kinds of
support and guidance you give to students - formal or informal
2. How you contribute to making the learning environment effective for
students.
3. How you contribute to the support and guidance of students.
4. Why you choose particular strategies and how well they work.
5. The elements of Core Knowledge and Professional Values that inform your
work.
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Area 5: Engage in continuing professional development relevant to the subject and
its pedagogy
(This will include research, scholarship and the evaluation of professional
practices.)
This Area of Activity is about how you maintain and develop your ability to work
effectively with students and colleagues. It includes:

How your practice is informed by subject and pedagogic research or scholarship

How you gather and use information to review, evaluate and improve your
practice
Group or team activities are as relevant as individual activities. If you are not directly
involved in research, please indicate how you enhance your work with students
through other types of scholarly or professional activity These activities are likely to
be wide ranging, incorporating both formal and informal approaches to continuing
professional development, and may include things you do outside the higher
education context.
Examples include:










presenting or participating in conferences on teaching and learning (often
discipline-specific);
attending workshops or training events;
engaging in peer observation or peer review of teaching;
regular departmental meetings where the discussion is about learning and
teaching issues;
‘corridor discussions’ about teaching;
bidding for and involvement in projects or research on teaching and learning;
implementing new approaches;
subject and other network activities;
reading;
visits to other institutions/organisations.
We suggest you explain:
1. How you update and develop your ability to work effectively with students,
including, for example, staff development activities, or conferences on learning
and teaching, or participation in projects to develop learning methods.
2. How you used the outcomes from the above CPD activities to improve your
working practice and the experience of the students with whom you work
3. The elements of Core Knowledge and Professional Values that inform your work.
Evidence will demonstrate how you have improved your practice through continuing
professional development, research or scholarship and deliberate evaluation.
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Detailed advice relating to the Core Knowledge and Professional Values
Core Knowledge
You can most easily provide evidence of your Core Knowledge in discussion of the
Areas of Activity in your RAP and in the two case studies. For example, designing
and planning a learning activity (Area of Activity 1) effectively requires the use of
appropriate teaching and learning methods (Core Knowledge 2), an understanding of
how the particular students learn (Core Knowledge 3) and the use of appropriate
learning technologies (Core Knowledge 4). Linking the Core Knowledge to Areas of
Activity provides greater coherence and depth to the evidence and more accurately
reflects the reality of practice.
Core Knowledge 1: The subject material
You should provide evidence of how you use your understanding of the nature of the
subject to inform the design and planning of learning activities and programmes of
study, the teaching strategies, the assessment and feedback. This would normally
make reference to the distinctive nature, or culture, of the discipline and the
particular expectations of teaching; the issues or challenges arising from the context
in which teaching takes place, and the appropriate methods of delivering the subject
at different levels (e.g. first year undergraduate to masters level).
Core Knowledge 2: Appropriate methods for teaching and learning in the subject
area and at the level of the academic programme
This is concerned with pedagogic approaches that are distinctive and/or
characteristic of the subject, or what makes the teaching or support of learning in
the subject distinct. It is also concerned with acknowledging that some approaches
may be more appropriate than others given the nature of the learning desired, the
level of the material being taught and the readiness of students. This is clearly linked
to demonstrating Core Knowledge 1 with its focus on an understanding the subject
material, but is specifically concerned with the strategies and approaches used to
teach or support the learning of the subject.
Core Knowledge 3: How students learn, both generally and within their
subject/discipline area
You can provide evidence in this case by demonstrating how an understanding of the
characteristics of different students (such as mature students, recent school leavers
or research students) influences the decisions you make about how best work with
those students. You might refer, for example, to different theories of, or approaches
to learning and how these influence your use of different strategies for teaching and
supporting learning.
Core Knowledge 4: The use and value of appropriate learning technologies
Here you need to demonstrate how and why you use specific technologies,
traditional and new, to support learning. The evidence you provide is likely to link to
other areas of Core Knowledge, for example; how and why technology is used within
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a specific discipline, professional or vocational areas; for specific groups of students
in specific learning contexts or environments.
Core Knowledge 5: Methods for evaluating the effectiveness of teaching
Here you should focus on the methods (formal or informal) you employ to gather
information about the impact of teaching, how you use that information and how
this helps you to develop your work.
Core Knowledge 6: The implications of quality assurance and quality enhancement
for academic and professional practice with a particular focus on teaching
In this section you should demonstrate how you use feedback from students to
enhance your practice and their experience. This might include an account of how
you obtain feedback other than relying on the institutional procedures already in
place.
The Professional Values
Professional values are often considered implicit within professional practice, but in
your Account of practice, you need to explain how they inform your work. It is
acknowledged, however, that, individuals are likely to place different emphases and
importance on particular Values depending on the nature and context of their work.
Moreover, it can be difficult to provide evidence of how work is informed by
particular Values.
Professional Value 1: Respect individual students and diverse learning
communities
This value is concerned with how teaching and supporting learning incorporate
activities, actions and approaches which respect individual students. Your Account
should demonstrate how this value influences the way in which you communicate
and interact with individuals and different communities in the context of teaching
and supporting learning. The term ‘diverse learning communities’ might include
campus-based groups of students, electronic communities, work based
communities, or be defined on the basis of ethnicity, faith, social class, age.
Professional Value 2: Promote participation in higher education and equality of
opportunity for students
Here you should make clear how a commitment to participation in Higher Education
and equality of opportunity for students informs your work. There is potential to
cover a broad spectrum of activities, approaches and behaviours linked to all the
Areas of Activity and Core Knowledge.
Professional Value 3: Use evidence informed approaches and the outcomes from
research, scholarship and continuing professional development
This value advocates the importance of direct professional involvement in enquiry. It
is concerned with using the outcomes from research, scholarship and professional
development to make principled, informed and considered judgements which
enhance practice and the learning experience. So, you need here to demonstrate
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how you draw on sources of evidence to inform your work and how you contribute
to those sources
The evidence you refer to might include consideration and application of the findings
from studies, reading, personal enquiry regarding (for example) teaching, learning,
students, the subject, the environment etc to enhance practice and the student
learning experience. Using one’s own discipline based research to enhance the
curriculum should be informed by reading or research about curriculum design, the
nature of the subject itself and the students in order to provide a rationale for the
design of the curriculum and its delivery.
Professional Value 4: Acknowledges the wider context in which higher education
operates recognising the implications for professional practice.
This value is concerned with being alert to matters that may have an impact on
institutional missions, or curriculum design, or personal and collective practice. This
might for example include the demands of the Disability Discrimination Act, the
employment agenda, or the widening access and participation agenda. Current
agendas include; sustainability (the practice of sustainability and education for
sustainability), and student engagement.
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8
Development plan
The RAPP needs to include a development plan, which should be 500 words max
within the 7000 word limit.
It should indicate your future plans to develop skills, expertise, consultancies, roles,
internal and external networking, digital skills in relation to teaching and learning
and its leadership and management, as appropriate to your developing role and CPD.
You might like to look at the HEA information for principal fellowship in this regard.
You may have already addressed Area of Activity 5 (Engage in continuing
professional development relevant to the subject and its pedagogy) as part of your
RAPP Account especially in the section Educational and staff development activity.
However, that section of your Account is intended to refer primarily to past and
current experience. The development plan differs in that it looks ahead and refers to
intended development.
In your plan you should:
1. briefly refer to your development to date, if you have not done so previously
2. describe the developments you feel should be your priority during the
coming months or years (the timescale will depend upon your particular
circumstances). We suggest you refer to a small number of developments
that are feasible priorities, rather than a long ‘wish’ list
3. explain how you intend to achieve these developments. We suggest you
refer to specific activities you intend to engage in to meet your plans
4. describe the outcomes that will enable you to recognise that the
development is occurring or has been achieved.
Your plan should be informed by the three dimensions of the Professional
Development Scheme (i.e. the Areas of Activity, Core knowledge and Values).
You should also indicate where your plan involves support provided by the
university, for example, through the SDR process or the provision of courses and
other learning opportunities.
Do keep in mind that the plan should not be more than 500 words long. You may
therefore find it useful to use a combination of bullet points and elaborative
comments, and to include some form of table.
When identifying goals for their development plans, people often find it useful to
use the acronym SMART: this is designed to help them devise goals that are:
S
specific and significant
M
measurable
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A
R
T
attainable, agreed upon, achievable, appropriate
relevant, realistic
time-bound, tangible, track-able
9
Referee statements
Your application must include two references from colleagues who are in a position
to comment on your record of effectiveness in relation to teaching and learning.
They should be provided with a copy of the Guidance Notes for Referees and Advice
for referees (which includes an example reference), both of which can be
downloaded from the support area on studentcentral. Referees are expected to
comment directly on the content of your account and to make additional, relevant
comments, as they wish.
The function of your referees is to provide an informed peer review of your eligibility
for Senior Fellow using their knowledge of your work and the context in which you
teach and/or support learning.
Referees should be experienced staff and be able to comment, knowledgeably, and
from first-hand experience on your current role and any other relevant activities
recently undertaken.
Using their knowledge of your work and the context in which you practice, the
referees’ role is to:
 provide an informed peer review of your experience
 support and supplement the information given in your Account of
Professional Practice
 make additional, relevant comments, as they wish.
At least one of your references should either be a Fellow (or Senior Fellow or
Principal Fellow) of the Higher Education Academy, or an appropriate experienced
member of staff working for a UK higher education institution. All referees need to
be familiar with the UKPSF.
Your references need to be included in your submission, not sent as separate
documents. Do not submit your application without the references or you will be
automatically asked to resubmit.
It is therefore very important to:
A) Ask referees for supporting statements well in advance;
B) Send your RAPP (or a nearly finished draft) to your referees well before
the submission date so they have time to write the reference in relation
to what you have put in your RAPP.
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10
Submitting your application
You can submit your application in one of three ways:
 As a word or pdf document via Turnitin in the studentcentral area
 As an e-portfolio using studentfolio
 In another electronic format supported by the University
You must state the word count of the RAPP in your submission, e.g. on title page or
introduction. If using Turnitin, you must submit your application as one document,
including RAPP, development plan, and referee statements. References may not be
submitted separately, or after the submission date (so get your referees on board
early on in the process). There are three submission points during 2015-16:
January 25th; June 6th and September 26th.
11
How is your work assessed?
Your work will be assessed by two colleagues, one of whom will be a member of the
CLT_and the other will be a member if our Assessment Panel, drawn from around
the University and who have already gained Senior or Principal fellowship or similar
(e.g. they are a National Teaching Fellow). Your submission will also be assessed by
our External, Ian Giles from Southampton University. Decisions are formally made at
the PRD Scheme Panel which meets three times a year. The assessment criteria are
in Appendix B below.
If your submission passes, you will be eligible for Senior Fellowship of the HEA and
your details will be entered on the HEA website; you will then receive an email with
a link to view and download your certificate.
If the Panel feels your application needs more work, you will be asked to resubmit.
You will be given feedback on how to improve your submission, and the opportunity
to discuss this with a member of the CLT. If you resubmit and still do not pass, you
will be asked to wait for a year before re-submitting. If your role/experience does
not enable you to demonstrate Senior Fellowship, the Panel may decide to award
you Fellowship, as long as your submission meets the requirements.
At any time you are invited to seek support in the development of your work from
CLT members and from the colleagues in your own school/discipline area.
There is a FAQ section on the website (www.brighton.ac.uk/clt/prd) and you are also
invited to email Gina Wisker (g.wisker@brighton.ac.uk), BarbaraNewland
(b.newland@brighton.ac.uk) or Juliet Eve (j.eve@brighton.ac.uk).
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
31
Appendix A: The UKPSF
NB a copy can also be downloaded from studentcentral.
The three dimensions of the Scheme/UKPSF:
[text in italics is specific to the UoB PRD Scheme]
Areas of Activity
A1 Design & 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
(including digital and/or blended learning
environments) and approaches to student
support and guidance
A5 Engage in continuing professional
development in subjects/disciplines and their
pedagogy, incorporating research, scholarship
and the evaluation of professional practices
Core Knowledge
Professional Values
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
within their 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
and professional practice with a particular
focus on teaching
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 recognising
the implications for professional
practice
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
32
Appendix B: CLT workshops 2015-16
For more details on all our workshops and courses, please visit:
http://about.brighton.ac.uk/clt/courses/
Course Leaders workshop series
These four linked workshops cover the range of issues you will need to consider as a Course
Leader, including recruitment, enrolment and induction; student engagement; curriculum
design and development; assessment and examination processes and procedures;
evaluation and academic health. You may attend all or some of the sessions; please book by
filling in the sign-up sheet on our website: http://about.brighton.ac.uk/clt/courses/courseleaders-course/.
Date
Time
25 Nov 2015
17 Feb 2016
27 Apr 2016
25 May 2016
9.30-4.30
9.30-4.30
1-4.30 pm
9.30-4.30
Location
(Falmer)
Mayfield 115
Mayfield 115
Mayfield 115
Mayfield 115
Indicative topics
Role of a CL; planning your year; key issues
Induction, engagement and retention
Assessment across a whole course
Evaluation and academic health
Assessment and Feedback workshop series
These workshops form part of the module delivery for the PGCert module in assessment &
feedback, but they are open to anyone; each workshop runs from 1-4.30 and consists of two
sessions (A & B).
Date
27 Jan 2016
Time
A: 1-3
10 Feb 2016
B: 3.15-4.30
A: 1-3.15
Location
Mayfield
115
Mayfield
115
B: 3.30-4.30
24 Feb 2016
A & B:
1-4.30
Mayfield
115
13 Apr 2016
A: 1-2.30
Mayfield
115
B: 2.30 – 4.30
27 Apr 2016
A&B: 1-4.30
Mayfield
115
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
Topic
Introduction to assessment: the role and
purpose of assessment; formative and
summative assessment; inclusive design
Briefing for those taking the module, LT750
Feedback or feedforward? The language of
feedback; helping students make use of
feedback; intro to self and peer feedback
Practical session: evaluating assessment tasks
(bring an existing task for others to review)
e-assessment and feedback – what tools are
available and what are their strengths and
limitations? Introduction to Turnitin and
studentfolio.
Feedback session for those taking LT750
Current research in assessment and feedback;
exploring lecturer and student experiences
Assessment across whole
courses/programmes
33
Designing and revising modules workshops
A series of 4 one and a half hour workshops, to run during the autumn term; also offered as
two half day sessions in May/June 2016, subject to interest.
These sessions will be of particular interest to:
1.
staff (including current PGCLTHE participants) who wish to design or revise a
module, particularly one based on research (your own or that of others) or an area
of professional expertise
2.
PhD students approaching the end of their study programme who intend to pursue
an academic career and wish to design a module based on their research
You are welcome to attend any or all of the sessions. But please note that if you choose to
attend more than two sessions you will be expected to complete the whole series and
participate in the associated peer review activities.
Date & time
14th October
2-3.30
Location
Mayfield 115
Falmer
11th November
2-3.30 and
25th November
2-3.30
Mayfield 115
Falmer
9th December
2-3.30
Mayfield 115
Falmer
Workshop content
Workshop 1:
1.
the principles of module design
2.
the University module template and
module scrutiny process
3.
initial outline of: intended learning
outcomes, assessment methods, teaching
strategies, and ‘content’ appropriate to the
course and level of study (i.e.: HE levels 4,
5, 6 or 7)
Workshops 2 & 3:
1.
detailed development of intended learning
outcomes, assessment and feedback
strategy; teaching and learning methods,
content and resources
Workshop 4:
1.
completion of module design process
2.
production of draft module specification
3.
initial peer review of module design
Peer review activities
Participants in 2 or more sessions will be expected to complete a module specification (using
the university template) which they will submit prior to the 4th session. This will be peerreviewed by one member of the group and one member of CLT staff, who will decide
whether to approve or refer the submission in an imitation of the module approval process
used across the university.
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
34
Blended Learning lunchtime workshops
Date
7 Oct
2015
Time
1-2 pm
Location
Mayfield 114
14 Oct
2015
4 Nov
2015
11 Nov
2015
18 Nov
2015
25 Nov
2015
6 Jan
2015
1-2 pm
Mayfield 115
13 Jan
2015
27 Jan
2016
3 Feb
2016
23 Feb
2016
tbc
12-1 pm
1-2 pm
1-2 pm
1-2 pm
1-2 pm
12-1 pm
1-2 pm
1-2 pm
1-2 pm
1-2pm
Topic
Blended Learning - 6 steps of BL; ‘flipped’ & finding
resources
Blended Learning – Using mobile technologies in
lectures
Mayfield 114
Digital Literacies – the University of Brighton
Framework
Mayfield 114
Blended Learning – Using social media to encourage
learning
tbc
Blended Learning – Electronic Management of
Assessment (EMA); creating engaging eFeedback
Mayfield 114
Blended Learning – Integrating students as
researchers into teaching
Moulsecoomb, Blended Learning - 6 steps of BL; ‘flipped’ & finding
tbc
resources
Moulsecoomb,
tbc
Moulsecoomb,
tbc
Moulsecoomb,
tbc
Moulsecoomb,
tbc
Moulsecoomb,
tbc
Blended Learning – Electronic Management of
Assessment (EMA); creating engaging eFeedback
Blended Learning – Using mobile technologies in
lectures
Blended Learning – Using social media to encourage
learning
Blended Learning – Integrating students as
researchers into teaching
Digital Literacies – the University of Brighton
Framework
Supervising Undergraduate and Masters Students
A series of three morning workshops running from 9.30 – 12.30 on 14th, 21st and 28th
October 2015 in room 115, Mayfield House. The series will also run again on 15th, 22nd and
29th January 2016 (room to be confirmed).
See http://about.brighton.ac.uk/clt/courses/supervising-student-projects/ for details.
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
35
Appendix C: assessment criteria
University of Brighton Professional Development and Recognition Scheme:
Assessment Criteria – Senior Fellowship
Criterion
Pass
1
Submission clearly demonstrates
Successful engagement across all engagement with all five Areas of
five Areas of Activity
Activity in the UKPSF
Resubmission
Assessor feedback
The submission either fails to
demonstrate engagement with all
Areas of Activity, and/or lacks
evidence
to
support
the
engagement with the Areas of
Activity
2
All aspects of the Core Knowledge Not all, of the aspects of Core
Appropriate knowledge and are demonstrated
Knowledge
are
sufficiently
understanding across all aspects
demonstrated
of Core Knowledge
3
A
commitment
professional values
to
There
are
frequent
clear
the explanations and examples of
how the professional values
inform the Areas of Activity
4
Successful
engagement
in
appropriate teaching practices
related to the Areas of Activity
There
are
convincing
explanations of why the teaching
activities are appropriate to the
students, subject and context,
and how they were effective
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
Either the submission fails to
demonstrate
all
of
the
professional values, and/or there
is not enough evidence of
commitment to them
Teaching practices discussed do
not adequately address the Areas
of Activity and/or there is not
enough evidence to demonstrate
their success
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5
Successful
incorporation
of
subject and pedagogic research
and/or scholarship with the
above activities, as part of an
integrated approach to academic
practice
6
Successful
engagement
in
continuing
professional
development in relation to
teaching, learning, assessment
and, where appropriate, related
professional practices
7
Successful coordination, support,
supervision, management and/or
mentoring of others (whether
individuals and/or teams) in
relation to teaching and learning
(evidenced via case studies)
8
Word count
There is evidence of, and
reference to, appropriate subject
and/or pedagogic research in
support of the teaching activities
outlined
Submission
lacks
(enough)
reference to appropriate subject
and/or pedagogic research and
scholarship
The submission demonstrates
CPD has been ongoing; an
appropriate development plan is
included
Submission does not adequately
address ongoing CPD and/or does
not include an appropriate
development plan
The submission demonstrates
(e.g. via case studies) successful
co-ordination and support of
individuals and/or teams in
relation to teaching and learning
Submission does not adequately
demonstrates (e.g. via case
studies) successful co-ordination
and support of individuals and/or
teams in relation to teaching and
learning
The submission is within word
count.
The submission is not within word
count; it is too long and requires
editing.
Recommendations:
UoB PRD Scheme, D3 Handbook. CLT, 2015-16
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