Handbook 3
Recognising Academic Practice
The YSJ Continuing Professional Development
Framework
Senior Fellow of the Higher Education Academy
Recognition Routes Handbook
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CONTENTS
Introduction ............................................................................................................................................................ 3
The YSJ Professional Dialogic Route ....................................................................................................................... 4
The Paper Route ..................................................................................................................................................... 6
References .............................................................................................................................................................. 7
How will quality be assured and enhanced? .......................................................................................................... 7
What is the appeals procedure? ............................................................................................................................. 8
Maintaining Good Standing .................................................................................................................................... 8
Who do I contact if I need help?............................................................................................................................. 8
Appendix 1 ........................................................................................................................................................ 10
Appendix 2 ........................................................................................................................................................ 11
Appendix 3 ........................................................................................................................................................ 12
Appendix 4 ........................................................................................................................................................ 15
APPENDIX 5 .................................................................................................................................................... 16
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INTRODUCTION
York St John University (YSJ) is committed to supporting staff in their personal and
professional development. We are also committed to enhancing the student experience
and one of the ways in which these commitments are brought together is by ensuring staff
are supported in the development of their pedagogic practice. Recognising Academic
practice: the YSJ CPD Framework (appendix 1) brings together all of our academic staff
development and provides routes to recognition as Associate Fellow, Fellow, Senior Fellow
or Principal Fellow of the Higher Education Academy. This handbook explains the
relationship between Senior Fellowship of the HEA and the UK Professional Standards
Framework (UKPSF), the processes that you will have to undertake to achieve recognition as
a Senior Fellow and the importance of maintaining on-going good standing in the
development of your pedagogic practice.
The UK Professional Standards Framework
The UK PSF (appendix 2) sets out the criteria that are considered to be core to the
professional practice of a teacher in Higher Education. These criteria are defined under the
headings of Areas of Activity, Core Knowledge and Professional Values. They must be met at
the level of Descriptor 3 in order for an individual to be recognised as a Senior Fellow of the
Higher Education Academy. To achieve Descriptor 3, the criteria focus more on leadership
and mentoring other staff as well as continuing your own personal and professional
academic practice to demonstrate that you remain in good standing in relation to criteria IVI. Leadership and mentoring in this context relate to the enhancement of others’
pedagogic practice and research expertise. It does not necessarily relate to leadership
within a management context. In other words, gaining recognition as a Senior Fellow is not
role-dependent.
Descriptor 3
The UK PSF Descriptor 3 requirements are that an individual:
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
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.
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This handbook describes a non-accredited route through either a professional dialogic route
or a paper route, which will give you the opportunity to demonstrate and achieve the
recognition that you meet the expectations of descriptor 3 of the UK PSF.
Professional dialogic or paper route?
You will have already attended an introductory workshop setting out the pros and cons of
the two methods of application. Whichever route you choose you will be provided with
support to help you develop your application. The paper route requires you to bring your
evidence together and write about it in approximately 3500 words. The dialogic route
requires you to bring your evidence together but then to talk about it and to reflect on your
achievements.
THE YSJ PROFESSIONAL DIALOGIC ROUTE
Rationale for Professional Dialogue
Escalate News (2010) reported on a long term study into reflective professional dialogue,
finding that dialogue in place of written assessment was an effective , flexible means of
assessing professional learning. Moon (2004) talks about reflective learning as occurring by
a process of framing and reframing experiences, a process by which individuals’ conceptions
of knowledge are further developed and one that, on occasions, may prompt paradigm
shifts for those participating (Brockbank and McGill, 2007). In recognising that there are
different sorts of dialogue that take place between individuals, the conversations will foster
a collaboratively reflective approach to exploring the underpinning values and assumptions
of individuals about what they do and why. In particular the focus of the conversation will
be to identify and explore academic practice in this way, as it relates to the UK professional
standards framework. This process acknowledges that not all dialogue is reflective and that
in order to progress and change an individual has to be engaged “at the edge of their
knowledge, their sense of self and the world as experienced by them” (Brockbank and
McGill 2007:65). Consequently, the reflection that takes place within the YSJ professional
dialogue model outlined below is expected to gradually challenge individuals to critically
reflect and reconsider their pedagogic practice.
The Process
The process will use a combination of the following: face-to-face sessions and the use of
Mahara (YSJ ePortfolio) to collate your individual evidence and reflections. The process will
require you, normally, to engage in two formal meetings (‘Professional Dialogues’) with a
mentor (who will be a peer from within the institution) and the final assessment meeting as
described below. There is an element of flexibility in the number of Professional Dialogues
so that we can ensure that participants are ready for the final assessment dialogue. In
between the meetings you will be encouraged to meet up with others also completing the
route, for support, debate and the discussion of learning teaching and assessment matters.
You will also be required to engage in independent work to draw together evidence for each
of the criteria in the UKPSF which will be stored within your ePortfolio.
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What will happen at the face-to-face sessions?
GROUP SESSION: this will be an initial meeting to discuss with a group of participants the
overall process, introduce you to Mahara and provide training in its use. It will also be an
opportunity for you to explore the rationale for professional dialogue, the types of evidence
that you might include, and your development as a reflective practitioner.
Between the Group Session and Professional Dialogue 1 you are expected to begin to collate
evidence of your teaching practice and to use the Descriptor 3 self-evaluation pro-forma
(appendix 3) to help you identify your progress of achievement to the level of Descriptor 3.
This self-evaluation has been mapped against the criteria of Descriptor 3 and developed to
suit our own institutional context. Evidence can include peer observation reflections,
pedagogic project findings and your ability to disseminate the findings and impact on others
practice, evaluations from students or staff you have mentored, reflections on scholarly
papers, leading curriculum review, etc. Your mentor will have access to your Mahara
ePortfolio and will be able to help you evaluate your progress, add comments, etc.
PROFESSIONAL DIALOGUE 1: This is your first professional dialogue meeting with your
mentor to explore and discuss the evidence you are starting to collate against each of the
criteria in the UK PSF but with a particular emphasis on establishing how you lead and
mentor others in the development of pedagogic practice. It is intended to draw on the
scholarly nature of your pedagogic practice within the conversation and help you to identify
how you are critically reflecting on your practice and moving forward.
PROFESSIONAL DIALOGUE 2: This will build on the development within Professional
Dialogue 1 and be a further opportunity to consider the evidence provided within the
ePortfolio and provide an opportunity to discuss any issues. At the end of the meeting there
will be agreement on what work still remains to be done and identification of further
evidence required within your ePortfolio. Further professional dialogues with your mentor
may be arranged as required.
FINAL PROFESSIONAL DIALOGUE: The Assessment
This final professional dialogue meeting will involve you and three independent assessors. It
will explore how you meet the criteria of descriptor 3 of the UK PSF through a formal
conversation and the evidence you have provided in your ePortfolio. Prior to this meeting
the independent assessors will have access to your ePortfolio. The assessment will be audio
recorded for moderation purposes to ensure the quality of the process.
The Outcome
Successful participants will subsequently be eligible for Senior Fellowship. Unsuccessful
participants will be given feedback and guidance on further development and support as
necessary.
How long will it take me to complete the Professional Dialogue Route?
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This will very much depend on you and your commitments and how quickly you are able to
collate the evidence required within the ePortfolio and engage in the professional dialogue
meetings. It is anticipated that it should take a minimum of three months and a maximum of
six months.
Who will your mentor be?
Your mentor will be an internal staff member who is a Senior or Principal Fellow of the HEA.
Who will your assessors be?
Your assessors will be members of internal or external staff, at least one of whom has
achieved Senior or Principal Fellowship of the HEA, and who will normally hold leadership
roles within HE.
What is a Mahara ePortfolio?
Mahara is YSJ’s official ePortfolio system. It is for use by staff and students and can be
shared with others either in whole or part for a variety of purposes. You will be provided
with training to get you started with Mahara if you are unfamiliar with it. In addition, there
is a growing range of resources including guides and e-bytes available on the following YSJ
webpages: http://www.yorksj.ac.uk/technology-enhanced-learning/technology-enhancedlearning/mahara---eportfolio.aspx
THE PAPER ROUTE
The paper application asks you to demonstrate how you meet all aspects of Descriptor 3
through a written account that includes 1500 words evidencing how through your career
you have developed and sustained a record of effectiveness in teaching and learning that
incorporates the leadership and mentoring of others in relation to aspects of teaching,
learning and assessment. The second part of the application is to provide two 1000 word
case studies of reflective accounts of particular contributions or roles which:


Have had a significant impact upon the co-ordination, support, supervision,
management and/or mentoring of others (whether individuals and/or teams), in relation
to teaching and learning
Demonstrate your sustained effectiveness in relation to teaching and learning and that
you meet the criteria for Senior Fellowship.
You must be clear in your application how you evidence each of the areas of activity and
how you apply core knowledge and professional values. You will be assigned a mentor to
help you develop your application; you must have a minimum of two face-to-face meetings
with them, and you are advised to discuss a draft before your final submission. The
application template is in appendix 4.
Paper applications will be assessed by three experienced members of staff, at least one of
whom will have achieved SFHEA, against the criteria of Descriptor 3 of the UK PSF. A sample
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of paper applications will be reviewed by our external evaluator. Successful applicants will
be eligible for Senior Fellowship of the HEA. Unsuccessful applicants will be provided with
feedback and encouraged to resubmit following further development.
REFERENCES
In support of your application you must provide two references from peers who are able to
comment on your skills and experience in teaching and learning.
Referees should be:



An experienced member of staff working in a UK Higher Education institution
(preferably with Fellowship, Senior Fellowship or Principal Fellowship of the HEA;
you may choose a referee who has Associate Fellowship if you are applying for
Associate Fellowship)
Able to comment on your skills and experience in teaching and learning, and
therefore able to validate the evidence in your application
Familiar with the UK Professional Standards Framework and the requirements for
Fellowship (this is not to say that they need to be experts; the ‘Guidance notes for
referees’ document (Appendix 5) explains what they need to know)
It is up to you whom you invite to be your referees, bearing in mind the guidance given
above. If you are a new member of staff at York St John, you may wish to invite someone
from an institution at which you have previously worked to be one of your referees. Some
applicants choose their mentor as one of their referees; this is fine, but remember that
referees must have first-hand knowledge of your skills and experience in teaching and
learning, so it may be more appropriate to choose your line manager or a peer from your
Faculty.
It is advisable to permit your referees to review the evidence within your Mahara ePortfolio
prior to completing your reference.
You should also supply them with a copy of the ‘Guidance notes for referees’, which
includes the form they should use to complete your reference (Appendix 5). It is your
responsibility to collect the references and to provide them to the assessors before your
final professional dialogue.
HOW WILL QUALITY BE ASSURED AND ENHANCED?
Recognising Academic Practice, the YSJ CPD framework has been formally scrutinised by the
HEA. This means that the University is now accredited to use the framework and the
processes within it to develop staff and to provide a means for individuals to gain
recognition at all four fellowships.
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Quality will be assured through internal moderation between assessors and mentors and
amongst the assessors. Mentors and assessors will meet to discuss and ensure that
standards are fair and consistent in the way the professional dialogues are facilitated and
managed. Assessors will meet to ensure consistency across the assessments. Similarly paper
applications will be moderated by a panel of assessors. An external evaluator has been
appointed who will review a sample of audio-taped dialogues and paper applications.
The team of individual staff, assessors and mentors involved in facilitating this route to
Senior Fellowship, will take an ongoing evaluative approach to this professional
development. We will evaluate the process and the assessment to ensure that we take
account of feedback that you provide both during and following its completion.
WHAT IS THE APPEALS PROCEDURE?
In addition to formal assessment outcomes (i.e. pass or ‘further development required’),
you will receive specific feedback around UK PSF criteria. If you disagree with an assessment
outcome (i.e. ‘further development required’), you can appeal against this decision. The
process of appeal will be to write to the Head of the Academic Development Directorate
clearly stating:



Which specific part(s) of the assessment feedback you disagree with
Why you disagree with the specific assessment feedback
Your desired outcome
The Head of the Academic Development Directorate will respond to your request within 15
working days.
MAINTAINING GOOD STANDING
It is important that as professionals you continue to develop your skills and knowledge
through engaging internally with academic staff development, continuing to participate in
peer observation of learning and teaching and reflecting on your day to day practice. Please
make the most of the opportunities to work with the Academic Development Directorate
through curriculum enhancement projects, the learning and teaching forums and
opportunities to engage in pedagogic research. Examples of the types of professional
development currently available can be seen in the YSJ CPD framework (appendix 1).
WHO DO I CONTACT IF I NEED HELP?
If you need help generally about this professional development and feel you are unable to
speak to your mentor please contact Rebecca O’Loughlin, Educational Developer. If your
query is specifically about Mahara please contact the Technology-Enhanced Learning team.
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References
Brockbank A and McGill I (2007). Facilitating Reflective Learning in Higher Education. Place:
McGraw Hill-International
Moon J (2004). A Handbook of A Handbook of Reflective and Experiential Learning: Theory
and Practice. Routledge Farmer, London.
Pilkington R (2010). Escalate News, Issue 18, November 2010
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APPENDIX 1
Recognising Academic Practice
York St John University Continuing Professional Development Framework
Associate of the HEA
Support staff who are not engaged
in assessment of students but who have
a substantive element of their role in
teaching and learning
 Supporting learning in Higher
Education (30 M level credits)
Fellow of the HEA
All academic staff who teach and
support student learning
Senior Fellow of the HEA
Experienced staff who lead
and mentor others in the
enhancement of teaching
and learning
 Post Graduate Certificate in
Academic Practice (PCAP*)
 Post Graduate Diploma
 MA
Professional Dialogic/Paper Routes
Professional development activities that can be used as evidence for dialogic/paper routes:









New academic staff induction and survival kit
Peer Observation of Teaching and Learning
Writing retreats
Learning, Teaching and Assessment development workshops e.g. master classes and Technology Enhanced
Learning workshops
Pedagogic research activities
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Research Informed Teaching activities
Pedagogic conferences internal and external
Scholarly activities e.g. breakfast café, bespoke activities such as dialogue days and curriculum redesign events
SEDA Supporting Learning Technology and SEDA Embedding Learning Technology Awards
Principal Fellow of the HEA
Staff with sustained and effective record
of impact and influence on teaching and
learning at
strategic level
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APPENDIX 2
The UK Professional Standards Framework
The UK Professional Standards Framework provides a general description of the main dimensions of
the roles of teaching and supporting learning within the HE environment. It has two components:
1. The descriptors:
These are a set of statements outlining the key characteristics of someone performing four broad
categories of typical learning and teaching support roles within higher education.
2. The dimensions of practice:
These are a set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE

Design and plan learning activities and/or programmes of study

Teach and/or support learning

Assess and give feedback to learners

Develop effective learning environments and approaches to student support and guidance

Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
Core Knowledge that is needed to carry out those activities at the appropriate level

The subject material

Appropriate methods for teaching and learning in the subject area and at the level of the
academic programme

How students learn, both generally and within their subject/ disciplinary area(s)

The use and value of appropriate learning technologies

Methods for evaluating the effectiveness of teaching

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

Respect individual learners and diverse learning communities

Promote participation in higher education and equality of opportunity for learners

Use evidence-informed approaches and the outcomes from research, scholarship and
continuing professional development

Acknowledge the wider context in which higher education operates recognising the
implications for professional practice
http://www.heacademy.ac.uk/assets/documents/ukpsf/framework-guidance-1.pdf
http://www.heacademy.ac.uk/ukpsf#whatisframework
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APPENDIX 3
Final Dialogue Assessment Proforma Descriptor 3
Areas of Activity: Colleagues will demonstrate successful engagement
across all of the Areas of Activity, and in appropriate teaching,
relevant professional practices and professional development related
to these Areas of Activity. The Areas of Activity are:
1
Design and plan learning activities and/or programmes of study
2
Teach and/or support learning
3
Assess and give feedback to learners
4
Develop effective learning environments and approaches to student
support and guidance
5
Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
A B C D E
Colleagues will also:
6
Demonstrate successful co-ordination, support, supervision,
management and/or mentoring of others (whether individuals and/or
teams) in relation to the Areas of Activity
7
Provide evidence of a sustained record of effectiveness in relation to
the Areas of Activity, incorporating for example, the organisation,
leadership and/or management of specific aspects of teaching and
learning provision
Core Knowledge: Colleagues will demonstrate appropriate
knowledge and understanding across all aspects of Core Knowledge:
1
The subject material
2 Appropriate methods for teaching and learning in the subject area and
at the level of the academic programme
3 How students learn, both generally and within their subject/
disciplinary area(s)
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A B C D E
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4 The use and value of appropriate learning technologies
5 Methods for evaluating the effectiveness of teaching
6 The implications of quality assurance and quality enhancement for
academic and professional practice with a particular focus on teaching
Colleagues will also:
7 Demonstrate successful co-ordination, support, supervision,
management and/or mentoring of others (whether individuals and/or
teams) in relation to Core Knowledge
8 Provide evidence of a sustained record of effectiveness in relation to
Core Knowledge, incorporating for example, the organisation,
leadership and/or management of specific aspects of teaching and
learning provision
Professional Values: Colleagues will demonstrate a commitment to
all of the Professional Values:
1 Respect individual learners and diverse learning communities
2 Promote participation in higher education and equality of opportunity
for learners
3 Use evidence-informed approaches and the outcomes from research,
scholarship and continuing professional development
4 Acknowledge the wider context in which higher education operates
recognising the implications for professional practice
Colleagues will also:
5 Demonstrate successful co-ordination, support, supervision,
management and/or mentoring of others (whether individuals and/or
teams) in relation to the Professional Values
6 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 in relation to the Professional Values
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Key:
As and Bs should predominate (80%) across the criteria in order to pass the dialogue.
Some Cs are accepted, but an A or B must be awarded for the final two criteria of each of
the Dimensions of Practice for the candidate to be successful (criteria 6 and 7 for the
Areas of Activity; 7 and 8 for Core Knowledge; and 5 and 6 for Professional Values).
Ds and Es should have been addressed through the mentoring process, and feedback
acted upon before reaching the assessed dialogue meeting.
A
B
C
D
E
You have thought carefully about this and have various experiences of doing
it. You have produced a range of examples that demonstrates you have
achieved this outcome/value and that you have actively engaged with it.
You have thought carefully about this and you can produce some examples
that demonstrate you have engaged with, and achieved this criterion.
You have thought about this and you have experience of doing it. Your
evidence is limited however and you need to reflect on and develop this
further.
You have started to think about this but there is only limited experience to
draw upon. You have little or no evidence to demonstrate that you have
achieved this. Your active engagement does not emerge clearly in the
evidence or dialogue.
You have not really considered how to do this nor do you have any direct
experience to reflect on. There is no evidence of achieving this
outcome/value. You need to consider your development in this area and
how you can more actively engage with the criteria.
[The above table was adapted by Ruth Pilkington from a grid by John Peters]
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APPENDIX 4
Senior Fellowship Application Form
Information about the Applicant
Name
Role (e.g. Programme Leader/ Admissions
tutor/ employability co-ordinator)
College/Discipline /Service
Length of employment at University of York
St John
Total number of years in Higher Education
Full or part time
Please list any qualifications you hold
relevant to teaching and learning
Demonstrating a Sustained Track record
In no more than 1500 words evidence of how through your career you have developed
and sustained a record of effectiveness in teaching and learning that incorporates the
leadership and mentoring of others in relation to aspects of teaching, learning and
assessment. Please make sure your account provides evidence for the five areas of
activity and demonstrate how they are underpinned by appropriate core knowledge and
professional values as in the UKPSF. You may identify specific career milestones,
influential professional development activities, engagement with significant others,
developing evaluation and pedagogic research skills, engagement within and without the
institution as it relates to teaching, learning and assessment etc.
This section should provide reflective accounts of two (1000 words each) particular
contributions or roles which:
 Have had a significant impact upon the co-ordination, support, supervision,
management and/or mentoring of others (whether individuals and/or teams), in
relation to teaching and learning
 Demonstrate your sustained effectiveness in relation to teaching and learning and that
you meet the criteria for Senior Fellowship.
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APPENDIX 5
Guidance notes for referees, to support an application for Senior Fellow
Thank you for agreeing to be a referee. The function of the reference is to provide a peer
review of the applicant’s practice and to support and supplement the information presented
in their Mahara ePortfolio and discussed in their Professional Dialogue.
Your reference should primarily refer to the applicant's experience and achievements in
teaching and learning and should refer to his/her research record, where applicable, only
insofar as this directly informs their teaching. Please provide practical examples to support
your comments wherever possible. If you have been involved in peer observation of the
applicant’s teaching or support of learners, please draw on the evidence this provides.
Similarly, please comment on any innovative practice, contribution to developments in
teaching and learning at institutional level, or contribution to national initiatives in
developing approaches to teaching and learning within the discipline in which the applicant
is involved. You may also find it helpful to review the applicant’s Mahara ePortfolio
summary page. Please note that for Senior Fellowship (descriptor 3 of the UK PSF)
applicants there needs to be an emphasis, within the reference, on the applicant’s ability to
demonstrate leadership and mentoring of others as this relates to learning and teaching.
Senior Fellowship is not role dependent and should not be confused with being in a position
of authority such as Head of Department.
We have provided a form (please see below) for you to add your reference to. Please
complete it with reference to the following:
The UK Professional Standards Framework asks that the applicant demonstrates a thorough
understanding of effective approaches to teaching and learning support as a key
contribution to high quality student learning, and that they should be able to provide
evidence of:
I. Successful engagement across all five Areas of Activity which are:
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
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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.
II. Successful engagement in appropriate teaching practices related to these Areas of
Activity
III. Appropriate knowledge and understanding across all aspects of Core Knowledge. Core
Knowledge includes:
K1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the
level of the academic programme
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.
IV. A commitment to all the Professional Values. Professional values include:
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.
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. Successful engagement in continuing professional development in relation to teaching,
learning, assessment, scholarship and, as appropriate, related academic or professional
practices
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VII. Successful co-ordination, support, supervision, management and / or mentoring of
others (whether individuals and / or teams) in relation to teaching and learning.
It is the applicant’s responsibility to collect the reference from you; we ask them to request
an electronic copy from you, and to obtain it prior to their assessment, and we thank you in
advance for your support with this. We recognise that this is a different kind of reference
from one that is normally required for promotion or job appointment, as we are looking for
evidence of commitment to and effectiveness of teaching and/or supporting learning rather
than general academic achievement. 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. If you wish your reference to be confidential please place it in a sealed envelope
before giving it to the applicant. We may wish to contact you to clarify points in your
reference. If you need advice about the reference please contact Rebecca O’Loughlin,
Educational Developer.
Name of Applicant
Name of Referee
Referee email address
Referee contact number
How long have you known
the applicant and in what
capacity?
Please comment on the following aspects of the applicant’s professional practice.
Please emphasise how the applicant, through these activities, demonstrates leadership
in learning and teaching. This may include mentoring individuals and/or leading teams.
Areas of activity
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Core knowledge
Professional Values
Additional comments
Signed_______________________________1
Date__________________________
Position in organisation________________________________________________
Name of organisation__________________________________________________
1
This must be an electronic signature; a typed name will not be accepted. Alternatively, you may type your
name, but you must send Emma Sunley (e.sunley@yorksj.ac.uk) a separate email to confirm that you are
supplying the reference for this candidate.
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