Plymouth University Teaching
Development Framework
leading to HEA accreditation
Senior Fellowship
Application
Name
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Application for Senior Fellowship (UKPSF D3)
Senior Fellowship is awarded to those who can demonstrate a sustained track record of success and
effectiveness in relation to teaching, supporting learning and/or the organisation and management of
aspects of learning and teaching. For Senior Fellowship one referee may be external to Plymouth.
Section One:
Information about the applicant
Title:
Name:
Role(s) (e.g. Programme Manager, Associate Professor, Educational Developer, Associate Dean):
Faculty/ School/ Directorate:
Payroll No:
Length of employment at Plymouth
University:
Are you already a Fellow of the HE Academy?
Full-time
Part-time
Total number of years in Higher Education (full-time
equivalent):
Yes
HEA No:
No
This is an application for Senior Fellowship (D3). Please list any other qualifications or awards you
already hold (related to teaching and learning).
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Section Two:
Demonstrating a sustained track record
There is no limit to the list of examples you may offer, but there must be a minimum of 10 contrasting
activities which demonstrate the depth and breadth of your contribution to teaching and learning. You
must reference the relevant dimension of practice A, K, V. (Max 40 words per item)
Activity
A1-5
K1-6
V1-4
E.g. Successfully led the design of a new assessment strategy for the
Economics BA degree, and implemented it in 2009-10 in conjunction
with three colleagues.
1,2,3
1,2,5
2,3
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Section Three:
Evidence of success and effectiveness
SCTION THREE Evidence of success and effectiveness
Examples of typical activities at Senior Fellowship level which could be used for this section are listed in the
Quick Guide. For each of the four examples that you give, include a reflection on your practice, evidence of
impact and refer to relevant pedagogic research. Please add the word count at the end of each activity
(maximum of 500 words, 2 mins per activity for MP3 or podcast applications). Note: the word count does
not include the reference list.
Example 1
( words)
Example 2
( words)
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Example 3
( words)
Example 4
( words)
Optional: Other information
Please use this space to provide any additional information you would like to submit in support of your
application; e.g. activities undertaken in professional bodies or subject associations which further
develop teaching and learning. Projects undertaken by a group or team are valued as much as individual
activities (800 words, or 3 mins for MP3 or podcast applications)
( words)
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Section Four:
Reviewer and Referees
Complete Part 1 of the peer review template (either Appendix E1 or Appendix E2) and send it with the
relevant Part 2 to your reviewer at least 3 days before your review due to take place.
Provide your chosen referees with the reference template (Appendix E3), the Guidance for Referees and
the UKPSF criteria.
Note: If you wish to, your peer reviewer may also act as one of your referees. For Senior Fellowship one
referee may be external to Plymouth.
Reviewer
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
First referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Second referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
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Appendix E(1): Peer review template for Associate Fellow,
Fellow, and Senior Fellow
Part 1: Information about the review
Complete Part 1 and send it to your reviewer 3 days prior to the date of the review.
A sample session plan is included. Feel free to use this or include your own, alternative session plan as
appropriate. These pages will form the basis of the discussion with your reviewer before the event.
Reviewee’s Name:
Reviewer’s Name:
Date:
Start Time:
End Time:
Location:
Nature of activity/event being reviewed:
Description of Stage/level of study:
Expected number of learners:
Aims (two or three sentences which broadly outline what you aim to do in this session)
This session aims to:
Intended learning outcomes. (Remember to make these Specific, Measurable, Achievable, Relevant and Timely
and ensure that these outcomes are aligned to the wider module learning outcomes.)
By the end of this session students should be able to:




What particular factors / problems have been taken into account?
What aspects would you particularly like feedback on?
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Part 1 (cont’d): Sample session plan
This template may be appropriate when reviewing your teaching/educational practice. You may prefer to use an alternative of your own.
Timing
Activity
What I do
What learners/participants do
What I need to have prepared:



Other Notes:
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Part 2: Your reviewer’s feedback
(After the review and the following discussion, the reviewer will complete this section
and send it to you)
These are the kinds of things you can expect to get feedback on. The list below is not rigid, the focus will of
course depend on the type of review and subject. The reviewer will refer to the PSF descriptors. You should
plan to get together with your reviewer as soon as possible to discuss the review whilst it is still fresh in your
minds. Your reviewer will then summarise the discussion in the space below and send it to you.
(Expand each section as required. This will usually not exceed 500 words.)
Potential areas of focus and feedback:
1) Aims, objectives and outcomes
Relevance and appropriateness. Communication of these to learners/participants. Coherent orientation of the
teaching/learning/development activities and/or learning/development materials. Clarity of communication of
aims and intended learning outcomes. Continuity with other learning/development activities and
awareness/response to learners/participants prior knowledge.
2) Structure
Organisation of content. Signposting and emphasis of key points. Instructions or guidance to learners/participants.
Pace of learner/development activity required. Summary of learning, (end and/or interim). Links to prior, ongoing
and follow up work or assessment tasks.
3) Learner activity and participation
Choice/variety of teaching/learning methods. Awareness of individual needs. Assessment and evaluative
procedures. If appropriate: Level of participation and interaction between learners/participants. Level of attention
and interest. Level of inclusivity and equality.
4) Professionalism and scholarship
References and links to research. Awareness of current practice. Use of relevant examples and analogies.
Emphasis of key points. Attitude to subject matter and to learners/participants.
5) Materials and resources
Where applicable: Appropriate use of technology, such as computer, OHP, white/blackboard and/or other
hardware. Use of web based materials, presentation software, paper handouts, real examples, or other learning
resources (e.g. manikins).
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6) Overall impression
Were the intended outcomes achieved? Any issues or problems? Appropriateness of selected
teaching/learning/development methods. Clarity of communication. Awareness of needs of learners/participants.
7) Areas of particular focus to build upon
8) Areas of strengths
9) Comments on wider practice as observed in day to day working relationship and gathered from student
feedback
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Appendix E(2): Peer review template for Senior and Principal
Fellow
Part 1: Information about the review
Complete Part 1 and send it to your reviewer 3 days prior to the date of the review. These pages will form the basis
of the discussion with your reviewer before the event. The reviewer will refer to the PSF descriptors.
Reviewee’s Name:
Reviewer’s Name:
Date:
Start Time:
End Time:
Location:
Nature of activity/event being reviewed and wider context:
Those attending / stakeholders:
Aims (two or three sentences which broadly outline what you aim to do in this consultation/meeting/discussion/
forum)
Intended outcomes (of this consultation/meeting/discussion/forum). (Remember to make these Specific,
Measurable, Achievable, Relevant and Targeted and ensure that these outcomes are aligned to the wider teaching and
learning agendas.)
What particular factors / problems have been taken into account?
What aspects would you particularly like feedback on?
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Part 2: Your reviewer’s feedback
(After the review and the following discussion, the reviewer will complete this section
and send it to you)
These are the kinds of things you can expect to get feedback on. The list below is not rigid, the focus will of
course depend on the type of review and setting. Expand the spaces to fit the feedback as appropriate. This
will usually not exceed 500 words. Explicit reference should be made to the relevant PSF descriptors.
1. Aims and agenda setting
Is this agenda relevant to current teaching and learning issues in Higher Education? What factors informed
this agenda? Have relevant parties been able to contribute or raise the agenda? Are the aims for this event
realistic and relevant?
2. Approach
Was the setting appropriate to the context? Invitations to lead and participate; managing delivery and
contributions; style of leadership; collegiate approach; professionalism; approachability; to what extent will
this approach help to move things forward?
3. Facilitation
Chairing; facilitation of discussion; encouraging creativity; response to ideas; genuine engagement
4. Outcomes
Were the intended outcomes met? Were there additional useful outcomes? Have stakeholders been given a
clear steer on direction? Do the relevant parties have ownership of the outcomes?
5. Consultation
Do other stakeholders need to be consulted? Has advice been sought from those with expertise in /
responsibility for this area? Has a reasonable time-frame and process been mapped out?
6. Taking it forward
Have action points been minuted and assigned to relevant people? Are new ideas and suggestions being given
serious consideration? Is the leadership approach appropriate for this agenda?
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Appendix E(3): Reference template in support of application for HEA
accreditation with Plymouth University
Referee’s Name
Job title
Faculty / directorate
Email address
Applicant’s name
In what capacity are you able to comment on the applicant’s professional practice?
Have you undertaken a peer review with the applicant and completed a peer review form?
In your own words please explain how you think the applicant has contributed to the teaching and
learning agenda. (Max 300 words)
(You may consider their areas of activity , core knowledge and professional values of the UK Professional
Standards Framework as laid out in the Guidance for Referees)
Any additional comments in support of this applicant’s application. (Max 50 words)
Signature:
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Guidance Notes for Referees
Senior Fellowship Applications
Thank you for agreeing to provide a reference on your colleague’s eligibility for recognition under
Plymouth University’s Teaching Development Framework.
A successful outcome will result in both a Plymouth University Senior Fellowship and a Senior
Fellowship of the Higher Education Academy.
The applicant must provide you with a copy of their application or, if following the oral application
route, an overview of their oral presentation. Your role is to provide a reference in connection with
applicant’s practice, and to support and supplement the information in the application.
Your reference should primarily refer to the applicant’s experience and achievements in learning,
teaching, assessment and student support. It should refer to his/her research record only insofar as
this directly informs their teaching and teaching leadership roles. Please provide practical examples
to support your comments where possible and include reference to innovative practices, contributions
at School or institutional level and any national initiatives in which the applicant is involved. Explicit
reference to the UK PSF, using the code below as shorthand, is appropriate.
This is an open reference so please make sure it is electronically signed and e-mailed to the applicant
so it can be included with their application.
The panel may wish to contact you about your reference.
Senior Fellowship Criteria
Senior Fellowship aligns to the dimensions of The UK Professional Standards Framework and
focuses on Descriptor 3:
An individual working in this category 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.
II.
Successful engagement across all five Areas of Activity
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
VI.
VII.
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Successful engagement in continuing professional development in relation to teaching,
learning, assessment and, where appropriate, related professional practices
Successful co-ordination, support, supervision, management and/or mentoring of
others (whether individuals and/or teams) in relation to teaching and learning
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UK Professional Standards Framework
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 - Developing 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
K1 - Knowledge and understanding of the subject material
K2 - Knowledge and understanding of appropriate methods for teaching and learning in the subject
area and at the level of the academic programme
K3 - Knowledge and understanding of how students learn, both generally and within their
subject/disciplinary area(s)
K4 - Knowledge and understanding of the use and value of appropriate learning technologies
K5 - Knowledge and understanding of methods for evaluating the effectiveness of teaching
K6 - Knowledge and understanding of the implications of quality assurance and quality enhancement
for academic and professional practice with a particular focus on teaching
Professional Values
V1 - Respect for both 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
Should you have any further questions in relation to the provision of a reference, please contact Lucy Spowart,
Teaching Development Manager, at lucy.spowart@plymouth.ac.uk.
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