University Teaching Academy
Manchester Metropolitan University
Professional Standards Framework
for Teaching and Supporting Learning
Guidance for completing your
Senior Fellow Application via Presentation
Revised February 2021
Note: The Higher Education Academy was responsible for the UK Professional Standards Framework for higher
education practitioners. In 2018, the HEA merged with the Leadership Foundation and the Equality Challenge
Unit to form Advance HE.
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This document should be read in conjunction with the UK Professional Standards Framework which can be
found on the Advance HE website
Submission of Application
This must be submitted a minimum of two weeks prior to the panel. We will then invite you to attend a PSF
panel to complete your presentation. The panel will review your application and will normally return feedback
to you within 2 weeks of your presentation. You will find a list of panel dates on the PSF webpage. Should a
panel be oversubscribed applications are prioritised in a ‘first come, first served’ basis.
Your submission should consist of 2 documents:


Document 1: Your completed SFHEA by presentation application form
Document 2: Your appendices (see section 5 below)
1: Career Biography
Provide a brief summary of your career including roles undertaken, institutions and qualifications. Include in
this section any activities you have or still participate in that are external to the institution, such as external
examining. This section can be formatted using bullet points.
2: Record of Professional Activity
The professional activity grid enables you to demonstrate engagement with the dimensions of practice of the
UK PSF (D3:I – 3.iii) and identify key activities that link to the overarching D3:vii in relation to your influence on
colleagues’ practice. Complete the evidence grid ensuring that you provide evidence to demonstrate your
sustained engagement with all the dimensions of practice of the UK PSF.
The grid should cover all dimensions of practice via a brief description of a range of leadership/mentorship
activities. Provide detail sufficient to demonstrate this experience, without being excessive (up to three pages
is advised). Please focus mainly on current roles and responsibilities together with key activities of the last 5
years. You may include key activities from further back if they provide evidence of a key career development
and still influence your practice. Ensure you incorporate examples of teaching-focussed CPD within the grid.
For each example chosen:
 Select key examples that explicitly demonstrate your profile of sustained engagement with all Dimensions
of Practice.
 In the space provided (Column 3), briefly explain any associated leadership and mentorship activities
linked to your examples of professional activity; you do not need to do this for all activities included but
ensure you clearly demonstrate your leadership and mentorship role.
 Include precise dates / time period for the activity – avoid using phrases such as ‘on-going’.
Table 1 overleaf shows some examples of SFHEA Professional Activities linked to the UKPSF.
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Table 1: Example SFHEA Record of Professional Activity
Sustained engagement with the
Dimensions of Practice
Examples of professional activity
AA1-5
CK (1-6)
PV (1-4)
Led the Programme review of an A1-A5
undergraduate programme
K1-K6
V1-V4
Led the development of a
postgraduate degree programme
K1-K6
V1-V4
K1, K2, K4
V1, V3
new A1-A5
Led a team to redesign the VLE areas for A1,A2, A4
all programmes within the department
to offer online and blended approach to
the curriculum for a programme teams
Mentorship of new academic staff
A5
Core text book publication;
reference
Completion of MA in HE
Add more rows as required
A1, A4
K1
V3, V4
A1-A5
K1-K5
V1-4
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Organisation/ leadership/ management of specific
aspects of teaching and learning provision inc.
Dates
successful coordination / support / supervision /
management / mentorship of others.
Leadership and co-ordination of programme team (20 2016, 2018, 2021
staff). 12 unit leaders through curriculum
development workshops and 1:1 / small team
mentorship
Worked with HoD and other specialist staff to create 2020
the programme documentation for a new MSc
Team coordination across several units and leadership 2019-21
of workshops and planning meetings
Regular mentorship of new colleagues on average 2-3 2016 - present
per year
Subject specific core text book that is a leader in the 2018 - present
field and used by institutions world wide
Developed theoretical and practical knowledge
2020
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3. Presentation: Demonstration of Professional and Development
Activities
Complete a presentation demonstrating a critical commentary evidencing engagement with all of
Descriptor (D3): SFHEA
This commentary should therefore “Demonstrate a thorough understanding of effective approaches
to teaching and learning support as a key contribution to high quality student learning”.
Individuals must provide evidence of engagement with all of the following descriptors:
i.
ii.
iii.
iv.
v.
vi.
vii.
Successful engagement with all AAs.
Appropriate knowledge and understanding across all aspects of Core Knowledge.
A commitment to all PVs.
Successful engagement in appropriate teaching practices related to the AAs.
Successful incorporation of subject and pedagogical research and/or scholarship, as part of
an integrated approach to academic practice.
Successful engagement in CPD in relation to teaching, learning, assessment, scholarship and,
as appropriate, related academic and professional practice.
Successful co-ordination, support, supervision, management, and/or mentoring of others in
relation to teaching and learning.
D3.VII is the key requirement for SFHEA applicants and should ideally be embedded across the
application. The demonstration of a sphere of influence that incorporates an influence on the
practice of colleagues must be demonstrated by all SFHEA applicants
Time allocation: 40 minutes. The panel will time your presentation so ensure you stay within time
Within your presentation, we recommend that you:
1. Demonstrate your role in the provision of quality learning and teaching practice incorporating
evidence of a thorough understanding of and sustained engagement with all the dimensions of
practice. Innovative teaching activities that also influence the practice of others are a useful
example of practice to incorporate in your application as this will also evidence the overarching
D3.vii .
2. Provide evidence of your influence on the academic practice of colleagues through mentorship,
co-ordination, support, supervision and management of colleagues. This activity should
demonstrate that your influence has had a positive impact on colleagues’ practice and through
this the students’ learning and teaching experience. Avoid activities that focus solely on quality
and/or administrative processes as these may not easily demonstrate the required impact on
teaching and learning.
The structure of this presentation is flexible. Choose a breakdown that best demonstrates your
engagement with the two aspects of the application described above. This could therefore consist
of:
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

A single integrated case study
2 case studies focussing on:
o Sustained engagement with the dimensions of practice
o Influence on colleagues’ academic practice/ teaching and learning
The format is flexible but we would not recommend you break it down into more than two
sections/case studies as you will tend to lose the required depth of reflection/critical commentary.
Topics to demonstrate sustained engagement with the dimensions of practice could consist of:
 An example of innovative practice in teaching, learning and assessment, and / or
 An example of an activity within your teaching role that has clearly enhanced the student
experience.
Topics to demonstrate appropriate engagement with D3.vii
 An example of curriculum development where you have led a team of staff eg: developing a
new programme for validation
 Sustained mentorship of a number of colleagues to achieve a change that has had an impact
on teaching and learning practice and the student experience. Ensure there is sufficiency of
mentorship over a period of time. (1 or 2 episodes of mentorship would not be sufficient.)
 The introduction of a new teaching and learning or assessment activity including
mentorship/leadership of others that has then had a direct impact on the student
experience.
Ensure you incorporate evidence of Impact within your discussion. This could include:
 Mentee, peer, senior staff/ line manager feedback on your role as a leader/mentor of
others.
 Student/colleague/peer feedback on the examples chosen and what you have learned from
this.
 Quality indicators such as student results, NSS/ISS scores.
 Feedback from external examiners, validation panel reports etc.
 Reference to appropriate literature to support your discussions.
Role of Mentor:
As part of the application process you will identify a mentor and through dialogue the mentor will
support you in completing your application/presentation, acting as a critical friend. Identify a mentor
as soon as possible; there is a list of faculty based Senior and Principal Fellows on the PSF webpage.
If there is not a suitable mentor available locally a UTA colleague will act as your mentor.
The mentor will:
 Support you in identifying a suitable focus for your reflective commentary.
 Participate in dialogue to support you in developing your reflective commentary.
 Read a draft of the application and give feedback.
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General guidance on completing the Presentation (reflective commentary)

Introduce the background context and activities to be focussed on in the application.

When reflecting on and discussing a teaching and learning activity give reasons to support
how and why you implemented the chosen approach / activity / technique in the way you
did and indicate how these approaches effectively relate to the development of the learners’
understanding.

When reflecting on and discussing a ‘leadership and mentorship’ activity, give reasons to
support your choice of approach and how this resulted in effective management of change
and/or improvement in quality of the learning and teaching practice. Give reasons to
support your chosen approach / activity / technique and indicate how these relate to the
development of colleagues’ practice, and how this subsequently has an impact on the
student experience.

Within your presentation ensure you discuss how the chosen approach to teaching and
learning and/or ‘leadership/mentorship’ activity was implemented and why you chose to
use this approach. Relate your discussion to the current literature, scholarly activity and/or
research that has informed/shaped your engagement with this activity (D3.v). Ensure that
you evidence the scholarship underpinning your academic decisions by including reference
to appropriate teaching and learning and/or leadership/mentorship literature. Ensure you
add citations to your slides and provide a handout that incorporates a reference list using
the Harvard method .

Ensure you provide explicit evidence of impact of your activities on the quality of student
experience. Do not merely state that you have had positive feedback; provide examples of
the feedback. You may describe a key piece of impact evidence within your presentation and
then provide examples of evidence within the appendices.
o Student/colleague/peer feedback on the examples chosen and what you have learned
from this feedback.
o Colleagues’ testimonials.
o Quality indicators such as student results/ISS, NSS scores.

Ensure you integrate, within the presentation, evidence of sustained engagement with the
Descriptors for D3: SFHEA including all Areas of activity, Core Knowledge and Professional
Values that form the UK PSF dimensions of practice. It is useful to indicate in brackets at
the end of each slide the Descriptor, Areas of Activity and aspects of Core Knowledge and
Professional values you have covered in each section.

Ensure somewhere in the presentation that you integrate evidence of your ongoing CPD
(D3.vi) in relation to:
o Your professional area
o Teaching and learning practice
This evidence can also be in the experience grid or you may wish to incorporate within the
presentation a discussion of your role as a peer observer.
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The frame below is a useful tool to ensure sufficient depth in your reflective commentary:
Evaluate the effects of this
Describe the
activity
What?
Discuss how
Link this to underpinning
you perform
theory and your teaching,
this activity?
learning and assesment
How and Why?
philosophy and values
activity:
Evidence/proof of impact
on the teaching , learning &
assessment experience of
the students+/or an impact on
colleagues practice.
Fig 2: Presentation Frame
Specific guidance on coverage of the Descriptor (D3: SFHEA)
Given that teaching and learning in higher education is frequently a collaborative activity it is
important that you are able to identify and reflect on your individual contribution and impact (using
‘I’ rather than ‘we’) within such examples, e.g. teaching and learning projects, committee membership
etc. Should you be working in a team, ensure you clearly identify your individual role within the team.
Descriptor 3:i Engagement across all five AAs
Applications should provide evidence of sustained engagement with all five Areas of Activity. The
evidence will articulate and explain specific examples of how you have engaged with the Areas of
Activity. It is important that you clearly indicate your role in relation to the examples given and the
impact and, where possible, influences of your work on others (linked to D3:Vll – overarching
descriptor). Typically, you will demonstrate:

What you did using selective examples of practice;

Why you did it in that way; the reasons and justifications for your choices and decisions (e.g.
drawing on professional values to guide your leadership of activities, use of appropriate
evidence base to determine approach, etc.);

How you judge the effectiveness of what you do (e.g. the kinds of ‘information’ you use to
review and evaluate your work including the impact it had on colleagues);

How you ensure that you develop and enhance practice; for example, leading course reviews,
developing an evidence-base (D3.V) or engaging in professional development (D3.VI), etc. (using
examples to illustrate).
Given the variety of professional experience that supports higher education learning and teaching it
is important to consider your sphere and scope of practice. This should generally be wide-ranging in
nature at Senior Fellow. The ways in which you lead and manage specific learning and teaching
provision will vary and will be shown in the reflective commentary topics you choose. For instance
you may be a Programme Leader who has set up a working group (A1, Design of an intervention) to
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look at departmental assessment and feedback practices (A3) in light of student feedback and this
has provided an enhanced approach to departmental assessment plans (D3.i&iv). This may have
been underpinned by individual research of appropriate assessment and feedback practices and
leadership techniques to persuade colleagues This will then also provide an example of a change in
colleagues’ practice (D3.VII) through your leadership and management.
Descriptor 3:ii: Appropriate knowledge and understanding across all aspects of Core
Knowledge
The term ‘appropriate’ should be used to inform your provision of evidence of engagement with
Core Knowledge. All aspects of Core Knowledge should be presented in the light of your professional
context and what is appropriate for you given that context. In the example of the Programme leader
(in D3.I and D3.II), the subject material will be determined by the professional context of the
programme (K1). K2 and K3 may be evidenced within the context of assessment within the specific
programme and reference to the underpinning theoretical context of assessment. K4 may involve
the use of electronic assessment and feedback as a policy or the ways in which technology is used in
the running of working groups/committees.
The methods (K5) you choose to evaluate the effectiveness of your practice will depend on the
disciplinary and/or situational context in which you are teaching and/or supporting learning and may
range from more formal institutional data collection, to more informal/local mechanisms for
establishing impact. K6 may be evidenced by showing how, for example, internal and/or external
policies and drivers shape and influence practice. Similarly, in the mentorship of new colleagues, K6
might be evidenced through reference to institutional learning and teaching statements, common
practices etc., but it is essential that you are able to show how this has influenced the learning and
teaching practice of your mentees.
Descriptor 3:iii: Commitment to all Professional Values
The PSF Professional Values underpin all of the professional activity of teaching and supporting
learning and you should provide evidence of your commitment to the Professional Values (V1-V4)
across the application. The Professional Values evidenced in the application should appropriately
underpin the Areas of Activity and the professional context and practice of the applicant. You should
demonstrate evidence against all four Professional Values.
You may choose to provide evidence in your commentary to demonstrate how you have coordinated effective academic practices amongst peers/teams in order to improve and create inclusive
and fair practices. In the example above this could incorporate the creation of a multimedia marking
rubric. The applicant will be expected to outline how engagement in ongoing professional learning
and possibly research activities have been used to inform the implementation and approaches taken
(V3) and show what impact the introduction of a new marking rubric has had on the practice of
your colleagues, as well leading to opportunities for quality outcomes for students (V2). You can
demonstrate how the assessment strategy chosen enables all students to access the assessment
process in an inclusive manner (V1 & V2)
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Descriptor 3:iv: Engagement with appropriate practice related to the AAs
The evidence for successful engagement across the Areas of Activity should be reflective and this
reflection will be informed and underpinned by the appropriate Dimensions of the Framework (Core
Knowledge and Professional Values). A Programme Leader could focus on their influence on
colleagues’ practice.
The examples you choose to evidence for the Areas of Activity, should typically demonstrate:



How you carried out the approach (this might include how you have addressed any
difficulties or overcame practical issues or in the case of influencing others, how you
persuaded others to adopt your point of view);
How you know it was effective (e.g. where you have influenced the practice of colleagues;
how you know that they went on to adopt your approaches successfully with their own
students);
So what? What was the impact and value of the approach? This might be as a result of your
own reflection and/or feedback received from others and might range from small
modifications to larger scale changes.
D3.i and D3.iv are closely linked. The coverage of each of the chosen Areas of Activity will vary
according to your context and practice and is likely to be evidenced as part of wider teaching and
learning activities beyond direct teaching with learners. All five Areas of Activity must be sufficiently
met and linked clearly to your practice and will be read and judged holistically.
Descriptor 3:v: Successful incorporation of subject and pedagogical research and/or
scholarship, as part of an integrated approach to academic practice
You should refer to relevant professional practices, subject and pedagogic research and/or
scholarship within your application to explain how/why you have chosen the approaches taken.
The evidence base in your application will depend on the context in which you are working; e.g. the
nature of the subject, discipline or profession in which you manage, influence and lead learning and
teaching and the context/expectations of the institution/environment in which you work.
You will be writing about your approach to influencing teaching and learning and you should
cite/refer to the evidence-base you use to inform your practice where appropriate within your
application. You might cite scholarly literature such as journals, books, websites, etc. or refer to
evidence from professional bodies, industry or your discipline (your ‘professional knowledge’ base).
Where you do cite a reference, it has to be apparent how this has influenced your practice; for
example, you could explain how you were inspired by a particular text or journal article to plan your
learning environment in a certain way. However, ensure that the commentary remains a reflective
commentary and that the scholarship doesn’t take over so that the application becomes an
academic essay.
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Although not essential, you may be undertaking some research which has been published and/or
disseminated. You can also incorporate how such research has supported/developed your teaching
and learning practice, influenced the practice of colleagues and the wider student experience.
Descriptor 3:vi Successful engagement in CPD in relation to teaching, learning, assessment,
scholarship and, as appropriate, related academic and professional practice.
A real and practical commitment to professional development is a key element of every Senior
Fellow application and this engagement may be formal and/or informal in nature. You need to
explain how the learning you have gained from an experience has been used to inform/shape the
professional practice of others. Given the variety of higher education practice of those applying for
Senior Fellowship, the professional development examples will be considered and judged holistically
within the context of your practice.
It is likely that examples of professional development could be evidenced across the application and
related to teaching and/or learning support in higher education. It would not be sufficient merely to
list your professional development in the experience grid.
Your professional development priorities could be tailored towards keeping up with professional
changes in your field such as subject/professional body requirements that contribute to ensuring
currency in the curriculum. Evidence of professional learning could be woven in throughout the
application. This evidence should demonstrate how the professional development undertaken is
actively advancing your practice and understanding beyond your own work with students to impact
and influence the practice of your colleagues through your actions.
Descriptor 3:vii: Successful co-ordination, support, supervision, management, and/or
mentoring of others in relation to teaching and learning
This is the overarching criterion of Descriptor 3 and evidence for this should be embedded across
the application. It is the essential distinguishing characteristic of Senior Fellow. It is not expected
that you should demonstrate all of your activities through a D3.VII perspective. Some examples used
may provide evidence of your own teaching practice and within this you should show a thorough
understanding of effective approaches to teaching and learning. Considered holistically, the
application should evidence D3.vii as the dominant focus of your practice and demonstrate a sphere
of influence focussed on colleagues. It is the sufficiency (and currency) of your practice at Descriptor
3, with particular focus on D3.VII, that is important.
The following examples will support the development of an application for Senior Fellow:
Mentoring
It may be, for example, that you have experience of mentoring colleagues over a number of years.
Reviewers will expect to see evidence of your approaches to mentoring (including the rationale for
these approaches) and evidence of the impact that this activity has had on the teaching and
learning practice of these colleagues. In the case of mentoring it is expected that you will have
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carried out this role on a number of occasions, over a number of years, in different circumstances, so
as to be able to demonstrate that it is an integrated part of your practice.
Project Work
Project work related to teaching and learning may be a useful example of practice, particularly, in
contexts where you are able to demonstrate your individual contribution and impact on others.
Project work is likely to involve a more collaborative approach and you should be able to evidence
how, for example, you have led a particular element of that project and how your coordination,
support, supervision and/or management has impacted on the project as a whole.
External Examining
External examining or reviewing roles might be an example that evidences D3.Vii. It would not be
sufficient simply to list your appointments. You are required to provide specific examples of
recommendations and/or advice you have provided to colleagues, and show how this has then
impacted on subsequent teaching and learning practice.
Supervision Role
The supervision role is often interpreted as being research supervision of undergraduate or
postgraduate students rather than supervision of higher education colleagues in their role as
teaching and learning professionals. Supervision of PhD researchers as students in the production of
their doctorates would normally be considered to be Descriptor 2 practice, however should your role
as a mentor of the same PhD researchers incorporate supporting them in the role of a teaching
assistant, this could be used as evidence for D3.VII. Similarly, the instigation of new research
supervision processes or protocols which are widely adopted and impact on the teaching and
learning practice of a group of research supervisors would be considered as Senior Fellow practice,
provided that you are able to demonstrate your individual contribution and impact in this activity.
Membership of committees
You may include membership of committees or working groups as evidence of D3.Vii. In this context,
it is essential that you are able to evidence your individual contribution to the work of that group
and how this has impacted on the teaching and learning practice of a wider population of colleagues.
For example, you may sit on a Departmental Teaching and Learning Committee and be responsible
for heading up a task group which is looking at improving student induction processes. Here you
would typically outline how you have organised the work of that group, including allocation of
responsibilities to other members of the group; you would then demonstrate how the findings of
that group have influenced and shaped decisions and actions taken by the wider committee, and
evidence the impact on colleagues’ practice and, by extension, the student learning experience.
New approaches to Teaching and Learning
To make a claim for Senior Fellow, you may have implemented a new approach to teaching and
learning practice that has then been adopted by others at a local, or wider, level. For example, you
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may have started to experiment with providing students with podcasts, rather than written
feedback. You may have reviewed this through an action research activity which you have then
disseminated at an internal/external workshop or event. This provides evidence of how you have
taken your own practice a stage further, in that you are contributing to wider scholarship. In this
context, it is important that you are able to evidence the impact on others’ teaching and learning
practice. You may do this by providing evidence of colleagues adopting your techniques to good
effect within their own practice.
4: Advocacy Statements
Your application must be accompanied by two advocacy statements. Advocates should be
experienced staff able to comment, knowledgeably, and from first-hand experience, on your current
role and any other relevant activities you have recently undertaken. Advocates need to be directly
familiar with your practice to validate the claims made in your evidence proforma and application,
and provide supporting evidence of the impact of your role on the students’ experience. They
should align the statement directly with the UKPSF and Descriptor 3. We recommend that your
advocates read your application prior to completing your reference.
One of your advocates should be your academic line manager.
It is essential that your Advocates are familiar with the requirements of the UKPSF and are an
appropriately experienced member of staff working for a UK higher education institution. It is
therefore recommended that at least one of advocates should hold Advance HE Fellowship. We
strongly recommend that you encourage your advocates to read the information provided for
advocates prior to completing the statement.
Please share the guidance overleaf with your advocates and provide them with a copy of the
proforma to complete. (The proforma is the final page of the application form.)
Once you have completed your application it is your responsibility to collect the advocacy
statements and submit them with your application.
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Guidance for Advocates supporting an application for Advance HE Senior Fellow (D3)
via MMU’s internal Professional Standards Framework (PSF)
Thank you for agreeing to provide an advocate to support your colleague's eligibility to apply for recognition
with Advance HE, via MMU’s PSF Scheme.
The purpose of the statement is to:
 Validate the applicant’s engagement with the activities defined by Descriptor 3 (SFHEA);
 Validate the applicant’s sustained engagement with the dimensions of practice defined by the UK PSF;
 Validate and give practical examples of the applicant’s leadership and mentorship role in relation to
teaching, learning and assessment linked to the UK PSF Descriptor 3;
 Validate the experience claimed by the applicant in the experience grid, the written application and the
case studies;
 Give practical examples that champion the positive impact of the applicant’s activities, either directly on
the quality of the student experience or indirectly via their development activities with colleagues.
Summary of Senior Fellow Descriptor 3 (UK PSF, 2011 p4-7)
Senior Fellows should “Demonstrate a thorough understanding of effective approaches to teaching and learning
support as a key contribution to high quality student learning. Individuals must provide evidence of” engagement
with all Descriptors including:
I.
Successful engagement with all Areas of Activity (AA).
II.
Appropriate knowledge and understanding across all aspects of Core Knowledge.
III.
A commitment to all Professional Values.
IV.
Successful engagement in appropriate teaching practices related to the AAs.
V.
Successful incorporation of subject and pedagogical research and/or scholarship, as part of an integrated
approach to academic practice.
VI.
Successful engagement in CPD in relation to teaching, learning, assessment, scholarship and, as appropriate,
related academic and professional practice.
VII.
Successful co-ordination, support, supervision, management, and/or mentoring of others in relation to
teaching and learning.
Areas of Activity:
Core Knowledge:
1.
1.
2.
Design and plan learning
activities and/or programmes of
study
Teach and/or support learning
Assess and give feedback to
learners
Develop effective learning
environments and approaches
to student support and guidance
Engage in continuing
professional development in
subjects / disciplines and their
pedagogy, incorporating
research, scholarship and the
evaluation of professional
practice.
Professional Values:
The subject material
1. Respect for individual learners
Appropriate methods for
and diverse learning
teaching and learning in the
communities
2.
subject / disciplinary areas
2. Promote participation in higher
3.
3. Consideration of how students
education and equality of
learn, both generally and within
opportunity for learners
4.
their subject / discipline
3. Use evidence-informed
4. The use and value of
approaches and the outcomes
appropriate learning
of research, scholarship and
5.
technologies
continuing professional
5. Methods for evaluating the
development.
effectiveness of teaching
4. Acknowledge the wider context
6. The implications of quality
in which higher education
assurance / enhancement for
operates recognising the
academic and professional
implications for professional
practice with a specific focus on
practice
teaching.
Note: Please ensure that your advocacy statement is signed electronically and emailed to the applicant so that
they can include it with their application. If you wish your statement to be confidential, please email it
directly to utacpd@mmu.ac.uk
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5: Document 2: Appendices
The appendices can provide validation of impact evidence mentioned within the commentary. They
cannot provide additional evidence that is not referred to in the main application
Please submit these as a separate document via email (max of 4 sides of A4). This could include:
1. Evidence to support your engagement with peer observation of practice and any dialogue with
your mentor. This may include:
 peer observation paperwork and feedback forms,
 action plans.
2. Any evidence you wish to attach to provide supporting evidence of the impact of your teaching
and supporting learning practice:
 Student feedback
 Peer feedback (other than peer observation)
 ISS/NSS data
 Excerpts from external examiner reports, committee minutes
 Testimonials
 Teacher awards
3. A list of education based publications/conference presentations.
Please ensure that you maintain confidentiality and anonymity of students and colleagues when
attaching this evidence.
6: Clarification of application (Viva)
Once your application has been reviewed the reviewers may defer making a decision as they require
a little more evidence related to a narrow aspect of the applications (usually related to one
descriptor). In this case you will be invited to a short meeting (viva) with members from the review
panel/team to enable you to provide additional evidence to the reviewers.
You will be informed in advance of the area of practice in question, and have the opportunity to
clarify this with the panel chair or lead reviewer. This will be arranged with you at mutually
convenient time and will take a maximum of 15 minutes.
This is the usual option but you can request to submit further written evidence, should you prefer.
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