UNIVERSITY OF ULSTER
ULSTER PROFESSIONAL
DEVELOPMENT SCHEME
(PD Scheme)
Aligned to the UK Professional Standards Framework for Teaching and
Supporting Learning in Higher Education (2011)
Applicant Guidance Pack
Accredited by the Higher Education Academy
1
Contents:
1. Introduction
1.1. Teaching and Learning at Ulster
1.2. Professional development at Ulster
1.3. Ulster’s Professional Development Scheme
1.3.1.Certificated learning opportunities
1.3.2.Experiential learning opportunities
1.4. The UK Professional Standards Framework
2. The four accredited descriptors and associated HEA Fellowship categories
2.1. Associate
2.2. Fellow
2.3. Senior Fellow
2.4. Principal Fellow
3. The role of your line manager
3.1. Supporting your professional development
3.2. The role of DAR
3.3. Signposting developmental opportunities
4. Preparing for recognition
4.1. The reflective practitioner
4.2. Evaluating your effectiveness and impact on the student experience
4.3. Engaging with the scholarship of teaching and learning
4.4. Engaging with professional development opportunities (values/ broader HE context)
4.5. Useful resources
5. How to apply for recognition
5.1. Process flowchart
5.2. Guidance workshops
5.3. Registering for recognition
5.4. Action planning – building a case for recognition
5.5. Mentor support
5.6. Your application:
5.6.1.(e-) portfolio of evidence
5.6.2.Professional communication
5.6.3.References
5.7. Submitting the recognition application form
2
6. Assessment of your application
6.1. The recognition process
6.2. Quality assurance and enhancement
6.3. APEL
6.4. Your award
Further guidance is available at:
www.ulster.ac.uk/centrehep/pdscheme.html
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Additional Documents:
A. Registration form for the Professional Development Scheme
B. Action Plan Templates:
1. Associate Fellow
2. Fellow
3. Senior Fellow
4. Principal Fellow
C. Application form and guidance notes:
1. Associate Fellow
2. Fellow
3. Senior Fellow
4. Principal Fellow
D. Guidance Notes for Advocates:
1. Associate Fellow
2. Fellow
3. Senior Fellow
4. Principal Fellow
E. Pen Portraits
Once registered applicants will have access to a closed Blackboard Learn area where additional support
and resources will be available.
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1. Introduction
1.1. Teaching and Learning at Ulster
The University, through its Corporate Plan1 , Research Strategy2 and Teaching and Learning Strategy3, aspires
to be the leading provider of professional education for professional life on the island of Ireland and also to
undertake excellent research in selected areas of activity.
The Teaching and Learning Strategy’s (2008/9- 2012/13) four strategic aims are as follows:
o
o
o
o
to enhance the quality of the student learning experience;
to target, recruit, support and retain a diverse range of students;
to promote and foster creativity and innovation in curriculum design and delivery;
to promote employability through the integration of academic theory and relevant professional and
vocational practice
To support these, the University aims to:
o
o
provide a supportive environment, in which teaching is recognised, valued and rewarded for all
those who teach and support learning in the University;
to enhance the quality of the physical and social learning environments for students and staff
1.2. Professional development at Ulster
In 2007/08 the University demonstrated its approach to professional development through the approval of a
Continuing Professional Development Policy and associated Codes of Practice for staff4. The extract from the
Policy below encapsulates this:
The University is committed to supporting and developing its staff to enable the achievement of institutional
objectives and realisation of its staff’s potential not only in the early stages of their career but throughout
their employment. This is articulated in both the University value “provide quality learning and development
for students and staff” and the Corporate Plan (2006-2010/11) key supporting objectives” to encourage all
academic staff to undertake scholarly activity to support learning teaching and enhancement in their subject”
and “to ensure that staff engage on an on-going basis in appropriate career development and Continuing
Professional Development (CPD) activities” based on a broad definition of CPD as being “any process or
activity, planned or otherwise, that contributes to an increase in, or maintenance of knowledge, skills and
personal qualities related to the person’s role.” (CPD Policy)
1
http://www.ulster.ac.uk/corporateplan/corporate-plan.pdf
http://research.ulster.ac.uk/
3
http://www.ulster.ac.uk/tls/tls2008-13.pdf
2
4
http://staffdev.ulster.ac.uk/index.php?page=continuing-professional-development-cpd
4
To this end the University has adopted a broad definition of CPD as being:
“any process or activity, planned or otherwise, that contributes to an increase in or the maintenance of
knowledge, skills and personal qualities related to the person’s role”
This definition supports not only the more traditional forms of development such as briefing sessions,
seminars, conferences and workshops, but also includes more progressive forms of development such as
mentoring, work shadowing, individual advice sessions, peer review, secondments and self-directed learning
and is applicable to staff at all stages of their careers.
The Staff Development Unit5, whilst not the sole provider of CPD opportunities within the University, has
responsibility for identifying professional development needs at three levels: institutional, departmental and
individual, and this central unit coordinates the auditing, development, delivery and evaluation of
professional development activities throughout the University.
In terms of professional development for academic staff and others having a teaching and learning role,
professional needs are initially identified at a Faculty, School or Department level through liaison with key
stakeholders. The Dean of Faculty and Heads of Schools/Departments indicate their needs for the coming
academic year based on a number of evaluation tools: institutional annual reviews, Staff Developmental
Appraisal Review6 , module monitoring7 and Peer Supported Review. Similar reviews are held in nonacademic departments, where needs are also identified on the basis of staff appraisal and other evaluation
procedures which take place within the units concerned. Where practicable, and in alignment with
University priorities, the review results are then fed into the work schedule of the Staff Development Unit.
In addition to the above, predominantly internal drivers, professional development needs are also identified
and/or refined in response to the following:
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changes in legislation (e.g. inclusive teaching);
new institutional agendas (e.g. assessment & feedback, student engagement, research-teaching
nexus);
new institutional policies and or bodies (e.g. revised Teaching & Learning strategy);
pedagogic innovation championed by individuals ;
national initiatives (e.g. Higher Education Academy, HEFCE, DEL);
Graduating to Success: a higher education strategy for Northern Ireland8
5
http://staffdev.ulster.ac.uk
http://staffdev.ulster.ac.uk/uploads/UU%20App%20Scheme%20D8%2024%20Oct%2007.doc
7 http://www.ulster.ac.uk/quality/qmau/modulemonitoring.html
8
http://www.delni.gov.uk/hestrategy
6
5
Centre for Higher Education Practice
To further support professional development, the University established in 2008-09 a Centre for Higher
Education Practice9 which functions as a facilitating and enabling arm of Teaching and Learning, with the
primary role of progressing the implementation of aspects of the Teaching and Learning Strategy (2008/092012/13), in collaboration with other key players within the institution. In progressing its work, the Centre
draws mainly on existing resources but has created new configurations, groupings and networks, as
appropriate, to ensure a focused, informed and co-ordinated approach in addressing themes and issues. The
Centre keeps colleagues informed of developments in Higher Education, nationally and internationally,
creating opportunities for staff to engage with research and practice in a variety of contexts, and promoting
developments across boundaries, whether within academic practice or involving collaboration with
colleagues in areas of learning support. This is achieved through;
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leadership (new ideas, approaches and direction), drawing on national and international models, and
providing a platform, with appropriate scholarly underpinning, to progress pedagogic initiatives;
support (advice, guidance, project funding), for academic and learning support staff to pursue
enthusiasms and engage in practice that will enrich the learning experience for students;
opportunity (to participate in meaningful dialogue and activities that address strategic priorities);
challenge (in addressing changing paradigms in higher education);
Staff are able to continue their professional development through involvement in Centre events. Those keen
to progress particular initiatives in pedagogy and practice may wish to consider seeking support from the
Higher Education Practice Development Fund managed by the Centre.
1.3. Ulster’s Professional Development Scheme
Increasingly, there is a need for individual staff and the University to be able to demonstrate their
professionalism and commitment to developing and enhancing teaching and learning support practices. It is
also important to recognise staff commitment to teaching and learning. In addition, with the development of
the UK PSF, there is a need for the University to align practices to it. More recently, Senate has agreed that
the achievement of Descriptor 2 via the Post-graduate Certificate in Higher Education Practice (PgCHEP) or
Fellowship of the Higher Education Academy (FHEA experienced route) should be a probationary
requirement and also a requirement for some academic promotions10.
To date, the University has worked closely with the Higher Education Academy to achieve accreditation for
certificated courses e.g. PgCHEP and First Steps to Teaching. This has enabled the initial professional
development of new staff to be recognised externally through the achievement of Associate Fellow and/or
Fellowship of the Higher Education Academy and demonstration of their achievement of Descriptor 1 and/
or 2 of the UK PSF.
Many experienced staff who do not have teaching qualifications are increasingly showing interest in seeking
recognition for their professional development.
9
http://www.ulster.ac.uk/centrehep/
10
http://www.ulster.ac.uk/hr/employee_relations/academic_promotions/
6
Therefore, it is now felt, that as staff become more aware of the benefits of demonstrating explicitly their
ability and commitment to enhancing teaching and learning, that it is timely to introduce a professional
development scheme aligned to the UK PSF offering, Ulster staff and research students, opportunities to
engage in a blend of certificated and accredited courses and continuing professional development in order
to achieve Descriptor 1-4. The development of this scheme has been supported institutionally through being
a target in both the University Teaching and Learning Strategy action plan and that of the Organisational
Development Strategic Programme.
Benefits
The benefits of operating a HEA accredited University of Ulster scheme include:
 Management and administration of the scheme by the University, with HEA accreditation and
oversight;
 The ability to tailor the process to reflect Ulster priorities e.g. those of the Teaching and Learning
Strategy and to acknowledge the variety of teaching and learning practices;
 Explicit demonstration of the University’s commitment to recognising teaching and learning;
 The ability to link Fellowship levels with other internal recognition and reward processes;
 The capacity to support, guide and monitor the recognition process.
1.3.1. Certificated learning opportunities
Currently the University has received Higher Education Academy accreditation for the following
programmes:
Descriptor 1
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First Steps to Supporting Learning and Teaching in Higher Education (First Steps) – this award is
targeted at part-time tutors and post-graduate tutors and demonstrators.11 within the institution. It
provides an opportunity for anyone who has a part-time supporting learning/ teaching role within
the University to validate their training and teaching experience through completing an Award
appropriate to their role. The Award has been mapped against the UK PSF. A decision was taken to
align and measure achievement of UKPSF areas of activity 2 & 5 as these were the areas of
development and practice most pertinent to participants. This will be taken into consideration for
participants who subsequently apply for D2 either through the PD Scheme or the PgCHEP.
PHE701 ‘Student-centred Learning’ – this module provides an opportunity for Ulster staff who
facilitate learning in the University to develop their understanding of, and practice in, effective
learning, teaching, and assessment and/or feedback, through building up an in-depth knowledge of
the needs of the cohorts of students they will encounter within the University. The module provides
a conceptual underpinning for individuals whose duties and responsibilities involve supporting and
guiding the development and/ or delivery of learning opportunities for an increasingly diverse body
of learners. It forms the initial module of the PG Certificate in Higher Education Practice. It enables
participants to enhance and apply appropriate skills in the context of Higher Education. It provides
opportunities for participants to reflect critically on their own experience both as a learner and
practitioner, and to identify aspects of their own practice that could be developed and/or improved.
http://staffdev.ulster.ac.uk/index.php?/higher_education_practice/first_steps
7
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The module has been mapped against the UK PSF. Assignments align and measure achievement of
the UK PSF across all areas of activity, knowledge and values. However, the depth of development
and practice would not be sufficient to meet D2 in its own right. On completion participants will be
provided with feedback on their achievement against the UK PSF and guidance as to how they can
further this in the future. Their recognition history will be taken into consideration if they
subsequently apply for D2 either through the PD Scheme or the PgCHEP. This will be taken into
consideration for participants who subsequently apply for D2 either through the PD Scheme or the
PgCHEP.
PHE 704 ‘Enhancing Learning’ – This module builds on PHE 701 and seeks to provide Ulster staff with
the tools and techniques to enhance the teaching and learning experience of the students in an ever
changing higher education landscape. It also recognises that the role of those involved in teaching
and learning support has changed and continues to evolve in response to institutional and/or
external drivers. These include emerging technologies, student profiles, and the need for a more
creative outlook within a discipline-specific and cross-disciplinary context. It forms the final module
of the PG Certificate in Higher Education Practice. It enables participants to enhance and apply
appropriate skills in the context of Higher Education. It provides opportunities for participants to
reflect critically on their own experience both as a learner and practitioner, and to identify aspects of
their own practice that could be developed and/or improved. The module has been mapped against
the UK PSF. Assignments align and measure achievement of the UK PSF across all areas of activity,
knowledge and values. However, the depth of development and practice would not be sufficient to
meet D2 in its own right. On completion participants will be provided with feedback on their
achievement against the UK PSF and guidance as to how they can further this in the future. Their
recognition history will be taken into consideration if they subsequently apply for D2 either through
the PD Scheme or the PgCHEP. This will be taken into consideration for participants who
subsequently apply for D2 either through the PD Scheme or the PgCHEP.
Descriptor 2
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Post-graduate Certificate in Higher Education Practice (PgCHEP)12 – the programme is targeted at a
wide range of Ulster staff ranging from new and experienced academics to those whose role is to
support student learning. Participants will have developed a deep understanding of relevant issues,
theory and scholarship and been provided with extensive opportunity to apply this to their own
practice. On completion participants will be provided with feedback on their achievement against
the UKPSF and guidance as to how they can further this in the future. Their recognition history will
be taken into consideration if they subsequently apply for D3 either through the PD Scheme or the
PgCHEP.
http://staffdev.ulster.ac.uk/index.php?/higher_education_practice/pgchep
8
Experiential learning opportunities
A wide range of learning and development opportunities are provided within the University for staff involved
in research and those who support the student experience including, inter alia:
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work-based opportunities such as mentoring; peer learning; active membership of committees,
working groups, projects; school, department, team Development Away Days; and self-directed and
online learning;
sessions internally facilitated by Staff Development and/or other internal providers;
technology enhanced learning seminars;
opportunities provided by the Centre for Higher Education Practice (CHEP) inter alia
o funding for teaching and learning initiatives
o pedagogic research and publication
o engagement in a broad range of communities of practice
o dissemination of effective practice
o involvement in strategic initiatives
sessions provided by the Research Development Programme13;
support from Research Institutes;
accredited courses e.g. the Postgraduate Certificate in Higher Education Practice;
the Professionalism in Administrative, Clerical and Secretarial Support programme (PACSS);
leadership and management programmes14.
Peer Supported Review (PSR)
In addition, all post-probationary staff involved in teaching are expected to engage annually in PSR. PSR
is a reviewee-driven process designed to provide staff with an opportunity to develop their professional
practice with the help of a supportive colleague. PSR is a non judgemental development process that
enables participants to explore areas of practice and to try out solutions and evaluate their
effectiveness and impact. Evidence drawn from PSR may be useful in developing recognition claims. In
addition, for those acting as supporting colleagues it can generate evidence of their experience in
supporting and mentoring colleagues. Engagement in PSR may be discussed as part of a member of
staff’s Developmental Appraisal Review (DAR see later). Further information on the PSR scheme is
available at: http://staffdev.ulster.ac.uk/index.php?/peer_supported_review/
The opportunities listed above are summarised in Figure1.
13
http://www.ulster.ac.uk/staffdev/Research_Training/controller.php?function=view_course_timetable
14
http://staffdev.ulster.ac.uk/index.php?/leadership
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Figure 1: An overview of routes15 to recognition within the proposed PD Scheme (fuller details of each provision can be found in Section 2)
Route
Certificated
option*
D1
One of:
 First Steps (from 2010)
 PHE 701(from 2009)
 PHE 702 (from 2009)
D2
D3
Not available
D4
Not available
Experiential
option
Evidence of recent, effective
practice aligned to D1 of the
UK PSF assessed by PD
Scheme
Evidence of recent, effective practice
aligned to D2 of the UK PSF assessed by
PD Scheme
Evidence of recent, effective
practice aligned to D3 of the
UK PSF assessed by PD
Scheme
Evidence of recent, effective
practice aligned to D4 of the
UK PSF assessed by PD
Scheme
Blended
option***
Not available
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PgCHEP* *(from 2009)
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alignment to D2 of the UK PSF
assessed by PD Scheme
demonstrated through evidence of
recent, effective practice plus
previously achieved D1
alignment to D2 of the UK PSF
assessed by PD Scheme
demonstrated through evidence of
recent, effective practice plus
certificated learning achieved more
than 5 years ago
alignment to D3 of the
UK PSF assessed by PD
Scheme demonstrated
through evidence of
recent, effective practice
plus previously achieved
D1/D2
alignment to D4 of the
UK PSF assessed by PD
Scheme demonstrated
through evidence of
recent, effective practice
plus previously achieved
D1/D2/D3
* for certificated options successful participants must pass both academic requirements of the programme and demonstrate the recognition requirements
for the relevant category of the UKPSF.
*** Details of how claims for prior recognition are dealt with are available on page 34
15
Pen portraits illustrating routes are available at p120-121
10
The remainder of the Guidance Booklet explains the PD Scheme, its linkages to the UK PSF and the
application procedures.
1.4. The UK Professional Standards Framework16
The UKPSF provides a general description of the main dimensions of the roles of teaching and supporting
learning within the HE environment. It is written from the perspective of the practitioner and outlines a
national framework for comprehensively recognising and benchmarking teaching and learning support
roles within Higher Education.
The Framework has two components:
The descriptors - these are a set of statements outlining the key characteristics of someone performing
four broad categories of typical teaching and learning support roles within Higher Education.
Each Descriptor begins with a general statement addressed to the practitioner, which briefly indicates
the level of understanding required for the performance of teaching and learning support role of that
type at an appropriate standard within a higher education institution. This is followed by a series of
between five and seven further statements which draw on the Dimensions of Practice to identify what
someone performing such roles should be able to evidence.
For example, if you work in a role encompassed by Descriptor 2, you would be expected to be able to
provide evidence of successful engagement across all five Areas of Activity and of appropriate
knowledge and understanding across all aspects of Core Knowledge etc.
The general statements for Descriptors 1 to 3 are very similar; differing only in the depth and breadth of
understanding required with some additional detailed differences in construction. They have a number
of key features in common. Descriptor 4 is rather different in character.
The Descriptors are intended to provide coverage of the full range of teaching and supporting learning
roles within higher education. Since these roles are highly diverse it was necessary to create a number
of descriptors to capture all of the kinds of roles that staff may be engaged in.
Descriptor 1 is intended to relate to staff whose role in teaching and/or supporting learning is focused
on at least two, but not all, of the Areas of Activity. They would also be expected to possess the
appropriate Core Knowledge and be committed to appropriate Professional Values. Perhaps also, they
might undertake their role with the assistance of more experienced teachers or mentors. Each
Descriptor is accompanied by suggestions for typical job roles covered by that descriptor. An example
role for Descriptor 1 is an early career researcher with some teaching responsibility.
Descriptor 2 is intended to relate to staff with a more substantive teaching and supporting learning
role(s) covering all of the Areas of Activity, Core Knowledge and Professional Values.
16
http://www.heacademy.ac.uk/ukpsf
11
Descriptor 3 brings in a strong educational leadership (which may not necessarily be managerial)
dimension, whilst Descriptor 4 is designed for highly experienced staff who have made a sustained and
substantial impact at a strategic level in relation to teaching and learning support.
A member of staff providing teaching and/or learning support can be recognised, depending on their
role and experience as:
Descriptor 1: An Associate Fellow of the Academy (AFHEA)
Descriptor 2: A Fellow of the Academy (FHEA)
Descriptor 3: A Senior Fellow of the Academy (SFHEA)
Descriptor 4: A Principal Fellow of the Academy (PFHEA)
The dimensions of practice - these are a set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE
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 continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
Core Knowledge that is needed to carry out those activities at the appropriate level
K1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the level of the
academic programme
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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 that someone performing these activities should embrace and exemplify
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
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2. The four accredited descriptors and associated HEA Fellowship categories
2.1.1. D1: Associate Fellow
To become an Associate Fellow you would have to do one of the following:
1) Complete an accredited course that leads to Associate Fellowship e.g. First Steps to Supporting Learning and
Teaching in Higher Education or PHE701 Student-centred Learning or PHE704 Enhancing Learning.
2) Submit an application to the Professional Development Scheme that provides:
a. Evidence of effectiveness in your professional role(s) commensurate with Descriptor 1;
b. Evidence that you have aligned your practice, to some extent, with the University of Ulster
Teaching and Learning Strategy.
Table 1
Descriptor 1
Demonstrates an
understanding of specific
aspects of effective
teaching, learning support
methods and student
learning.
Individuals should be able
to provide evidence of:
I. Successful engagement
with at least two17 of the
five Areas of Activity
II. Successful engagement
in
appropriate teaching and
practices related to these
Areas of Activity
III. Appropriate Core
Knowledge and
understanding of at least
K1 and K2
IV. A commitment to
appropriate Professional
Values in facilitating
others’ learning
V. Relevant professional
practices, subject and
pedagogic research
and/or scholarship within
the above activities
Examples of Staff Role/ Career Stage
Individuals able to provide evidence
of effectiveness in relation to their
professional role(s), which, typically,
will include at least some teaching
and/or learning support
responsibilities. This teaching and
learning role may sometimes be
undertaken with the assistance of
more experienced teachers or
mentors.
Typically, those likely to be at
Descriptor 1 (D1) include:
a. Early career researchers with some
teaching responsibilities (e.g. PhD
students, PGTAs, contract
researchers/post-doctoral students
etc.);
b. Staff new to teaching (including
those with part-time academic
responsibilities);
c. Staff who support academic
provision (e.g. learning
technologists, learning developers and
learning resource/library staff);
d. Staff who undertake demonstrator/
technician roles that incorporate
some teaching-related responsibilities
e. Experienced staff in relevant
professional areas who may be new to
17
Examples of Typical Activities
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Undertaking (sometimes
limited) teaching and /or
mentoring responsibilities
as a team member within
an established programme
Assisting in assessmentrelated activities and
undertaking, (possibly
under supervision),
specified assessment tasks
Providing constructive
feedback (formative and
summative) to students as
part of teaching duties
Contributing to skills
development of
learners/students, e.g.
introducing the use of
techniques and/or
equipment
Contributing to the
development of learners in
relation to e.g.
professional codes of
conduct
Developing teaching and
learning materials,
resources, methods and
approaches
Using a range of
technologies to support
the learning of others and
one’s own professional
Your certificate will provide a record of the areas of activity, core knowledge and values engaged with, enabling these
to be built on in subsequent applications
14
VI. Successful
engagement, where
appropriate, in
professional development
activity related to
teaching, learning and
assessment
responsibilities
teaching and/or supporting
learning, or who have a limited
teaching portfolio
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15
development in relation to
teaching
Critically evaluating the
support offered to
learners
Establishing an initial
appreciation and
knowledge of HE quality
assurance processes,
including the role of
external examiners
Reflection and evaluation
of the effectiveness and
impact of practices
Engagement with CHEP
initiatives
CHEP Associate Fellowship
2.2
D2: Fellow
To become a Fellow you would have to do one of the following:
1) Complete an accredited course that leads to Fellowship status e.g. Post graduate certificate in Higher
Education, Post graduate Certificate in Education for Nurses and Midwives
2) Submit an application to the Professional Development Scheme that provides:
a. clear evidence of broadly based effectiveness in more substantive teaching and learning support
role(s) commensurate with Descriptor 2. You will need to have gathered this evidence over a
period of at least three years in a role which involves teaching and/or supporting learning in
Higher Education. Your application may combine evidence drawn from experiential and/or
certificated learning.
b. Evidence that you have aligned your practice with the University of Ulster Teaching and Learning
Strategy
Table 2
Descriptor 2
Demonstrates a broad
understanding of effective
approaches to teaching
and learning support as
key contributions to high
quality student learning.
Individuals
should be able to provide
evidence of:
I. Successful engagement
across all five Areas of
Activity
II. Appropriate knowledge
and understanding across
all aspects of Core
Knowledge
III. A commitment to all
the
Professional Values
IV. Successful
engagement in
appropriate teaching
practices related to the
Areas of Activity
V. Successful
incorporation of subject
and pedagogic research
and/or scholarship within
the above activities, as
part of an integrated
Examples of Staff Role/ Career Stage
Individuals able to provide evidence
of broadly based effectiveness in
more substantive teaching and
supporting learning role(s). Such
individuals are likely to be established
members of one or more academic
and/or academic-related teams.
Typically, those likely to be at
Descriptor 2
(D2) include:
a. Early career academics
b. Academic-related and/or support
staff holding substantive teaching
and learning responsibilities
c. Experienced academics relatively
new to UK higher education
d. Staff with (sometimes significant)
teaching-only responsibilities
including, for example, within
work-based settings
16
Examples of Typical Activities
 Identifying the learning
needs of students and
gauging appropriate
learning outcomes
 Ensuring that content,
methods of delivery and
learning materials are
appropriate for defined
 learning outcomes
 Developing appropriate
teaching methods and
materials suitable for a
variety of settings (ranging
from small group tutorials
to large lectures and
online learning)
 Selecting and utilizing
relevant technologies to
enhance approaches to
learning, teaching and
assessment
 Selecting and utilizing
relevant assessment
instruments and criteria
for both formative and
summative assessment
 Providing critical and
constructive feedback and
guidance to learners
 Supervising the work of
students (teaching and/or
research related)
 Seeking to improve
personal teaching through
approach to academic
practice
VI. Successful
engagement in
continuing professional
development in relation
to
teaching, learning,
assessment and, where
appropriate, related
professional practices
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17
acting on e.g. peer
review/feedback, analysis
of teaching
design/delivery
effectiveness and analysis
of student/peer feedback
Participating in teachingrelated observations and
mentoring activities to
improve professional
practice
Engaging in internal
quality assurance
processes and, through
training and development
opportunities,
consolidating their
understanding of the role
of external examiners as
part of formal quality
assurance processes.
Reflection and evaluation
of the effectiveness and
impact of practices (e.g.
action research projects,
peer-supported review)
Engagement with CHEP
initiatives
CHEP Associate Fellowship
2.3
D3: Senior Fellow
To become a Senior Fellow you would have to submit an application to the Professional Development
Scheme that provides:
1) Clear evidence of a record of sustained effectiveness in relation to teaching and learning that
demonstrates that you are developing your strategic leadership role, incorporating for example, the
organisation, leadership and/or management of specific aspects of teaching and learning provision,
mentoring and leadership of others commensurate with Descriptor 3. You will need to have gathered
this evidence over a sustained period of time in a role which involves leadership of a teaching and/or
supporting learning team in Higher Education. Your application may combine evidence drawn from
experiential and/or certificated learning.
2) Evidence that you have aligned your practice with the University of Ulster Teaching and Learning
Strategy and can demonstrate leadership in promoting achievement of elements of the Strategy.
Table 3
Descriptor 3
Demonstrates a thorough
understanding of effective
approaches to teaching and
learning support as a key
contribution to high quality
student learning. Individuals
should be able to provide
evidence of:
I. Successful engagement
across all five Areas of
Activity
II. Appropriate knowledge
and understanding across all
aspects of Core Knowledge
III. A commitment to all the
Professional Values
IV. Successful engagement
in
appropriate teaching
practices related to the
Areas of Activity
V. Successful incorporation
of subject and pedagogic
research and/or scholarship
within the above
activities, as part of an
integrated approach to
academic practice
Examples of Staff Role/ Career
Stage
Individuals able to provide
evidence of a sustained record of
effectiveness in relation to
teaching and learning,
incorporating for example, the
organisation, leadership and/or
management of specific aspects
of teaching and learning
provision. Such individuals are
likely to lead or be members of
established academic teams.
Typically, those likely to be at
Descriptor 3 (D3) include:
a. Experienced staff able to
demonstrate, impact and
influence
through, for example,
responsibility
for leading, managing or
organizing programmes, subjects
and/or
disciplinary areas
b. Experienced subject mentors
and
staff who support those new to
teaching
c. Experienced staff with
departmental and/or wider
18
Examples of Typical Activities






Demonstrating leadership in
the design, delivery and
evaluation of a range of
programmes of study
(sometimes for entirely new
courses) at various levels
Designing and utilizing
innovative teaching
approaches and materials,
incorporating the use of
technology where
appropriate
Incorporating learning from
scholarship and research
into teaching and evaluating
its effectiveness.
Ensuring that course design
and delivery complies with
relevant quality standards
and regulations
Exercising appropriate
operational leadership
within own institutional
setting (e.g. in developing
and/or leading local policy
implementation,
participating in relevant
committees; participating in
peer review of programme
validation and subject
review)
Undertaking academic
VI. Successful engagement
in continuing professional
development in relation to
teaching, learning,
assessment, scholarship
and, as appropriate, related
academic or professional
practices
VII. Successful co-ordination,
support, supervision,
management and/
or mentoring of others
(whether individuals and/or
teams) in relation to
teaching and learning
teaching
and learning support advisory
responsibilities within an
institution










19
responsibilities in an
external service capacity
beyond one’s own
institution (e.g. external
examining responsibilities,
serving scholarly and
professional societies,
reviewing and providing
feedback as a peer reviewer
for e.g. pedagogically
focused research journals
and grant awarding bodies)
Demonstrating effective
practice as an external
examiner, including, as
appropriate, contributing to
reviews of internal quality
assurance processes at e.g.
disciplinary and/or
institutional levels in light of
both internal and external
examiner experience.
Reflection and evaluation of
the effectiveness and impact
of practices (e.g. action
research projects, peersupported review)
Evidence of effective
application of learning from
academic leadership
programmes.
Engagement and leadership
of CHEP initiatives
CHEP Fellowship
Mentoring:
New staff
PD Scheme
CHEP Projects
Assessing PD Scheme
applicants
2.4
D4: Principal Fellow
To become a Principal Fellow you would have to do the following submit an application to the Professional
Development Scheme that provides:
1) Clear evidence of a sustained and effective record of impact at a strategic level in relation to teaching and
learning, as part of a wider commitment to academic practice commensurate with Descriptor 4. This may be
within Ulster or wider (inter)national settings. You will be highly experienced and/or a member of senior
staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with
key aspects of teaching and supporting learning. Your application may combine evidence drawn from
experiential and/or certificated learning.
2) Evidence that you have aligned your practice with the University of Ulster Teaching and Learning Strategy
and can demonstrate strategic leadership in promoting achievement of elements of the Strategy.
Table 4
Descriptor 4
Demonstrates a sustained
record of effective strategic
leadership in academic
practice and academic
development as a key
contribution to high quality
student learning.
Individuals should be able to
provide evidence of:
I. Active commitment to and
championing of all
Dimensions of the
Framework, through work
with students and staff, and in
institutional developments
II. Successful, strategic
leadership to enhance
student learning, with a
particular, but not necessarily
exclusive, focus on enhancing
teaching quality in
institutional, and/
or (inter)national settings
III. Establishing effective
organisational policies and/or
strategies for supporting and
promoting others (e.g.
Examples of Staff Role/ Career
Stage
Individuals, as highly
experienced academics/
academic-related staff, able to
provide evidence of a sustained
and effective record of impact
at a strategic level in relation to
teaching and learning, as part of
a wider commitment to
academic practice. This may be
within their institution or wider
(inter)national settings.
Typically, those likely to be at
Descriptor 4 (D4) include:
a. Highly experienced and/or
senior staff with wide-ranging
academic or academic-related
strategic leadership
responsibilities in connection
with key aspects of teaching
and supporting learning
b. Staff responsible for
institutional
strategic leadership and
policymaking
in the area of teaching and
learning
c. Staff who have strategic
20
Examples of Typical Activities



Demonstrating active
strategic leadership in
relation to the management
of change and innovation,
often with a particular focus
around teaching and
learning – whether cross
institutionally, nationally or
internationally
Making a significant and
sustained leadership
contribution within her/his
own institution to teaching
and learning developments
(e.g. initiating and/or leading
policy developments;
participating in (and often
chairing) programme
evaluation,
discipline/subject review
and other audit-related
activity), including where
appropriate reviews of
quality assurance and quality
enhancement processes
Acting in an external service
capacity (e.g. in relation to
consultancy/professional
advice, external examining;
institutional reviews,
programme and/or subject
through mentoring, coaching)
in delivering high quality
teaching and support for
learning
IV. Championing, within
institutional and/or wider
settings, an integrated
approach to academic
practice (incorporating, for
example, teaching, learning,
research, scholarship,
administration etc.)
V. A sustained and successful
commitment to, and
engagement in, continuing
professional development
related to academic,
institutional and/or other
professional practices
impact and
influence in relation to teaching
and
learning that extends beyond
their own institution











21
evaluations; contributions to
scholarly and professional
societies)
Achieving national and/or
international recognition
through contributions to
policy developments,
publication and the
presentation of novel ideas
(e.g. via conference
keynotes) in areas related to
teaching related
developments, including
pedagogic innovation,
applied (e.g. educational,
pedagogic) research and
scholarship.
Reflection and evaluation of
the effectiveness and impact
of practices (e.g. action
research projects, peersupported review)
Strategic engagement and
leadership of CHEP
initiatives
Evidence of effective
application of learning from
academic leadership
programmes
Distinguished teaching and
learning support award
CHEP Fellowship
Mentoring:
New staff
PD Scheme
CHEP Projects
Assessing PD Scheme
applications
3. The role of your line manager
3.1. Supporting your professional development
Your line manager is responsible for encouraging you to develop your professional experience and
expertise in higher education practice. Once you have attended an PD Scheme workshop you will have a
clearer idea of what level of professional recognition you are seeking and your current stage of
preparedness for making an application. Your decision may also be influenced by your career stage
(probationary and/or promotion requirements), your career aspirations, and your role and experience.
These should all be discussed with your line manager as you plan for recognition.
3.2. The role of Developmental Appraisal Review (DAR)
The purpose of DAR is to develop, support and motivate all staff to be the best they can and to gain all
the relevant skills necessary to fulfil all aspects of their role and development within the University of
Ulster. You will attend a Developmental Appraisal Review meeting with your line manager at least once
every two years, to discuss how you are developing both within your role and personally within the
Department/School//Faculty/University to ascertain what support/development you may require to
enable you to fulfil your role and to attain your full potential.
This meeting is an ideal opportunity to discuss professional development relating to your teaching/
learning support role and how you can further your skills and experiences. You may wish to discuss your
plans for PSR and how you are using it to support your professional development. As you prepare and
develop evidence to support your application for recognition you could make use of DAR to discuss and
identify opportunities that would strengthen your profile.
3.3. Signposting developmental opportunities
Taking a broad view of how you can develop, your line manager may be able to suggest and help you to
identify opportunities that will enable you gain useful evidence to support your application. In addition
to more traditional course attendance these might include some of the following:








Leading on a school/ department/ faculty/ university initiative;
Mentoring and/or supporting newer colleagues;
Membership of a committee;
Participation in CHEP activities;
Involvement in technology-enhanced learning initiatives;
Course directorship;
Revalidation lead;
School/ department teaching and learning co-ordinator.
4. Preparing for recognition
22
The Professional Development Scheme is designed to recognise your experience and expertise in higher
education practice. Additionally, it also aims to provide the scaffolding for you to engage in professional
development that supports and enhances your practice. Higher education is a rapidly changing landscape
where many internal and external drivers and priorities impact on our practices. There are always new ideas
for innovative practice, examples of effective practice (both generic and discipline specific) to learn from and
adapt to your own context. Although we are increasingly stretched for time, it is vital that we make space in
our schedules to focus on how we can enhance our professional practice. One of the Areas of Activity in the
UK PSF is: “Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices”
When submitting an application for the Professional Development Scheme you will need to be able to
demonstrate that you take your development seriously and that you meet this through providing a range of
examples.
The following sections provide some ideas as to how you might build and evidence your experiences.
4.1. The reflective practitioner
It is important that we all acknowledge the need to reflect on our practice and learn experientially:
“Reflection deepens learning. The act of reflecting is one which causes us to make sense of what
we've learned, why we learned it, and how that particular increment of learning took place. Moreover,
reflection is about linking one increment of learning to the wider perspective of learning - heading towards
seeing the bigger picture. Reflection is equally useful when our learning has been unsuccessful - in such cases
indeed reflection can often give us insights into what may have gone wrong with our learning, and how on a
future occasion we might avoid now-known pitfalls. Most of all, however, it is increasingly recognised that
reflection is an important transferable skill, and is much valued by all around us, in employment, as well as in
life in general.”
Race,2002
http://escalate.ac.uk/resources/reflection/index.html
Take time to consider not only what works in your practice but also your pedagogical philosophy, remember
also to pose questions to yourself at different stages:
“Reflection can take place prior to (reflection for action), concurrent with (reflection in action) and
retrospective to teaching (reflection on action).”
Postareff, 2007:18
Suggestion:
Questions you might ask yourself as you reflect critically on your teaching/ learning support practice:
What do you believe about teaching and learning?
What do you know about your learners?
How does that impact on the way you teach/ support them?
23
How does your discipline/ profession influence you?
How do you respond to individual learning needs in your classes/ learning environment?
In what ways do you organise learning? Why?
How do you help students to achieve their potential?
In what ways do you support students in their learning? Why is this important?
In your experience what stops students from learning successfully?
How do you monitor learning in the classroom/ learning environment?
How do you know if your learning strategies are successful?
How have you changed your practice? Has the change been effective?
Looking to the future, what changes are still necessary?
How do you link assessment of student learning to what you believe about teaching?
Does a personal / team value system influence the way you teach/ support learners?
How do you inspire, engage and motivate learners?
Although it is possible to reflect and work independently to enhance your practice, there can be many
advantages to working collaboratively. Being exposed to multiple perspectives, experiences and expertise
can provide a rich basis for development. Recognising this, the University strongly encourages peer dialogue,
reflection and review as a mechanism through which staff can work together to improve and enhance their
work. This is formalised through Peer Observation (during Probation and the PgCHEP) and Peer Supported
Review (PSR). In addition, opportunities for sharing ideas and practices in cross-disciplinary/ professional
areas of expertise communities of practice exist through the range of events and projects organised by the
Centre for Higher Education Practice.
More informally you will have many opportunities to discuss teaching and learning issues and practices with
colleagues both internally and externally. These critical discussions may lead to opportunities to identify,
develop and apply creative approaches to your practice.
Suggestion:
Examples of how you have reflected and worked independently and/or engaged effectively with others to
develop and enhance practice and /or resolve current teaching and learning issues can form part of your
evidence for A5, K5 &V3. In some situations you may have utilised reflective practice as a component in an
action research project these may provide additional evidence for A5, K5 & V3 as well as other aspects linked
to the project’s context.
24
See: Norton L (2009)
4.2. Evaluating your effectiveness and impact on the student experience
Evaluation of impact is a key component of any activity or experience and you are expected to address
this within your practice. External evaluations (such as NSS, external examiner reports, module
evaluation etc.) may provide valuable indicators as to the extent to which your practice impacts on the
student experience. You may, in addition, find it beneficial to carry out additional evaluation to elicit
impact information directly related to a specific aspect of your practice.
4.3. Engaging with the scholarship of teaching and learning
As well as reflecting on and developing your own practice, you should engage critically with the relevant
pedagogic literature in order to better situate and evaluate your own experience. Such engagement with
pedagogic research may occur at a number of different levels, depending on your current practice, and
may include, for example, contextualisation of your practice, background research to inform new
practice and/or dissemination of your practice to a wider audience.
4.4. Engaging with professional development opportunities
Opportunities for professional development can be many and varied as suggested above – see sections
1.3 and 3.3 for some internal accredited and experiential opportunities.
In addition, there can be significant benefits in becoming involved in subject networks and events
external to the University. As well as providing a fresh perspective these will provide insight into
disciplinary pedagogies, practices and national/ international priorities. A useful starting point for
identifying these is the Higher Education Academy’s website www.heacademy.ac.uk
As stated in the UK PSF there is a need for practitioners to “acknowledge the wider context in which
higher education operates” (V4) and it is only through engaging with the higher education sector’s
broader evidence base that you will in a position to do so.
4.5. Useful resources
Websites:
www.heacademy.ac.uk
http://www.heacademy.ac.uk/ukpsf
25
http://www.cemp.ac.uk/people/jennymoon.php - on this website you can access useful resources on
‘Reflective learning’ and ‘Critical thinking’ written by Jenny Moon
Useful key teaching and learning texts (all available in the library):
Biggs, J (2003): Teaching for Quality Learning at University: What the Student Does. Maidenhead, Open
University Press.
Fry, H, Kettridge, S and Marshall, S (Eds) (2008): A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice, 3rd ed. Abingdon, Routledge.
Light, G, Cox, R & Calkins S (2009): Learning and Teaching in Higher Education: The Reflective
Professional. London, Sage Publications.
Norton, L, (2009): Action Research in Teaching & Learning: A practical guide to conducting pedagogical
research in universities, 1st ed. Abingdon, Routledge
Race, P (2007): The Lecturer's Toolkit: a practical guide to assessment, learning and teaching. 3rd ed.
Abingdon, Routledge.
Race, P (2010): Making Learning Happen: A Guide for Post-Compulsory Education. 2nd ed. London, Sage.
5. How to apply for recognition
Below are guidelines on how to prepare and submit an application to the PD Scheme. All documentation is
available at: www.ulster.ac.uk/centrehep/pdscheme.html.
5.1. The process you will follow is outlined in the flowchart below:
26
Publicity/ awareness raising:
Briefing workshop :
• email
• info at induction
• INSIDE article
• HOS/HOD briefings
• inclusion in other reward and
recognition processes
• awareness raising
• identification of fellowship category
• draft action plan
Evidence Base:
•sufficiency
•currency
•authenticity
•mentor support
•e-portfolio development
•advocates
Recognition application form
and advocate statements
submitted for next Scheme
panel deadline when mentor
and applicant feel case is
sufficiently developed
Register for recognition using
Scheme Registration Form
Build a case for recognition:
• certificated learning opportunities
• experiential learning opportunities
Assignment of Scheme Mentor
Assessed Professional
Conversation supported by
evidence in e-portfolio
conducted with two assessors
(recorded for QA purposes)
Decision ratified by Scheme
Panel made up of Ulster staff
(all HEA Fellows), External
Assessor, external rep.
Award presented at annual
Ulster Professional
Development Awards
Ceremony
Decision of panel
communicated with feedback
and sent to HEA
27
5.2. Guidance workshops
It is strongly recommended that you attend a Guidance Workshop prior to registering for recognition.
These will run on all campuses twice each academic year. Dates and details of how to sign up will be
available at: www.ulster.ac.uk/centrehep/pdscheme.html
The workshop will provide information on:



the PD Scheme,
the UK PSF and the different levels of Fellowship,
building your case for recognition,
o e-portfolios
o Professional conversation
o PD Mentor support
o The role of referees
You will also have an opportunity to conduct an initial draft Action Plan to identify your level of
preparedness for recognition and also the most appropriate level of Fellowship to apply for.
5.3. Registering for recognition
Following attendance at a workshop you should complete and return the PD Scheme Registration Form
(available from: www.ulster.ac.uk/centrehep/pdscheme.html ). You will then be allocated a PD Mentor
who will meet with you to initiate your preparation for recognition.
5.4. Action planning – building a case for recognition
Once you have registered on the PD Scheme you will need to build a case for the level of fellowship you
wish to attain. You could make use of the DAR process to help identify with your line-manager how best
you can achieve this within a reasonable time-scale (see 3.2). Your key objective is to provide evidence
to the PD Scheme Panel that demonstrates that you have met the Descriptor criteria listed under the
level of fellowship that you are applying for: Associate Fellow, Fellow, Senior Fellow or Principal Fellow
(see 2). Your evidence will be in the form of an (e) portfolio and a professional conversation. You must
also provide supporting statement s from advocates (see 5.6).
5.5. Mentor support
Your PD Mentor will be allocated once you have formally registered on the PD Scheme. Your PD Mentor
will have undergone training in the role and will, normally, already hold HEA Fellowship commensurate
with or higher than the level you are aiming to attain.
The level of support you can expect from your mentor includes:

An initial professional conversation working through the draft Action Plan produced at the
Guidance Workshop clarifying areas where evidence of practice is fully developed and those
where further developmental activities need to be undertaken to meet the level of fellowship
you wish to attain. Ideas of how to develop your case for recognition will be discussed and your
agreed Action Plan will be recorded.
28


Email/ telephone advice as your case develop.
A second professional conversation may be arranged if the need arises.
For those undertaking certificated elements this role is fulfilled by the Subject Adviser.
5.6. Your application:
5.6.1. Recognition Application
Once you and your mentor are happy that your case is fully developed, complete and submit the
relevant application form in time to meet the next PD Scheme Panel deadline (available from:
www.ulster.ac.uk/centrehep/pdscheme.html ). Your application will then be progressed and a date
set for your assessed professional conversation (see 6.1).
5.6.2. e- portfolio of evidence
In order for you to demonstrate the developmental and experiential activities that you have
undertaken, you will be asked to compile an e-portfolio of evidence, which will allow you to collect
artefacts in a variety of digital formats as appropriate to your practice. You may wish to share this
portfolio with your mentor for advice and comment prior to submission of your application, and will
be required to share it with the persons with whom you will have your professional conversation. It
is intended that this e-portfolio be an on-going record of your development beyond your initial PD
registration, and provide a vehicle for sustained reflection which can be updated and added to at
appropriate points in your practice.
5.6.3. Professional conversation
Dialogue and discussion are powerful tools in the construction of meaning and the articulation of
professional identity (Trede 201218, Goodson 201319). Within the PD Scheme process participants will
be invited to take part in a professional conversation based on the e-portfolio they have compiled.
This professional conversation will take place with trained PD Scheme assessors, and is intended to
further explore and reflect upon participant experiences in terms of their impact/influence on their
own learning, and that of students and peers. The professional conversation will, additionally,
provide a forum for triangulating evidence against the UK PSF to ensure that all elements have been
addressed in terms of sufficiency, currency and authenticity.
5.6.4. Advocates
You must provide supporting statements from advocates together with your application form. These
advocates must be people who are in a position to comment on your teaching and learning support
practice. Their statements should supplement the information you are providing and should
demonstrate how you meet the UKPSF dimensions at the level of fellowship you are applying for.
For Associate Fellow, Fellow and Senior Fellowship applicants: you require two advocates, one or
more advocates should be Ulster colleagues
18
Trede, F (2012): “Role of work-integrated learning in developing professionalism and professional identity” in AsiaPacific Journal of Cooperative Learning 13(3), pp. 159-167
19
Goodson, I (2013): Developing Narrative Theory – Life Histories and Personal Representation. Abingdon, Routledge
29
For Principal Fellowship applicants: you require three advocates; At least one of your advocates
should:




be a Fellow (or Senior or Principal Fellow) of the HEA;
be able to comment on the ways in which you have directly influenced their own practice;
be external to your institution (if you are employed as opposed to self-employed);
be from a UK HEI.
Please make sure that you talk to your advocates about your application and if possible share your
portfolio of evidence with them. You should also provide them with the criteria for the level of
fellowship you are applying for.
The supporting statement should primarily refer to your experience and achievements in teaching
and learning and should refer to your research record only insofar as this directly informs your
teaching/ learning support practice.
There is no standard form for supporting statements; advocates may find it helpful to comment
under the Dimensions of the UKPSF (see 1.4). Advocates should provide you with an electronic copy
including their name, job title, organisation (including department where applicable) and email
address. Further guidelines for advocates are available at:
www.ulster.ac.uk/centrehep/pdscheme.html
It is your responsibility to collect supporting statements from advocates and submit them. The PD
Scheme Panel cannot do this and applications will not be progressed until all supporting statements
have been received.
5.7. Submitting the recognition application form
Your completed application form together with supporting statements should be submitted to the PD
Scheme Administrator at the Centre for Higher Education Practice.
Application Deadlines will be published on the PD Scheme website and will occur at least twice per
annum. Following submission you will receive an email confirmation. Once the Application Deadline has
passed you will be contacted to make arrangements for your Assessed Professional Conversation.
6. Assessment of your application
6.1. The recognition process
The recognition process for the PD Scheme involves the following stages:


A minimum of two opportunities for recognition will be offered per academic year.
Participants presenting themselves for recognition through the Professional Development Scheme
will produce an e-portfolio mapped against the UK PSF. Participants will receive induction and
training to assist with this together with on-going support from a trained mentor.
30


At the point where the participant and mentor believe they are ready to be assessed the participant
submits their e-portfolio for evaluation by the PD Scheme.
Scrutiny of the submitted evidence will form the basis of the Assessed Professional Conversation as
detailed below.

All recognition decisions will involve a minimum of two trained assessors;

All PD Scheme recognition decisions will be undertaken by a team of trained assessors and ratified
by the PD Scheme Panel. The Panel will be chaired by a senior member of staff and include members
of the professional development scheme advisory group, together with external representation. All
panel members will be fully trained as Professional Development Scheme assessors.
The recognition process will take place as follows:



For Associate Fellow and Fellow Applications –assessment of applications will take place through
scrutiny of submitted evidence, followed by an Assessed Professional Conversation (APC) carried out
by two trained PD Scheme assessors. Assessors will normally hold the same or a higher level of
fellowship than the participant. The e- portfolio and supporting statements will be used as reference
points during the conversation. Evidence will be triangulated against the dimensions of the UK PSF
commensurate with the category of fellowship being applied for. All Assessed Professional
Conversations will be recorded for QA purposes and a sample conducted by each assessor will be
moderated. The recognition decision made by the assessors will be presented to and confirmed by
the PD Scheme Panel. The Chair of the Panel will confirm that the application has either been
successful or that it has not yet been achieved. In both cases feedback will be provided to guide the
participant’s future development and any subsequent applications. Decisions will be communicated
within three weeks of the Panel meeting.
D1 and D2 Recognition Process
Clarify understanding
of UK PSF
Initial action plan
Develop case for
recognition with
mentor support






Scrutiny of evidence: eportfolio and 2 advocate
statements
Assessed and recorded APC
Internal and external
moderation of a sample of
APC and evidence



Recommendation for
recognition ratified at
PD Scheme Panel
Feedback provided to
participant
HEA notified of outcome
For Senior Fellow Applications –assessment of applications will take place through will take place
through scrutiny of submitted evidence, followed by an Assessed Professional Conversation carried
out by two trained PD Scheme assessors and a sample moderated by the external panel member.
Assessors will normally hold the same or a higher level of fellowship than the participant. The eportfolio and supporting statements will be used as reference points during the conversation.
Evidence will be triangulated against the dimensions of the UK PSF commensurate with the category
of fellowship being applied for. All Assessed Professional Conversations will be recorded for QA
purposes. The recognition decision made by the assessors and external will be presented to and
31
confirmed by the PD Scheme Panel. The Chair of the Panel will confirm that the application has
either been successful or that it has not yet been achieved. In both cases feedback will be provided
to guide the participant’s future development and any subsequent applications. Decisions will be
communicated within three weeks of the Panel meeting.

D3 Recognition Process




Clarify understanding of UK
Initial action plan
Develop case for recognition
with mentor support



Scrutiny of evidence: eportfolio and 2 advocate
statements
Assessed and recorded APC
External moderation of APCs
and evidence



Recommendation for
recognition ratified at
PDScheme Panel
Feedback provided to
participant
HEA notified of outcome
For Principal Fellows – assessment of applications will take place through an Assessed Professional
Conversation carried out by two PD Scheme Panel Members and an external member of the Panel.
Normally, at least one of the assessors will hold the same level of fellowship as the applicant. The eportfolio and supporting statements will be used as reference points during the conversation.
Evidence will be triangulated against the dimensions of the UK PSF commensurate with the category
of fellowship being applied for. All Assessed Professional Conversations will be recorded for QA
purposes. The recognition decision made by the assessors will be presented to and confirmed by the
PD Scheme Panel. The Chair of the Panel will confirm that the application has either been successful
or that it has not yet been achieved. In both cases feedback will be provided to guide the
participant’s future development. Decisions will be communicated within three weeks of the Panel
meeting.
D4 Recognition Process




Clarify understanding of UK
PSF
Initial action plan
Develop case for recognition
with mentor support

Scrutiny of evidence: eportfolio and 3 advocate
statements
Assessed and recorded APC
conducted by Panel Member
and external
32



Recommendation for
recognition ratified at
PDScheme Panel
Feedback provided to
participant
HEA notified of outcome
The people making these judgements:

Professional Development Scheme Leads who will be responsible for the management and
operation of the scheme, training the teams of mentors and assessors and additionally assessing and
making judgements on participant applications. The PD Scheme Leads are all experienced HE
educators and staff developers involved in the delivery of the taught elements. This ensures their
cognisance of both academic requirements and those of the PSF. Staff engage annually with the
University Developmental Appraisal review scheme identifying where and how their practice can be
enhanced. Much of the CPD is provided through staff being extensively involved in teaching, learning
and assessment initiatives at both local level (University’s Centre for Higher Education Practice) and
nationally though HE Academy and SEDA initiatives. Two members of this group have recently been
appointed as HEA Accreditors.
 Mentors will be members of University staff who have a track record of involvement in teaching and
learning. They will be provided with training to ensure that they fully understand the UK PSF and are
confident in supporting participants applying for a fellowship category equivalent to their own.
Mentors will provide participants with formative feedback and advice.
 Assessors and Panel Members will be members of University staff who have a sustained track
record of active engagement in teaching and learning. They will be provided with training to ensure
that they fully understand the UK PSF and are confident in making assessment judgements about
participants applying for a fellowship category equivalent to their own. Assessors will make
summative judgements and will also provide participants with formative feedback.
 The external panel member will be a highly experienced UK higher education professional who has
demonstrated engagement with the UK PSF through institutional and external roles. It is intended
that this person will also act external examiner for the Post-graduate Certificate in Higher Education
Practice and the First Steps award. This composite role will ensure that a holistic quality perspective
is taken of the PD Scheme, and provide an objective lens. It is envisaged that feedback from the
external panel member will ensure that the PD scheme is appropriately developed in an iterative
manner.
6.2. Quality assurance and enhancement
 Panel judgement – all panel members will be trained.
 Procedures for quality assurance will include;
o Audio recording of all professional conversations
o
All assessors must complete the recognition judgement and feedback proformas relevant to the
category of fellowship assessed; SEE PROFORMA
o
o

Sample auditing and moderation of decisions based on these and e-portfolios
The appointment of an external member of the panel who has experience of assessing
applications against the UK PSF
o An appeals procedure which allows process related appeals to be heard.
In recognition of the dual nature of assessment on certificated element the following should be
noted:
o For academic decisions within the accredited taught elements the assessors follow
normal University of Ulster procedures for quality assurance and the maintenance of
academic standards, which include the provision of assessment criteria designed for the
assignments and clear guidelines for participants. Samples of work are routinely double-
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o
marked using sampling approaches set out in the University’s policy on moderation20. In
addition, external examiners are appointed and follow the requirements laid down in
the University’s Code of Practice for External Examiners21.
For Recognition decisions, although these assessment tasks carry academic weighting
commensurate with the level and credit value of each module/ course, it should be
noted that they have been specifically designed to align with the relevant dimensions of
the UK PSF. All certificated elements are co-terminus with participants being required to
meet both academic and professional standards. This is evidenced through the
presentation of reflective narratives supported with evidence of effective practice, inter
alia, peer-observation records, student evaluations, lesson/ module plans, assessment
strategies, learning and teaching projects, student performance data and peer and selfassessment opportunities. Marking of submitted work has a dual purpose with markers
making judgements based on achievement of the academic standards and the degree to
which evidence of engagement with the UKPSF is demonstrated. Academic and
recognition decisions are moderated.
6.3. Accreditation of prior learning and recognition (APL)




Where a claim of prior recognition (APR) through previously recognised experiential or certificated elements
are included in a claim, a copy of the HEA certificate must be provided within the e-portfolio. Where a copy is
unavailable it is the responsibility of the participant to source a replacement from the HEA. The participant
must confirm their recognition number to the PD scheme.
Where prior recognition at D1 is included in a claim, the participant must provide evidence of the specific areas
of activity, core knowledge and values against which this recognition was awarded.
Where certificated elements are included in a claim and have been undertaken more than five years ago,
participants will be expected to articulate how they have maintained the currency of their engagement with
the UK PSF. This will be discussed in the professional conversation.
Where participants have undertaken academic programmes related to teaching and learning which have not
led to HEA recognition it is acknowledged that this may form a useful basis for a claim. However, participants
will be required to evidence recent effective engagement with the UK PSF commensurate with the category of
fellowship being sought.
6.4. Your award
Once your application has been deemed successful you will be notified and the Higher Education
Academy will be informed by the PD Scheme of your recognition. You will receive your Higher Education
Academy certification for the level of fellowship you have obtained. In addition, you will be invited to the
annual Ulster Professional Development Awards Ceremony.
Further guidance is available at: www.ulster.ac.uk/centrehep/pdscheme.html
Once registered applicants will have access to a closed Blackboard Learn area where additional
support and resources will be available.
20
21
http://www.ulster.ac.uk/academicoffice/assessmenthandbook.html
http://www.ulster.ac.uk/academicoffice/externalexaminer.html
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