Plymouth University Teaching
Development Framework
leading to HEA accreditation
Associate Fellowship
Application
Name
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Application for Associate Fellowship (UKPSF D1)
Associate Fellowship is awarded to individuals able to provide clear evidence of success and
effectiveness in relation to their professional roles which, typically, will include some teaching
and/or learning support responsibilities (sometimes but not always with support from more
experienced teachers or mentors).
Section One:
Information about the applicant
Title:
Name:
Role(s) (e.g. Lecturer, Senior Learning Technologist, Subject Librarian):
Faculty/ School/ Directorate:
Payroll No:
Length of employment at Plymouth
University:
Full-time
Part-time
Total number of years in Higher Education (full-time
equivalent):
This is an application for Associate Fellowship (D1). 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
Please provide a minimum of 10 and no more than 20 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)
A1-5
Activity
E.g. successfully designed and implemented a new session in PLYM1010 Project Management, with peer
discussion.
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A1
A2
A3
x
x
x
K1-6
A4
A5
K1
K2
x
x
x
K3
K4
V1-4
K5
x
K6
V1
V2
V3
x
x
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Section Three:
Evidence of success and effectiveness
SCTION THREE Evidence of success and effectiveness
Examples of typical activities at Associate Fellowship/D1 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)
Example 3
( words)
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Example 4
( words)
Remaining in Good Standing
For you future CPD, please indicate which of the following activities you are interested in:






sharing of good practice and of the examples/case studies in this application
becoming a critical friend for a colleague applying for fellowship through the TDF process
contributing to workshops run by ED and PedRIO
undertaking pedagogic research
contributing to in-house conferences
other (please specify): ______________________________________________________________
Based on your selection, use this space to consider and explore how you will develop your practice in
light of the UKPSF and to remain in good standing: Which particular aspects of your practice will you
develop, why, and how? (200 words, or 1 min for MP3 or podcast applications)
( words)
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Section Four:
Reviewer and Referees
Complete Part 1 of the peer review template (Appendix 1) and send it with 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 3), the Guidance for Referees and the
UKPSF criteria.
Note: If you wish to, your peer reviewer may also act as one of your referees.
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 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.)
Guidance for reviewers:
To make best use of this feedback dialogue exchange:

Consider the potential areas of focus listed above as you observe the session.

Make notes during the observation.

Identify the strengths you have seen in the session to be shared in the feedback dialogue.

Outline one or two areas for development and write down key questions that may help your reviewee to
explore the approach that they took.

Exchange ideas that may enhance practice and remember to discuss the rationale behind them
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.
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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).
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 3: Reference template in support of application for HEA recognition
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)
(Please consider their application in light of the Descriptor 1 / Associate Fellowship Criteria listed below
and write your statement accordingly.)
Any additional comments in support of this applicant’s application. (Max 50 words)
Signature:
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Guidance Notes for Referees
Associate 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 an Associate 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 the 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/or support of learning. 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 UKPSF, 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.
Associate Fellowship Criteria
Associate Fellowship aligns to the dimensions of The UK Professional Standards Framework and focuses on
Descriptor 1:
An individual working in this category 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 two 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
VI.
Successful engagement, where appropriate, in professional development activity related to
teaching, learning and assessment responsibilities
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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 - 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
K1 - The subject material
K2 - Appropriate methods for teaching, learning and assessing 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
Professional Values
V1 - Respect individual learners and diverse learning communities
V2 - Promote participation in higher education and equality of opportunity for learners
V3 - Use evidence-informed approaches and the outcomes from research, scholarship and continuing
professional development
V4 - Acknowledge the wider context in which higher education operates recognising the implications for
professional practice
Should you have any questions in relation to the provision of a reference, please contact the TDF team at
tdf@plymouth.ac.uk
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