NTU Learning and Teaching Professional Development Framework
NTU Practice Standards
for Teaching and Supporting Learning in HE
Target audience


All staff who teach and/or support learning at NTU including managers
Those applying for HEA Professional Recognition via the HEA-accredited NTU Framework
What’s in this document
An overview of the national standards as set out in the UKPSF (November 2011)
The NTU professional practice standards aligned to the UKPSF:
Guide reference
Further information

Table 1:

Table 2:

Table 3:
an overview of NTU practice standards at all 4 levels, and how they align with the
UKPSF and levels of HEA professional recognition
NTU practice standards for Levels 1-3 against each of the 3 categories of standards in
the UKPSF – areas of activity, core knowledge and professional values
Practice expectations for NTU Level 4 (further information to follow).
CPLD 2013
For further information on the NTU Framework follow the link on the front page of the CPLD website:
www.ntu.ac.uk/cpld, or email CPLDEnquiries@ntu.ac.uk
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Overview
The NTU practice standards defined in detail in this document have been informed by, and align directly with, the national standards for
teaching and supporting learning in higher education set out in the UKPSF (Higher Education Academy (HEA), November 2011 – see
Figure 1 below). Further information on the UKPSF from the HEA website www.heacademy.ac.uk
Areas of Activity
A1
Design and plan learning activities and/or programmes of study
A2
Teach and/or support learning
A3
Assess and give feedback to learners
A4
Develop effective learning environments and approaches to student support and guidance
A5
Engage in CPD in subjects / disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice
Core Knowledge
K1
The subject material
K2
Appropriate methods for teaching and learning in the subject area and at level of academic programme
K3
How students learn, both generally and within their subject/disciplinary context
K4
The use and value of appropriate learning technologies
K5
Methods for evaluating the effectiveness of teaching
K6
The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Professional Values
V1
Respect individual learners and diverse learning communities
V2
Promote participation in higher education and equality of opportunity for learners
V3
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
V4
Acknowledge the wider context in which higher education operates recognizing the implications for professional practice
Figure 1: The UKPSF standards (HEA, November 2011)
The national standards are defined in 4 levels (D1-D4) which directly align with the 4 levels of HEA professional recognition: Associate
Fellow, Fellow, Senior Fellow and Principal Fellow. They also align directly with the four levels of practice standards defined in the NTU
Framework.
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In both the UKPSF and the NTU Framework, levels are differentiated in relation to scope of practice and/or its impact:

Levels 1 and 2 differ in the scope of number of UKPSF areas of activity which are expected to be demonstrated

Levels 2-4 require all 5 UKPSF areas of activity to be evidenced

Levels 2-4 differ in the scope of practice and its impact as follows:
o Level 2 focuses on own practice in the main
o Level 3 focuses on your impact on other people’s practice – whether within a team, or group of people, or department
or discipline
Level 4 recognises impact at institutional and/or sector level


Levels 3 and 4 both require a more thorough and sustained demonstration of awareness, understanding and critical application
of research and/or scholarship in HE learning and teaching to inform practice.
You can use the standards defined in the NTU Framework:




to inform peer observation and review processes,
to reflect on your own practice standards and development as part of professional development planning and review at individual,
team or department level,
to identify the practice standards you will be asked to evidence when applying for different levels of HEA professional recognition
to identify which level of professional recognition you are most eligible to apply for
The HEA accredited the NTU Framework in July 2012 to enable us to award HEA professional recognition via the Framework. For further
information on Applying for HEA Professional Recognition and guidance on evidencing these practice standards, see the CPLD website
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Table 1:
Overview of NTU Learning and Teaching Professional Development Framework Practice Standards
NTU Framework Levels
1
2
3
4
Overview of practice standards
expected of staff at each level
Staff are expected to
demonstrate:
 A broad awareness,
understanding and
critical application of
appropriate areas of
core knowledge and
professional values to
inform their professional
practice in at least 2 of
the 5 areas of activity
Staff are expected to
demonstrate:
 A broad awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
inform their professional
practice across all 5
areas of activity
Staff are expected to
demonstrate:
 A thorough awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
achieve a key impact on
high quality HE teaching
and learning within the
team, department, or
discipline across all 5
areas of activity
Staff are expected to
demonstrate:
 A thorough awareness,
understanding and
critical application of
appropriate core
knowledge and
professional values to
achieve a sustained
impact on high quality
HE teaching and learning
across the institution
and/or sector across all 5
areas of activity
Alignment with the 4 levels in
the UKPSF national standards
Equivalent HEA level of
professional recognition
Descriptor 1 (D1)
Descriptor 2 (D2)
Descriptor 3 (D3)
Descriptor 4 (D4)
HEA Associate Fellow
HEA Fellow
HEA Senior Fellow
HEA Principal Fellow
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Table 2:
Description of NTU Practice Standards for areas of activity, core knowledge & professional values
Areas of Activity
NTU Levels 1 & 2 (HEA Associate Fellow/Fellow)
NTU Level 3 (HEA Senior Fellow)
A1
Design and plan learning
activities and / or
programmes of study

As for Levels 1 & 2, and:


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






Demonstrates effective application of constructive alignment design approach to
design and plan learning opportunities aligned to the learning outcomes the learners
are expected to achieve (whether for sessions, modules and/or programmes).
Demonstrates application of current and relevant discipline, and learning and teaching
knowledge and practice, to inform the curriculum design and content.
Demonstrates accurate awareness and application of current NTU academic practice
policy in their design and planning.
Demonstrates appropriately informed use of teaching and learning methods which
promote and support the active and inclusive engagement of learners in working to
achieve the intended learning outcomes.
Demonstrates appropriate use and design of sustainable learning resources in
appropriate media, at an appropriate academic level and using appropriate
technology.
Demonstrates appropriately informed use of a range of assessment and feedback
methods, which help learners identify their progress and how to develop further.
Demonstrates accurate awareness, application and understanding of current NTU
academic practice policy relating to assessment and feedback in their practice.
Demonstrates an awareness of equality and diversity issues in learning and teaching,
and how this awareness is applied to create a learning environment which supports
student learning in whatever media used.
Demonstrates their contribution to the pastoral care of students, providing support
and referring students to other colleagues and professional services as appropriate.
Demonstrates their wider contribution
at team, course and/or discipline level to
the review and professional
development of other colleagues’
practice across all 5 areas of activity to
develop and deliver practice
enhancements.
Demonstrates the impact of this
contribution on learning and teaching
practice standards within teams,
department, and/or discipline.
Innovates practice, and leads colleagues
by personal example.
Demonstrates active reflection on their professional practice to identify areas for
development and how these can be addressed.
Demonstrates active participation in L&T continuing professional development
relevant to their role and expertise, and how this is applied to enhance their
professional practice and student learning.
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Areas of Core Knowledge
NTU Levels 1 & 2 (HEA Associate Fellow/Fellow)
NTU Level 3 (HEA Senior Fellow)
K1
The subject material
Evidence of:
 current discipline knowledge and how it is used to inform and update the material and
learning activities designed and delivered
 engagement with relevant professional bodies and subject/discipline colleagues to
develop approaches to teaching, and promote student understanding of the discipline
Evidence of:
 use of learning and teaching methods which address diversity of student needs at an
appropriate academic level
 informed choice of learning and teaching methods to encourage the active
participation of learners in the learning process
 application of constructive alignment principles in curriculum design and delivery
 application of NTU Academic Standards and Quality Regulations and academic practice
policy to professional practice as appropriate
Evidence of:
 relevant awareness and demonstration in their practice of the relationship between
teaching and learning, and the factors which support successful independent learning
 approaches that support active participation and engagement of students in learning
generally, and in the discipline
As for Levels 1 & 2, and evidence of:
 contribution to enabling others
within a team and/or discipline to
do likewise to their practice
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
Evidence of:
 appropriate use of NTU VLE and associated tools for design and delivery of learning
and teaching to help meet diverse learning needs and stimulate more active and selfmanaged learning opportunities
 applying knowledge of digital and non-digital technologies in learning and teaching,
and their benefits in supporting active and independent learning in HE
K5
Methods for evaluating the
effectiveness of teaching
Evidence of:
 knowledge and consistent use of a selection of appropriate methods to evaluate own
learning and teaching practice and its impact on student learning
 using an appropriate range of feedback sources to inform curriculum design and
delivery
Evidence of:
 knowledge of, and appropriate participation in NTU quality management processes for
learning and teaching design, approval and review at individual, team and
K6
The implications of quality
assurance and quality
As for Levels 1 & 2, and evidence of:
 impact of contribution to the
professional development of other
colleagues learning and teaching
methods within a team and/or
discipline
As for Levels 1 & 2, and evidence of:
 contribution to the wider
development and application of
approaches to professionally
develop other colleagues practice
within a team and/or discipline
As for Levels 1 & 2, and evidence of:
 contribution to the wider
development, evaluation, and
application of appropriate
technologies in the design and
delivery of HE learning and teaching
within a team and/or discipline
As for Levels 1 & 2, and evidence of:
 contribution to the evaluation and
assessment of teaching
effectiveness within a team and/or
discipline
As for Levels 1 & 2, and evidence of:
 contribution to supporting the
promotion, development and
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enhancement for academic
and professional practice
with a particular focus on
teaching


departmental level
alignment of personal practice to NTU Academic Standards and Policy as appropriate
how these impact on enhanced learning and teaching
application of colleagues’
professional development practice
to learning and teaching within a
team and/or discipline
Professional Values
NTU Levels 1 & 2 (HEA Associate Fellow/Fellow)
NTU Level 3 (HEA Senior Fellow)
V1
Respect individual learners and
diverse learning communities
Evidence of:
 awareness of, and sensitivity to individual student needs, abilities
and motivations in own practice
 own practice which fosters and supports students’ independent
learning approach, and their self-esteem, confidence, and ability
V2
Promote participation in
higher education and equality
of opportunity for learners
Evidence of:
 recognition of institutional and cultural barriers that may inhibit
access to, and full participation in, higher education
 awareness of their impact on HE learning and teaching
 responding to the challenges by working to make own learning
and teaching practice inclusive
Evidence of:
 informed engagement in regular critical evaluation, reflection and
development of own practice as part of PDCR
 participating in appropriate continuing professional development
opportunities and using these to inform own practice
As for Levels 1&2, and
evidence of:
 making an impact on the student learning experience
within a team or discipline as a result of your
management/leadership
 leading by example to promote, support and embed
this value in colleagues’ practice
As for Levels 1 & 2, and:
evidence of:
 enhancing student participation in a course or
discipline as a result of your management/leadership
 leading by example to promote, support and embed
this value in colleagues’ practice
As for Levels 1 & 2, and:
evidence of:
 enhancing the use and impact of evidence-informed
approaches in a team or discipline as a result of your
management/leadership
 promoting, supporting and embedding the use of this
value in colleagues’ practice
As for Levels 1 & 2, and:
evidence of:
 alignment of practice to the wider HE context within
a team or discipline as a result of your management/
leadership
 promoting, supporting and embedding this value in
other colleagues’ practice
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
Evidence of:
 knowledge of NTU learning and teaching strategy, policy and
practice development priorities and how they inform own
practice at individual, team and departmental level
 awareness of key issues in the UK Education/Education-related
sectors and their impact on learning and teaching
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Table 3:
NTU Practice Standards for Professionals at Level 4 (HEA Principal Fellow)
Professionals at this level are required to be able to demonstrate:

Active commitment to, and championing of all dimensions of the UKPSF, through work with students and staff, and in institutional developments

Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in
institutional and/or international settings

Establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high
quality teaching and support for learning

Championing, within institutional and wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research,
scholarship and administration etc.)

A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other
professional practices.
Indicative practice examples:
o Leading institutional academic practice development projects
o Strategic championing of key academic development policies and practice development onto strategic agendas, leading their implementation and evaluation
o Significant contributions to organisational development in relation to learning and teaching
o Significant contributions to Institutional policy development and implementation
o Commissioning new programmes and education opportunities to address new or changing market trends
o Sustained and sector / discipline contribution as an external examiner and/or external verifier
Further information to follow shortly (Autumn 2013) on specific expectations for areas of core knowledge and professional values.
CPLD 2013
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