NTU Teaching Development Framework (NTU TDF)
Overview Guide
Target audience
All staff involved in teaching and/or supporting learning at NTU, and their managers
Purpose of guide
To introduce the purpose, structure and benefits of the Framework, and how it can be used to support
your professional development
Context
At NTU, we are committed to ensuring that all colleagues who teach and/or support learning can access a
range of opportunities to help you to develop your professional practice.
The NTU Teaching Development Framework has been developed following extensive consultation to
provide a set of tools which can be used at all stages of your career to:



inform and support individual/ team professional HE teaching practice,
support individual/team learning and teaching professional development planning,
identify relevant evidence from your practice when applying for nationally recognised HEA professional
recognition via the HEA-accredited NTU TDF Scheme
PDCR is a key process through which you can use the Framework to review your professional development
needs and create your professional development plan, including applying for professional recognition as
appropriate.
Guide reference
Further information
September 2015
Academic Practice Professional Development Consultant in Centre for Professional Learning and
Development (CPLD.)
NTU Learning and Teaching Professional Development Policy (2015) on CPLD website
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1.1
Who is the NTU TDF for?
The Framework is intended to be used by anyone involved in teaching and/or supporting learning at NTU – whether academic,
professional services or technical staff, managers, policy-makers or professional developers, full-, or part-time, permanent or
hourly-paid. It applies to those who teach and support learning at NTU.
1.2
Why have we developed it?
 To demonstrate how we use national standards for HE Teaching and Support of Learning set out in the UKPSF (November
2011).
 To directly support the NTU Strategic Plan and teaching standards.
 To demonstrate the University’s commitment to ensuring we are enabling the appropriate professional development of all staff
teaching and supporting learning at NTU to enable them to deliver the strategic goals, flexibility a key foundation.
 It parallels other NTU CPD frameworks including the national Researcher Development Framework (Vitae RDF) and NTU
Researcher Development Framework (NTU RDF). Teaching is an area of professional development highlighted in both research
professional development frameworks. The NTU TDF enables NTU to support the professional development of Research staff
and Postgraduate Research Students who teach.
 To enable us to secure accreditation from the Higher Education Academy that enables NTU to award nationally recognised
professional recognition directly aligned to all four levels of HEA fellowships via its own scheme. The NTU TDF HEA
professional recognition scheme was successfully revalidated in August 2015.
 It enables us to respond to changes in the HE sector such as those in the recent White Paper & Key Information Set (KIS).
Universities will be expected to publish the teaching qualifications and professional recognition held by all academic staff
including Hourly-Paid Lecturers.
1.3
How does the NTU TDF support professional development?
You and your line manager can use the Framework as a tool in Professional Development and Contribution Reviews (PDCRs) and
Professional Development Planning (PDP) to:

identify aspects of professional practice you currently engage in and those where there may be scope for future
development;

assist in professional development planning;

map your practice against the UK Professional Standards Framework for Learning and Teaching in Higher Education
(UKPSF);

to engage with the UKPSF, and access opportunities to gain professional recognition for your practice that is portable within
the sector.
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The Centre for Professional Learning and Development (CPLD) manage the Framework on a day to day basis on behalf of the ProVice Chancellor Academic, and use the Framework to work with Schools and Professional Services to:

inform the design, planning, delivery and accreditation of professional development activities delivered at NTU, including
any of our teaching and academic practice qualifications – to ensure we have appropriate opportunities available;

manage the HEA-accredited NTU TDF Professional Recognition Scheme through which colleagues can apply for HEA
professional recognition.
1.4
How it benefits you
 Provides structure for your continuing professional development at all stages of your career
 Enables you to gain recognition of your HE teaching and/or learning support practice via local NTU Scheme at no cost to you
 Provides alternative and flexible course-based and direct application routes to gaining professional recognition
 Recognition is a portable, nationally recognised accreditation that enables you to demonstrate your commitment to
professionalism in HE teaching and learning support
 Professional recognition will be built into enhanced structures for recognising teaching excellence
 Provides evidence base for use in PDCR, PDP and career development
 Provides access to learning and teaching professional development opportunities for all staff who teach and/or support learning
at NTU
 Can support you in making changes to practice required as a result of e.g. emerging technologies, changes to assessment
policy etc. by enabling you to identify appropriate CPD opportunities
1.5
How it benefits your School
 Can be used to underpin effective peer review/observation
 Can be used to support NSS action plans
 Provides framework for considering appropriate investment in staff development for learning and teaching
 Tool for setting objectives and reviewing learning and teaching practice via PDCR
 Can support changes to practice required as a result of e.g. emerging technologies, changes to assessment policy
 Contributes to future KIS data set
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1.6
The Five Elements of the NTU TDF
1.
Phases of HE Learning
and Teaching
Professional
Development and
Professional
Recognition
Four phases spanning
a career are defined
and aligned with
indicative target
audiences, and the 4
levels of professional
recognition. This
enables us to create
a map of learning
and teaching CPD to
show what’s relevant
at different phases
(element 2)
Further information
see 1.7 below
2.
Learning and
Teaching CPD Tool
Use this tool to find
and select from a
range of professional
development,
appropriate
opportunity that
addresses a range of
learning and teaching
activities, core
knowledge and
professional practice
values at the level
you require.
Further information
see ‘The NTU
Learning and
Teaching CPD Tool’
on the CPLD website
3.
NTU’s accredited
route to Applying for
HEA Professional
Recognition
Explains how to apply
via NTU’s application
route which the HEA reaccredited August 2015.
NTU staff can apply
through this route to
attain professional
recognition at 3 levels
(HEA Associate Fellow,
Fellow, and Senior
Fellow). Anyone
applying for HEA
Principal Fellow should
apply direct to the HEA.
Further information see
1.9 below
4.
5.
NTU Professional
Standards for
Teaching and
Supporting Learning in
HE
NTU Learning and
Teaching Professional
Development Policy
Defines what the
national professional
standards (set out in the
UKPSF Nov 2011) look
like at NTU, and for each
level of HEA professional
recognition.
Sets out what is
expected of staff
who teach and/or
support learning at
NTU in relation to
professional
development and
professional
recognition.
Replaces the 2012
policy.
Further information see
1.8 below.
Further information
see the 2015 policy
document and guide
on the CPLD website
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1.7
The NTU TDF Development Phases for Teaching and Supporting Learning
NTU TDF
Development
Phases
Indicative target audience at NTU
Link to HEA
Professional
Recognition
New to NTU
- An additional category for Anyone new to teaching and supporting learning at NTU (whether
experienced or new to teaching in HE)
1. Developing
Practitioner
- Hourly paid lecturer including Postgraduate students preparing to teach
- Technicians who support learning
- Post-doctoral Research Fellows with little or no experience of teaching /supporting
learning in HE
- Academic, and Professional Services staff (including LLR and Student Support Advisers,
Professional Development Advisers) new to teaching and supporting learning in HE
Includes those working
towards HEA Associate
Fellow and new lecturers
working towards HEA
Fellow
2. Established
Practitioner
- Permanent p/t and f/t academic and professional services staff who teach/support learning
- Post-doctoral Research Fellows with more teaching experience and more
substantive teaching roles, and who may already have HEA Associate Fellow
- Permanent p/t and f/t L/SL who are new to teaching and supporting learning in HE
- Experienced L/SL and P/L and New Course Leaders/Programme Managers
- Learning Support Advisers in Schools and CPD Advisers and Developers
- Hourly paid lecturers with more substantive teaching roles and HEA teaching experience
- Professional Services staff more experienced in HE teaching and learning support
Includes those who hold
HEA Fellow, and those
working towards HEA
Senior Fellow
3. Advanced
Practitioner
- Established substantive academic and professional services practitioners with broader
HE L&T experience eg Course Leaders, or ones with specialist roles such as Learning &
Teaching Coordinators, Subject Leads and Programme Managers)
- Senior Academic Developers & Academic Development Managers
- Academic Team Leaders and Senior/Principal Lecturers
- Associate Deans and Deans
Includes those who hold
HEA Senior Fellow, and
those working towards
Principal Fellow
4. Expert
Practitioner
- Academic and professional services practitioners with institutional roles/impact
-Those in Senior Academic & Academic Development Leadership roles – as for Advanced
Practitioners
Includes those who hold
HEA Principal Fellow
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1.8
The Framework, Professional Recognition and the UKPSF
The NTU TDF aligns directly with national standards for teaching and supporting learning in higher education set out in the
UKPSF (HEA, November 2011) – see Figure 1 below. The three categories of standards in the UKPSF: areas of activity, core
knowledge and professional values are defined in more detail within the NTU TDF to indicate the scope of practice to be
demonstrated at each level of professional recognition. For further information, see the Guide to the NTU TDF Professional
Standards for Teaching and Supporting Learning in HE on the CPLD website.
Areas of Activity
A1
Design and plan learning activities and/or programmes of study
A2
Teach and/or support learning
A3
Assess and give feedback to learners
A4
Develop effective learning environments and approaches to student support and guidance
A5
Engage in CPD in subjects / disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice
Core Knowledge
K1
The subject material
K2
Appropriate methods for teaching and learning in the subject area and at level of academic programme
K3
How students learn, both generally and within their subject/disciplinary context
K4
The use and value of appropriate learning technologies
K5
Methods for evaluating the effectiveness of teaching
K6
The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Professional Values
V1
Respect individual learners and diverse learning communities
V2
Promote participation in higher education and equality of opportunity for learners
V3
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
V4
Acknowledge the wider context in which higher education operates recognizing the implications for professional practice
Figure 1: The UKPSF standards (HEA, November 2011)
Colleagues who engage successfully with the NTU Framework will be able to apply for recognition of their practice at the
level appropriate to the scope of their practice expertise as follows:
HEA
HEA
HEA
HEA
Associate Fellow Professional Recognition
Fellow Professional Recognition
Senior Fellow Professional Recognition
Principal Fellow Professional Recognition
UKPSF
UKPSF
UKPSF
UKPSF
Descriptor
Descriptor
Descriptor
Descriptor
1
2
3
4
(D1)
(D2)
(D3)
(D4)
(NTU
(NTU
(NTU
(NTU
TDF
TDF
TDF
TDF
Level
Level
Level
Level
1)
2)
3)
4)
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1.9 Levels of HEA Professional Recognition and Target Audience
The information below in Figure 2 summarises what’s required for each level of HEA recognition, and how these align with the scope of
particular roles.
HEA Associate Fellow
(UKPSF Descriptor 1)
HEA Fellow
(UKPSF Descriptor 2)
HEA Senior Fellow
(UKPSF Descriptor 3)
HEA Principal Fellow
(UKPSF Descriptor 4)
NTU Framework Level 1
Professional Recognition
NTU Framework Level 2
Professional Recognition
NTU Framework Level 3
Professional Recognition
NTU Framework Level 4
Professional Recognition
Relevant for colleagues whose roles
do not engage in the full spectrum of
HE teaching and/or learning support
activities set out in the UKPSF that are
required to be evidenced for HEA
Fellow.
Reflects main grade teaching
responsibilities and is the expected
descriptor for all staff who undertake
substantive teaching as part of their
role. The descriptor recognises and
acknowledges good practice within the
learning contexts of higher education,
wherever this takes place, and
however teaching and the support of
learning is approached. Further, it
recognises the diversity of staff who,
in different ways, provide such
teaching and support.
Reflects a considerable level of
expertise, developed over time, in
supporting high quality student
learning in all dimensions of the
framework.
Reflects distinctly different practice
evidence to that required in other
three fellowships. It is relevant to
highly experienced teachers who are
or have been widely respected for
their effective teaching and who have
progressed into senior roles. They will
have substantial experience and
knowledge of teaching and supporting
learning and will be using this to make
an impact at a senior level.
To gain this recognition you are
required to demonstrate:
To gain this recognition you are
required to demonstrate:
To gain this recognition you are
required to demonstrate:
To gain this recognition you are
required to demonstrate:
A broad awareness, understanding
and critical application of appropriate
areas of core knowledge and
professional values to inform their
professional practice in at least 2 of
the 5 areas of activity of the UKPSF
A broad awareness, understanding
and critical application of appropriate
core knowledge and professional
values to inform their professional
practice across all 5 areas of activity
of the UKPSF
A thorough awareness, understanding
and critical application of appropriate
core knowledge and professional
values to achieve a key impact on
high quality HE teaching and learning
within the team, department, or
discipline across all 5 areas of activity
of the UKPSF
A thorough awareness, understanding
and critical application of appropriate
core knowledge and professional
values to achieve a sustained impact
on high quality HE teaching and
learning across the institution and/or
sector across all 5 areas of activity of
the UKPSF
Recognises extended good practice
both within the classroom (or learning
environment) and in supporting the
student learning experience in a wider
context. This would normally include
evidence of effective and significant
impact on students, on colleagues and
on the organisation/institution
addresses experienced teachers and
others who demonstrate leadership in
their learning and teaching practices
and related activities.
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Focus is on demonstrating evidence of
own teaching / learning support
practice and its impact
Focus is on demonstrating evidence of
own teaching / learning support
practice and its impact
Focus is on demonstrating your impact
on other people’s teaching / learning
support practice particularly within
institution (team, department or
discipline)
Focus is on demonstrating wider and
more sustained impact on other
people’s teaching / learning support
practice typically across the institution
and/or sector
Target audience:

Hourly paid lecturer including
Postgraduate students preparing
to teach

Technicians who support learning

Post-doctoral Research Fellows
with little or no experience of
teaching /supporting

learning in HE

Professional Services staff
(including LLR and Student
Support Advisers, Professional
Development Advisers) new to
teaching and supporting learning
in HE
Target audience:

Permanent p/t and f/t academic
and professional services staff
who teach/support learning

Post-doctoral Research Fellows
with more teaching experience
and more substantive teaching
roles, and who may already have
HEA Associate Fellow

Permanent p/t and f/t L/SL who
are new to teaching and
supporting learning in HE

Experienced L/SL and P/L and
New Course Leaders/Programme
Managers

Learning Support Advisers in
Schools and CPD Advisers and
Developers

Hourly paid lecturers with more
substantive teaching roles and
HEA teaching experience

Professional Services staff more
experienced in HE teaching and
learning support
Target audience:

Established substantive academic
and professional services
practitioners with broader
HE L&T experience eg Course
Leaders, or ones with specialist
roles such as Learning & Teaching
Coordinators, Quality Managers,
Subject Leads and Programme
Managers)

Senior Academic Developers &
Academic Development Managers

Academic Team Leaders and
Senior/Principal Lecturers

Associate Deans and Deans
Target audience:

Academic and professional
services practitioners who are
already Senior Fellows

Those in Senior Academic /
Academic Development
Leadership roles, who can
evidence sustained institutional
and/or external impact
Aligns with:
NTU TDF Development Phases 1 & 2
Early career colleagues in initial stages of HE learning and teaching professional
development, who have built sufficient evidence to achieve threshold levels of
established practice. Choice of professional recognition dependent on the
breadth of practice they can evidence, as the ‘standard’ of practice is the same
in both fellowships.
Aligns with:
NTU TDF Development Phase 3
Appropriate for more experienced
colleagues with well-established HE
teaching and/or learning support
practice beyond HEA Fellow, who have
built sufficient evidence of being able
to support the professional
development of less experienced
colleagues.
Please note that the induction phase of development is not aligned to any level of professional recognition.
Aligns with:
NTU TDF Development Phase 4
Appropriate for very experienced HE
teaching and/or learning support
practitioners, who have built sufficient
evidence of a sustained and
substantial impact at a strategic level
(leadership) in relation to teaching
and learning development and
support.
Figure 2: Differences among the Four Levels of Professional Recognition in NTU Framework
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1.10 Which NTU staff are expected to apply for professional recognition?
The NTU Learning and Teaching Professional Development Policy 2015 sets out expectations of engagement in
professional development including applying for professional recognition, for all staff who teach and/or support learning at NTU.
The full policy document and guide can be found on the CPLD website (www.ntu.ac.uk/cpld under CPD Policies).
The key principle of the policy are that all staff who teach and/or support learning required to demonstrate active engagement in
L&T CPD and remain in good standing, including gaining HEA professional recognition and other HE teaching qualifications when
appropriate to role.
In line with priorities in the policy, Schools develop their own implementation plans to enable all academic colleagues to review
their professional practice using the standards, and identifying individual objectives as part of on-going PDCR for gaining
professional recognition.
1.11 Applying for HEA Professional Recognition
Level of
Recognition
HEA Associate
Fellow
(Level 1)
Options
What’s involved
Best for
Where to find
further information
Via NTU TDF
Scheme
(CPLD)
HEA Fellow
(Level 2)
Free – no
fees charged
You use the information in NTU Learning and
Teaching Professional Development Policy to
and guidance in the NOW Learning Room ‘HEA
Professional Recognition’ to agree with line
manager your eligibility to apply, and to plan
and complete an application accessing support
provided.
Recommended route for academic
and professional services staff at NTU
Academic staff eligible to apply for HEA
professional recognition at any of the 3
levels indicated.
Guidance in the NOW
Learning Room called
‘HEA Professional
Recognition’ listed under
the staff role on your
NOW homepage.
HEA Senior
Fellow
(Level 3)
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HEA Principal
Fellow
(Level 4)
Via direct
application
to Higher
Education
Academy
You work independently using guidance,
criteria and templates provided by the HEA via
their website:
https://www.heacademy.ac.uk/recognitionaccreditation/fellowships/become-seniorfellow-hea
Recommended for anyone applying for
Senior Fellow only.
Fee for Senior Fellow application direct
to HEA is £300.
Direct to
Higher
Education
Academy
(HEA)
Find all guidance and application templates
provided by the HEA via their website:
https://www.heacademy.ac.uk/recognitionaccreditation/fellowships/become-principalfellow-hea
Recommended route for NTU staff
eligible to apply for Principal Fellow
Information on HEA
website
Those applying for Associate or Fellow
should apply via NTU TDF Scheme
managed by CPLD.
Fee for Principal Fellow application
direct to HEA is £500.
Information on CPLD
website policies section
Information on HEA
website
CPLD September 2015
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