Plymouth University Teaching
Development Framework
leading to HEA accreditation
Guidelines for applicants and referees
Contents page
Section
Contents
Page
Executive summary
3
1
Introduction
5
1.1
Teaching and supporting learning at Plymouth University
1.2
Purpose of this document
1.3
Gaining qualifications, accreditation and recognition
2
Plymouth University’s Teaching Development Framework
6
3
How to apply for a fellowship
7
3.1
Teaching Development Framework guidance workshops
3.2
Building a case for fellowship
3.3
Application process
3.4
Written application form
3.5
Submitting the form for accreditation
3.6
Choosing and advising your referees
4
Assessment of your application
4.1
Accreditation process explained
4.2
Quality enhancement procedure
4.3
Complaints procedure
4.4
Your final certification
5
What to do next
10
6
UK Professional Standards Framework
11
6.1
Areas of Activity
11
6.2
Core Knowledge
12
6.3
Professional Values
13
8
9
10
Appendices
A (1)
Associate Fellowship descriptor
14
A (2)
Associate Fellowship developing your practice
15
A (3)
Associate Fellowship application form
17
B (1)
Fellowship descriptor
20
B (2)
Fellowship developing your practice
21
B (3)
Fellowship application form
24
C (1)
Senior Fellowship descriptor
27
C (2)
Senior Fellowship developing your practice
28
C (3)
Senior Fellowship application form
31
D (1)
Principal Fellowship descriptor
34
D (2)
Principal Fellowship developing your practice
35
D (3)
Principal Fellowship application form
38
E
Peer review and reference templates
42
2
Executive summary
In the increasingly competitive Higher Education sector, teaching capabilities and qualifications are
becoming as important as research profiles and outputs. Prospective students (and their parents) are
increasingly well-informed and carefully interrogate the Higher Education league tables to help
determine where they are going to get the best learning experience to suit their needs. All universities
are therefore keen to demonstrate that both their teaching and research activities are of a high
standard.
The Research Excellence Framework (REF) provides a barometer of the quality of research in specific
departments at any given university. The quality of our teaching is measured in a number of different
ways including the National Student Survey (NSS), Key Information Set (KIS) data, the number of
National Teaching Fellows, the number of staff who have a teaching qualification and most recently, the
number of staff who have gained professional recognition for their contribution to teaching and
learning.
This guidance booklet explains how experienced staff may develop their professional practice in
relation to their teaching and student support activities, and build a case towards gaining professional
recognition with the Higher Education Academy (HEA) through Plymouth University’s Teaching
Development Framework.
Accreditation is offered at four levels:




Associate fellow
Fellow
Senior Fellow
Principal Fellow
Details outlining the ways in which applicants can build their application and provide evidence for each
level of fellowship are given in the appendices.
3
Diagram of Higher Education Academy accredited provision at Plymouth University
Recognition
Postgraduate Certificate in
Academic Practice
Compulsory programme for new
staff who have teaching,
assessment and research
responsibilities and do not hold
a relevant teaching qualification
Pathway 1 = 60 credits
Pathway 2 = 60 credits
30 credit taught module
at level 7
30 credit taught module
at level 7
30 credit taught module
at level 7
15 credit
module
at level 7
15 credit
module
at level 7
TDF
Teaching Development
framework
CPD provision for experienced
staff who do not hold a relevant
teaching qualification or who
need to gain professional
recognition
CPD
workshops
TDF support
Reviews of
Educational
Practice
Application
4
Principal Fellowship D4
PGCAP
20 credit taught module
with assessment at level 6
Senior Fellowship D3
Recommended course for
postgrads, new and
experienced staff with limited
teaching and assessment
activity
Senior Fellowship D3
General Teaching Associates
Fellowship D2
GTA
Fellowship D2
Associate Fellowship D1
Structure
Associate Fellowship D1
Named provision
1. Introduction
1.1 Teaching and supporting learning at Plymouth University
Across all parts of the university, academics, professional services staff and graduate students are
teaching and supporting learning. The university takes teaching quality and enhancement very
seriously, and encourages all staff who are involved in teaching to develop their professionalism and
gain nationally-recognised qualifications and accreditation appropriate to their level of experience and
expertise. A range of opportunities are on offer at Plymouth University to support both new and
experienced staff to develop expertise through facilitated workshops, pedagogic research, accredited
courses and peer review. Resources such as the ‘7 steps’ series and links to other useful materials are
available on the Educational Development website.
http://www.plymouth.ac.uk/pages/view.asp?page=28108
1.2 The purpose of this document
This document focuses primarily on gaining professional recognition with the Higher Education Academy
(HEA) through Plymouth University’s Teaching Development Framework (see section 1.3.3). The
framework is specifically designed as part of continuing professional development (CPD) for those who
have not already gained an appropriate qualification or professional recognition as a teacher in higher
education. The following pages and linked documents outline the four levels of fellowship available, and
explain how you can apply for the appropriate level of fellowship. For those who already hold fellowship
at one level, this framework may be used to apply for fellowship at a higher level as part of their on-going
professional development.
1.3 Gaining qualifications, accreditation and recognition
There are three pathways to gaining qualifications, accreditation and recognition, depending upon
your level of experience:
1.3.1 Postgraduate students who teach and some staff with limited teaching roles are required to
undertake the General Teaching Associates (GTA) course. Those who attend the GTA course and
successfully complete the assessed phase (PGCAP600) will gain 20 credits at level 6 and Associate
Fellowship of the HEA. For further information see www.gtacourse.net
1.3.2 Early career and new academic staff (those with less than three years full-time experience in
post) are required to complete Plymouth’s Postgraduate Certificate in Academic Practice (PGCAP)
programme as part of their probationary contract. Others with a substantial teaching role may
undertake this programme as part of their CPD. The PGCAP programme team offer expertise and
support for colleagues at the start of their academic career. The PGCAP programme acts as an
introduction to practical aspects of teaching, research and student support, and includes material
relating to the nature of UK HE and the wider role of the academic (particularly at Plymouth University).
It affords valuable networking opportunities across the institution and has very good participant
feedback. Successful completion of the PGCAP provides the necessary academic qualification for
teaching in HE (PGCert 60 credits at level 7) and Fellowship of the HEA. For details of the PGCAP course,
including information about how to register, please see www.pgcap.org.uk
1.3.3 More experienced teaching staff (e.g. academics with more than 3 years full time experience in
post), senior academic managers, as well as professional services staff with student support roles are
encouraged to engage with the Teaching Development Framework. This process stimulates
development through peer dialogue, and sharing of good practice. It promotes critical engagement with
the higher education and pedagogic research literature, and with peer-review. The Plymouth Teaching
Development Framework is accredited by the HEA, and offers you the opportunity to gain the
appropriate level of HEA Fellowship: Associate Fellowship; Fellowship; Senior Fellowship; or Principal
Fellowship (see Section 1.4)
This document focuses on the latter of these three routes, the Teaching Development Framework .
5
2 Plymouth University’s Teaching Development Framework
in conjunction with the UK Professional Standards Framework (UKPSF)
Plymouth University’s teaching development framework has been accredited by the HEA and aligns
with the UK Professional Standards Framework (UKPSF). The UKPSF has two key components: the
dimensions of practice and the descriptors.
The Dimensions of Practice are a set of statements outlining the:
1. Areas of Activity (A1-5) undertaken by teachers and supporters of learning within HE
2. Core Knowledge (K1-6) that is needed to carry out those activities at the appropriate level
3. Professional Values (V1-4) that someone performing these activities should embrace and
exemplify
Those applying for fellowship at any given level need to have a clear understanding of the UKPSF in
order to make a successful application. A more detailed outline of these dimensions of practice and
how an applicant might provide evidence for each one is given in appendix E.
The Descriptors are a set of statements outlining the key characteristics of the four levels of fellowship.
 Descriptor 1: Associate Fellow (AFHEA)
 Descriptor 2: Fellow (FHEA)
 Descriptor 3: Senior Fellow (SFHEA)
 Descriptor 4: Principal Fellow (PFHEA)
Associate Fellowship of the HEA is awarded to professionals who can demonstrate that they meet
Descriptor 1 of the UKPSF for teaching and supporting learning in higher education. It is relevant for
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 be expected to possess the appropriate Core Knowledge and be
committed to appropriate Professional Values. This level may be suitable for staff who undertake their
role with the assistance of more experienced teachers or mentors. See appendix A for further detail.
Fellowship of the HEA is awarded to professionals who can demonstrate that they meet the criteria of
Descriptor 2 of the UKPSF for teaching and supporting learning in higher education. It is suitable for
staff with a more substantive teaching and supporting learning role covering all of the Areas of Activity,
Core Knowledge and Professional Values. See appendix B for further detail.
Senior Fellowship of the HEA is awarded to professionals who can demonstrate that they meet the
criteria of Descriptor 3 of the UKPSF for teaching and supporting learning in higher education. They are
likely to be responsible for educational leadership and/ or management or a member of staff with
substantial teaching and learning support advisory responsibilities. See appendix C for further detail.
Principal Fellowship of the HEA is awarded to professionals who can demonstrate that they meet the
criteria of Descriptor 4 of the UKPSF for teaching and supporting learning in higher education. They are
likely to have a sustained and effective record of impact at strategic level as part of a wider
commitment to academic practice and strategic leadership in teaching and enhancing the student
learning experience at institutional, national and international settings. See appendix D for further
detail.
Applicants are expected to apply for the level of fellowship that best matches their performance.
Applications at each level should clearly demonstrate all three dimensions of practice. Fellowships are
awarded in recognition of actual performance as demonstrated by the application, rather than the
expected performance of someone with a specific job title.
6
3 How to apply for a fellowship
3.1 Teaching Development Framework guidance workshops
Below are guidelines for building a case for and submitting your application. Please note that Guidance
workshops are held throughout the academic year to assist you with this process. We would
recommend that all applicants make use of this face-to-face support in order to gain a comprehensive
grasp of the UKPSF and begin to map individual contributions to teaching and learning in the Higher
Education sector. Details of the workshops, and how to sign up, can be found on the website:
http://www.plymouth.ac.uk/pages/view.asp?page=29342
3.2 Building a case for fellowship
In order to get to the point where you submit an application, you will need to build a case for fellowship
(please see the relevant fellowship guidance notes – Appendices A, B, C and D). Your reviewer will offer
you encouragement and discuss any developmental activities which are necessary to achieve your aims.
Your objective is to provide evidence to an assessment panel that you can meet the specific criteria
listed under the level of fellowship for which you’re applying: Associate Fellow, Fellow, Senior Fellow or
Principal Fellow. You must provide two references (see Section 3.6 below) for Associate Fellow, Fellow
and Senior Fellow. Three references are required for Principal Fellow.
3.3 Application process
There is a simple form for each level of fellowship which should be used to develop your application.
The relevant forms can be found in appendices A3, B3, C3, D3. The form is designed to allow you to
develop a case for accreditation gradually. You should ensure that you engage in a review of some
aspect of your educational practice, whereby one of your referees (see section 3.6) can observe you
working in the teaching and learning environment alongside your students. Peer review should be part
of your department’s normal teaching enhancement activity (See University peer review scheme at
http://www.plymouth.ac.uk/pages/view.asp?page=32343). Your completed peer review should be
included in your application. The peer review template is available in appendix E. Once you and your
reviewer feel that your case is fully developed, you will be able to submit your application to a panel of
colleagues who will be experienced in making accreditation judgements. For Senior Fellowships one
referee may be external to Plymouth University, for Principal Fellowship one referee must be external
to Plymouth. Please be aware that in some instances applicants will be invited to expand on their
application in a formal interview with the accreditation panel (see section 4.1)
Attend
guidance
workshop,
develop your
practice
Use TDF
support to fill
in the
application
form
Organise peer
review with
one of your
referees
Submit your
application to
the teaching
development
framework
administrator
7
3.4 The application
The Teaching Development Framework application form (see appendices A3, B3, C3, D3 as
appropriate) is designed to ensure that applicants provide the required detail in their applications.
Application can be made in writing on the form provided, or use the form and MP3 or podcast formats
for section 3. All applications must provide the information as outlined on the form.
The application form requires you to reflect on contrasting examples of practice which demonstrate the
breadth of your experience and depth of your contribution to teaching and learning. You will highlight a
number of areas briefly (section 2) and pick four contrasting ‘examples of your practice’ for more in depth
discussion (section 3). These longer examples should be based around the ‘Typical activities’ for the
fellowship level for which you’re applying, and provide evidence of your suitability for the relevant level
of fellowship. The examples should demonstrate how pedagogical literature has impacted on your
professional practice. They may highlight your contribution to pedagogical research. Each example
should refer to the relevant dimensions of practice in the UKPSF.
Where a written or aural application process is not appropriate for a candidate, there is the opportunity
for candidates to discuss and agree alternatives that evidence candidates Professional standing in an
equivalent manner. Please email tdf@plymouth.ac.uk for advice.
3.5 Submitting for accreditation
You will need to submit your form or data file electronically, together with your two (or three at
Principal level) references (see 3.6 below), to the Teaching Development Framework Administrator at
tdf@plymouth.ac.uk. The Administrator will confirm receipt of submission and let you know when an
accreditation panel will be able to review your application. There are a minimum of 2 review points in
each academic year which precede the promotions timetable, so that successful applicants may refer to
their fellowship award in an application for promotion if this appropriate.
3.6 Choosing and advising your referees
Your application must be accompanied by references from people who are in a position to comment on
your professional achievements in relation to teaching and/or supporting students’ learning in the
higher education sector. One of your referees must be an internal colleague, and must submit at least
one review of some aspect of your teaching (appendix E 1 or 2).
Referees will be expected to have detailed knowledge of candidates T&L expertise & UKPSF. Guidance
for referees will be provided in workshops and available as online resources on the TDF website. As
capacity is developed we anticipate that increasing numbers of referees will be fellows of the Academy.
Please make sure that your referees have seen your written application form so that they have sufficient
information to enable them to validate and support your case.
You will need to provide your referees with the:
 criteria for the level of fellowship for which you are applying (A1, B1, C1, D1 as appropriate)
 reference template (appendix E 3)
For Senior Fellowship one referee may be external to Plymouth.
For Principal Fellowship at least one of the three referees must be external to Plymouth.
Please note that is your responsibility to submit the references. The Panel will not do this for you.
If an application is not successful, applicants will be advised to use different referees for their revised
submission, where appropriate.
8
4 Assessment of your application
4.1 The accreditation process explained
Your application will be reviewed by two independent assessors drawn from a wider assessment and
accreditation panel. During the first year of implementation of the scheme, a small team of academic
staff drawn from the faculties, together with members of the Educational Development team and an
external advisor, who are skilled in accreditation against the UKPSF, will form the panel to ensure
consistency in making summative judgements. Progressively, as the pool of recognised assessors
increases, the ownership and processes for summative accreditation may be devolved to faculties/
schools.
• Application form
• Peer Review
Submission to
administrator • Two/three supporting references
• Application is reviewed by two independent assessors
• Applications will be categorised as: requires further development; opportunity to expand
Independent
at viva; awarded fellowship
Assessment
Moderation
and viva
Feedback to
applicant
• Moderation
• Vivas for those whose applications would benefit from further explanation
• Applicants will be informed of the outcome
• Feedback will be offered to those who are not successful at first attempt
• Successful applicants will receive guidance about sharing good practice and next steps
The assessors will be looking for evidence that you have met the criteria for the given level of fellowship.
This includes evidence that you are keeping up to date with your own professional development as
outlined in appendices A2, B2, C2, D2.
Feedback will be given to applicants in a timely way to offer advice about how, if unsuccessful on this
occasion, they might go about providing additional evidence to meet the standard in the future. Followup support will be tailored to individual needs. Those who are not successful in their first application
will be given a further opportunity to re-apply for fellowship, 9-12 months after they have developed
their practice and application as advised. Those whose applications demonstrated a significant gap in
their knowledge of pedagogical literature and reflective practice may be directed to undertake an
accredited programme such as GTA or the PGCAP. The adjudicating panel chair will give feedback to
referees where it is felt that the referee process has not been entirely successful.
Successful applicants will be encouraged to share good practice and will be offered advice about
opportunities and contexts to celebrate this.
9
4.2 Quality and enhancement procedures
A moderation process will be adopted to ensure that all applications are fairly treated. Moderation will
involve a range of staff with experience in implementing and assessing against the UKPSF. A sample of
applications will be selected from a range of descriptor levels, a mix of written and oral submissions and
from both academic and professional services applicants. The sample size will vary according to the
volume received and the level of experience of the accreditation panel, with priority being given to any
cases raising concerns or issues which have wider implications for the accreditation process. The
scheme’s external advisor will be involved in the process when required, and will have oversight of all
applications for senior and principal fellowship.
4.3 Complaints procedure
The University takes the quality of this scheme very seriously. We hope that you will find it clear, fair
and helpful. The moderation process (outlined above) should ensure that judgements made on each
application are sound.
The ProVice Chancellor T&L has oversight and responsibility for the implementation of the framework
and appeals. Appeals against the tdf process should be referred to the ProVice Chancellor T&L, who
may nominate an internal or external adjudicator as appropriate.
4.4 Your final certification
Once your application has been successful, you will be given a Plymouth Teaching Development
Certificate for the appropriate level of award. The HEA will be informed by the Framework
Administrator of your award, and you will then be sent the equivalent certification from the HEA.
HEA Fellowships allow you to use post-nominal letters: AHEA, FHEA, SHEA or PHEA, depending upon the
level of fellowship you have attained.
5. What to do next
Section 6 outlines the UK Professional Standards Framework, on which this scheme is based together
with examples to prompt your thinking about your own activities. Please read this section carefully, and
then refer to the appropriate appendix depending upon which level of Fellowship you are intending to
apply for.
The appendices give specific guidance for applications at each level of fellowship. Further detail is
offered about the expectations of each level, and the relevant application forms are available in each
section. Click on the links below to go directly to the relevant section.

Associate Fellowship (Appendix A)

Fellowship (Appendix B)

Senior Fellowship (Appendix C)

Principal Fellowship (Appendix D)
10
6 UK Professional Standards Framework1
6.1 UK Professional standard framework: Areas of activity
A1
Area of Activity
Activity could include
Evidence might include
Design and plan learning activities and/or
programmes of study
Engagement in a variety of learning activities – at a variety of levels e.g.
 micro: individual/one to one or small group sessions
 meso: module sessions; course or programme level
 macro: policy, HEI, professional body level





A2
Engagement in appropriate teaching and learning strategies
including:
 use of a range of teaching approaches and modes of delivery
 use of relevant assessment approaches with a variety of groups
 selection based on educational evidence and values





Peer assessment of teaching or teaching observations
Student feedback/evaluations
Reflective diary
Learning outcomes-related indicators (e.g. relevant
session plans/module materials)
Material from online teaching
A3
Assess and give feedback to learners
Engagement with appropriate assessment strategies including:
 use of assessments relevant to learning outcomes
 appropriate assessments for the student profile
 engagement in formal quality assurance processes relating to
assessment
 selection and use of appropriate feedback mechanisms









Appropriately targeted assessment tasks
Student evaluations
Peer reviews
Observation feedback
Learning materials
Moderation documents
External examiner activity
Innovative approaches to assessment and feedback
Student responses to feedback
A4
Develop effective learning environments
and approaches to student support and
guidance
Engagement with
 different media and technologies, both physical and virtual
 different kinds of learners e.g. international, culturally diverse,
special needs home-based, full-time, part-time, etc.
 different modes of learning e.g. distance-based, blended,
work/practice-based etc.



Reflective logs
Peer review
Formal and informal/unsolicited feedback from students and
colleagues
Observations of teaching/learning activities
Evidence from electronic for a e.g. blogs and discussion boards
Engagement in:
 self-reflective practice
 proactive planning
 participation in a range of activities to extend professional
learning
 successful involvement in/completion of relevant teachingrelated qualification(s).





A5
1
Teach and/or support learning
Session plans
Module or programme materials
Major curriculum design/developments
Use of individual’s learning materials by others (e.g.
within/beyond own institution)
Mapping against benchmarks / regulatory criteria
Engage in continuing professional
development in subjects/disciplines and
their pedagogy, incorporating research,
scholarship and the evaluation of
professional practices



Portfolios related to academic/professional development
Reflective logs
CPD records for formal institutional schemes
Involvement in professional education activities
Exemplars of proactive changes in teaching supporting learning
based on own learning
Evidence of changes in practice following engagement with
initial and /or continuing professional development
http://www.heacademy.ac.uk/ukpsf
11
6.2 UK Professional standard framework: Core knowledge
Core Knowledge
Core knowledge could include
Evidence might include
K1
The subject material
 Academic or practice-based knowledge appropriate to the
unit of study




Relevant qualifications
The range and level of subject focused teaching
Publications, including electronic, with subject focus
Participation in subject associations
K2
Appropriate methods for teaching and
learning in the subject area and at the level
of the academic programme
 Knowledge and understanding of a range of teaching
methods and approaches
 Appreciation of criteria for selecting and using
appropriate approaches to facilitate learning
 Alignment of teaching, learning and assessment.
 Familiarity with literature (both generic and, as appropriate,
discipline focused) in relation to theories of teaching





Formal assessment
Self reflective logs
Peer review
Student evaluations
Pedagogically based publications
K3
How students learn, both generally and
within their subject/disciplinary area(s)
 Familiarity with literature (both generic and, as appropriate,
discipline focused) in relation to theories of learning



Formal assessment
Reflective logs
Publications on teaching and learning
K4
The use and value of appropriate learning
technologies
 A range of technologies to enhance learning, including
current innovations which support a diversity of learners,
including those with visual and/or hearing impairments
 The effectiveness of technologies for individual contexts



Accounts of use
Reflective logs
Materials and resources demonstrating the use
K5
Methods for evaluating the effectiveness
of teaching
 Range of evaluation techniques
 Understanding of rationales for choice and ways of using
evaluation outcomes




Resources developed for evaluation
Meta-analyses of student feedback (including NSS)
Accounts of the use of evaluation outcomes
Accounts of the impact of development(s)
K6
The implications of quality assurance and
quality enhancement for academic and
professional practice with a particular
focus on teaching
 Knowledge and understanding of the implications of building
a quality culture, for example, at session, module and course
levels, within academic and/or practice-based settings.


Involvement in review and validation processes
External examiner activity
12
6.3 UK Professional standard framework: Professional Values
V1
Professional Values
Respect individual learners and diverse
learning communities
Demonstrated by, for example







V2
Promote participation in higher education
and equality of opportunity for learners



V3
V4
Use evidence-informed approaches and the
outcomes from research, scholarship and
continuing professional development





The use of learner-centred and co-learning approaches to
teaching where appropriate
A concern for individual progress and achievement
Sensitivity to a range of background factors (e.g. cultural,
ethnic, socio-economic) that may impact on learning
Knowledge of relevant legislation in relation to e.g.
disability, equality and diversity
The promotion and facilitation of student responsibility and
autonomy
Modelling discourse(s) about and evaluating the discipline/
subject area
Curriculum developments reflecting the above as/where
appropriate
Knowledge of the widening participation agenda and an
understanding of its implications for personal, professional
practice
Knowledge of in-reach and out-reach initiatives in, for example,
schools and partner colleges
Curriculum developments reflecting the above
Teaching which is clearly informed by subject research
Teaching which is informed by research and scholarship in
subject pedagogy
Teaching which is demonstrably fit for purpose
Knowledge and use of subject pedagogy literature
Curriculum developments reflecting the above
Evidenced through, for example

Peer and student feedback

Design of teaching materials

Teaching and learning philosophies, strategies and
methods

Teaching session/programme materials and resources

Organisation and approach taken to tutorial support

Online logs, blogs, and discussion boards

Evaluations/reflections of the above
Acknowledge the wider context in which
higher education operates recognizing the
implications for professional practice
13
Appendix A (1): Associate Fellowship
Descriptor 1: Associate Fellowship
Those applying for Associate Fellowship should demonstrate 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
Typical individual role/career stage
Typically, those likely to be at Descriptor 1 (D1) include:
a. Early career researchers with some teaching responsibilities (e.g. PhD
students, GTAs, 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
teaching and/or supporting learning, and/or have a limited teaching
portfolio / commitment
Successful engagement, where appropriate, in professional
development activity related to teaching, learning and assessment
responsibilities
Typical activities that an applicant should be engaged with and able to demonstrate in their application
vi.









Undertaking (sometimes limited) teaching and /or mentoring responsibilities as a team member within an established programme
Assisting in assessment-related 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 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
14
Appendix A (2): Associate Fellowship – developing your practice
The Teaching Development Framework is not just about ‘rubber stamping’ existing experience and
expertise. It is about encouraging you to think about ways of developing your own areas of expertise:
one of the Professional Values of the UKPSF is ‘Commitment to continuing professional development
and evaluation of practice’, and when you apply for a Fellowship, you need to be able to demonstrate
that you take your own development seriously as an academic or professional working within the
higher education sector. Five complementary ways of doing this are outlined here.
i Peer dialogue and review
The University strongly supports peer dialogue and review as a means by which colleagues can work
together to improve and enhance their work. By actively seeking out peers who can be helpful to you,
and whom you can help, you are likely to build good working relationships and new creative possibilities
for your role and for your career. For example, you may want to develop new or existing student learning
resources, or try out new teaching or assessment methods; you could explore opportunities to create
new modules and/or re-design existing programmes; or enhance your own skills perhaps as a personal
tutor, or dissertation tutor. This kind of peer dialogue, however informal, can form part of the evidence
of your ‘continuing professional development’.
The annual Peer Review cycle: http://www.plymouth.ac.uk/pages/view.asp?page=32343 provides an
opportunity for you to observe and give constructive feedback on a colleague’s teaching, and for you to
have a colleague observe and provide feedback on your own teaching (or provide feedback on another
area of practice, such as teaching resources, or marking and feedback). If you are in a role which does
not require peer review, you might want to consider setting up an informal arrangement with a
colleague which would serve the same purpose. Both receiving and acting upon feedback and giving
helpful feedback to a colleague are valuable evidence of your professionalism for the scheme as well
as being very useful for your own personal development.
ii Analysing and reflecting upon feedback from students
Taking a professional approach to your teaching-related role involves considering feedback received
from learners. Module evaluation, SPQ and NSS questionnaires provide useful feedback, both
quantitative and qualitative. While it is important to bear in mind that feedback from such student
surveys is only a snapshot of student opinion, it can be very helpful to think dispassionately and
analytically about this feedback – preferably in discussion with colleagues – and act upon it where
appropriate. You may gather feedback less formally as you teach, for example by using electronic
‘clickers’ where available, or circulating post-it notes towards the end of a session early on in a course,
so that you can respond to student observations about what helps them learn most effectively while
your course is still underway. You might even consider, where appropriate, setting up student focus
groups, which can help you to consider aspects of their module, programme, support or resources.
Depending upon your role, you may be in a position to make good use of feedback from: Student
Representatives, the Action Planning process; External Examiners’ feedback; and from Periodic Review
reports. Engaging and fostering dialogue with students can be evidence of your own professional
development.
15
iii Attendance at workshops, conferences and other events
As suggested above, professional development is about more than just attendance at workshops and
courses – but often, attendance at selected workshops and events can be extremely useful, enhancing
your own insight into your role and wider possibilities. Across the University there are opportunities for
developmental events, such as away days, workshops and seminars which address all aspects of
teaching, the curriculum, assessment and student support. In addition, the University runs an annual
Learning and Teaching Conference, TEL showcase and Pedagogic Research (PedRIO) conference. You can
find the full programme of events here: http://www.plymouth.ac.uk/pages/view.asp?page=32213.
There are many external opportunities via the HE Academy, UK and international courses and
conferences, which will update your understanding of pedagogic research and practice.
iv Making good use of your annual Performance Development Review
In your annual PDR meeting, you are likely to have a range of topics to cover, with teaching being just
one part. However, these meetings, and those throughout the year can be an ideal opportunity to
review your teaching-related professional practice and make plans to extend and develop your
experience further. Your line manager will be able to talk with you about ways of developing your role –
for example, suggesting new initiatives or shadowing on committees – which will help you build
evidence for your fellowship application. S/he may be able to suggest subject-based networks, events or
activities for you to participate in.
v Keeping up to date with pedagogic research and scholarship
Whilst it is not expected that you will become a pedagogic research specialist, it can be very useful to
keep up to date with some of the recent developments in this field and to consider their implications for
your practice. The University has a Pedagogic Research Institute and Observatory (PedRIO) which runs
workshops and events focused on pedagogic research which you may find of interest. More information
about PedRIO is available here: http://www.plymouth.ac.uk/research/pedrio
The University provides a number of relevant resources for you to dip into, including Tulip sites and
Xerte resources for the PGCAP and GTA programmes. Even if you are not currently attending those
courses, you are welcome to look at the resources, and you may be able to attend some sessions if
space is available. The Educational Development team have developed a series of short, research-based
resources on different aspects of teaching and learning which may be of interest to you
http://www.plymouth.ac.uk/pages/view.asp?page=33481. More are under development, but the
current list includes:







7 Steps to... Adopting Culturally Inclusive Teaching Practice
7 Steps to... Effective Personal Tutoring
7 Steps to... Peer and Self Assessment
7 Steps to… Giving effective feedback
7 Steps to… Internationalising teaching and learning
7 Steps to... Pedagogic Research
7 Steps to Embedding Sustainability in your Teaching
For an additional searchable database of research into specific HE themes and areas of practice, you
may be interested in looking at EvidenceNet: http://www.heacademy.ac.uk/evidencenet
16
Appendix A(3): Application for Associate Fellowship (Descriptor 1)
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 Number:
Length of employment at Plymouth University:
Full or part time:
Total number of years in Higher Education
(full-time equivalent):
Are you already a Fellow of the HE Academy?
Yes
No
This is an application for Associate Fellowship (descriptor 1). Please list any other qualifications or awards you
already hold (related to teaching and learning).
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 6 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 30 words per item)
Activity
A1-5
K1-6
V1-4
E.g. successfully designed and implemented a new session in
1,2,3,5
1,2,5
2,3
PLYM1010 Project Management, with peer discussion.
17
SECTION THREE Evidence of success and effectiveness
Examples of typical activities at Associate Fellowship level which could be used for this section are listed in
appendix A1. For each of the four examples that you give, follow the guidance provided in ‘Developing your
practice’ 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)
Example 1
( words)
Example 2
( words)
Example 3
( words)
Example 4
( words)
18
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 (200
words, or 2 mins for MP3 or podcast applications)
( words)
SECTION FOUR Referees
First referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
Second referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
19
Appendix B (1): Fellowship
Descriptor 2: Fellowship
Typical individual role/career stage
Those applying for Fellowship should demonstrate 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 approach to academic practice
vi.
Successful engagement in continuing professional development in relation to teaching,
learning, assessment and, where appropriate, related professional practices
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
Typical activities that an applicant should be engaged with and able to demonstrate in their application










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)
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 acting on e.g. peer review/feedback, analysis of teaching design/delivery effectiveness and analysis of student/peer
feedback
Participating in teaching-related 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.
20
Appendix B (2): Fellowship – developing your practice
The Teaching Development Framework is not just about ‘rubber stamping’ existing experience and
expertise. It is about encouraging you to think about ways of developing your own areas of expertise:
one of the Professional Values of the UKPSF is ‘Commitment to continuing professional development
and evaluation of practice’, and when you apply for a Fellowship, you need to be able to
demonstrate that you take your own development seriously as an academic or professional working
within the higher education sector. Five complementary ways of doing this are outlined here.
i Peer dialogue and review
The University strongly supports peer dialogue and review as a means by which colleagues can work
together to improve and enhance their work. By actively seeking out peers who can be helpful to you,
and whom you can help, you are likely to build good working relationships and find new creative
possibilities for your role and for your career. For example, you may want to introduce new learning
resources, or re-frame some teaching or assessment methods; you could explore opportunities to
create new programmes or re-design existing programmes; or develop new approaches to supervision
and peer support for post-graduate students. This kind of peer dialogue, however informal, can form
part of the evidence of your ‘continuing professional development’.
The annual Peer Review cycle: http://www.plymouth.ac.uk/pages/view.asp?page=32343 provides an
opportunity for you to observe and give constructive feedback on a colleague’s teaching, and for you
to have a colleague observe and provide feedback on your own teaching (or provide feedback on
another area of practice, such as teaching resources, or marking and feedback). If you are in a role
which does not require peer review, you might want to consider setting up an informal arrangement
with a colleague which would serve the same purpose. Both receiving and acting upon feedback and
giving helpful feedback to a colleague are valuable evidence of your professionalism for the
scheme as well as being very useful for your own personal development.
ii Analysing and reflecting upon feedback from students
Taking a professional approach to your teaching-related role involves considering feedback received
from learners. Module evaluation, SPQ and NSS questionnaires provide useful feedback, both
quantitative and qualitative. While it is important to bear in mind that feedback from such student
surveys is only a snapshot of student opinion, it can be very helpful to think dispassionately and
analytically about this feedback – preferably in discussion with colleagues – and act upon it where
appropriate. You may gather feedback less formally as you teach, for example by using electronic
‘clickers’ where available, or circulating post-it notes towards the end of a session early on in a
course, so that you can respond to student observations about what helps them learn most
effectively while your course is still underway. You might even consider, where appropriate, setting
up student focus groups, which can help you to consider aspects of their module, programme,
support or resources.
Depending upon your role, you may be in a position to make good use of feedback from: Student
21
Representatives, the Action Planning process; External Examiners’ feedback; and from Periodic
Review reports. At fellowship level the moderation panel will expect to see you demonstrate how you
have fostered dialogue with students and responded to it in your professional practice.
iii Attendance at workshops, conferences and other events
As suggested above, professional development is about more than just attendance at workshops and
courses – but often, attendance at selected workshops and events can be extremely useful,
enhancing your own insight into your role and wider possibilities. Across the University there are
opportunities for developmental events, such as away days, workshops and seminars which address
all aspects of teaching, the curriculum, assessment and student support. In addition, the University
runs an annual Learning and Teaching Conference, TEL showcase and Pedagogic Research (PedRIO)
conference. You can find the full programme of events here:
http://www.plymouth.ac.uk/pages/view.asp?page=32213 There are many external opportunities via
the HE Academy, UK and international courses and conferences, which will update your
understanding of pedagogic research and practice.
iv Making good use of your annual Performance Development Review
In your annual PDR meeting, you are likely to have a range of topics to cover, with teaching being just
one part. However, these meetings, and those throughout the year can be an ideal opportunity to
review your teaching-related professional practice and make plans to extend and develop your
experience further. Your line manager will be able to talk with you about ways of developing your
role – for example, leading on initiatives and joining committees – which will help you build evidence
for your fellowship application. S/he may be able to suggest subject-based networks, events or
activities for you to participate in.
v Keeping up to date with pedagogic research and scholarship
Whilst it is not expected that you will become a pedagogic research specialist, it can be very useful to
keep up to date with some of the recent developments in this field and to consider their implications
for your practice. The University has a Pedagogic Research Institute and Observatory (PedRIO) which
runs workshops and events focused on pedagogic research which you may find of interest. More
information about PedRIO is available here: http://www.plymouth.ac.uk/research/pedrio
The University provides a number of relevant resources for you to dip into, including Tulip sites and
Xerte resources for the PGCAP and GTA programmes. Even if you are not currently attending those
courses, you are welcome to look at the resources, and you may be able to attend some sessions if
space is available. The Educational Development team have developed a series of short, researchbased resources on different aspects of teaching and learning which may be of interest to you
http://www.plymouth.ac.uk/pages/view.asp?page=33481. More are under development, but the
current list includes:
22







7 Steps to... Adopting Culturally Inclusive Teaching Practice
7 Steps to... Effective Personal Tutoring
7 Steps to... Peer and Self Assessment
7 Steps to… Giving effective feedback
7 Steps to… Internationalising teaching and learning
7 Steps to... Pedagogic Research
7 Steps to Embedding Sustainability in your Teaching
For an additional searchable database of research into specific HE themes and areas of practice, you
may be interested in looking at EvidenceNet: http://www.heacademy.ac.uk/evidencenet
23
Appendix B (3): Application for Fellowship (Descriptor 2)
Fellowship is awarded to individuals able to provide clear evidence of broadly based success and effectiveness
in their substantive teaching and learning support role(s). Applicants must have at least three years of
experience (full-time equivalent) of working in a teaching and/or learning support role in higher education.
SECTION ONE Information about the applicant
Title:
Name:
Role(s) (e.g. Lecturer, Senior Learning Technologist, Subject Librarian)
Faculty/ School/ Directorate:
Payroll Number:
Length of employment at Plymouth University:
Full or part time:
Total number of years in Higher Education
(full-time equivalent):
Are you already a Fellow of the HE Academy?
Yes
No
This is an application for Fellowship (descriptor 2). Please list any other qualifications or awards you already
hold (related to teaching and learning).
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 30 words per item)
Activity
A1-5
K1-6
V1-4
EG: Successfully designed and delivered a new assessment
1,2,3,5
1,2,5
2,3
strategy for PLYM3000 Creative Design, involving group project
work and individual reports.
24
SECTION THREE Evidence of success and effectiveness
Examples of typical activities at Fellowship level which could be used for this section are listed in appendix
B1. For each of the four examples that you give, follow the guidance provided in ‘Developing your practice’
and remember to refer to relevant pedagogic research. Please give the word count at the end of each
activity (maximum of 500 words, or 2 mins per activity for MP3 or podcast applications)
Example 1
( words)
Example 2
( words)
Example 3
( words)
Example 4
( words)
25
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 (200 words, or 2 mins for MP3 or podcast applications)
SECTION FOUR Referees
First referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
Second referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
26
Appendix C (1): Senior Fellowship
Descriptor 3: Senior Fellowship
Typical individual role/career stage
Those applying for Senior Fellowship should demonstrate a thorough understanding of effective
approaches to teaching and learning support as a key contribution to high quality student
learning. For Senior Fellowship one referee may be external to Plymouth.
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
organising programmes, subjects and/or disciplinary areas
b. Experienced subject mentors and staff who support those
new to teaching
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
c. Experienced staff with departmental and/or wider teaching
and learning support advisory responsibilities within an
institution
Typical activities that an applicant should be engaged with and able to demonstrate in their application







Demonstrating leadership in the design, delivery and evaluation of a range of programmes of study (sometimes for entirely new programmes) 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 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.
27
Appendix C (2): Senior Fellowship – developing your practice
The Teaching Development Framework is not just about ‘rubber stamping’ existing experience and
expertise. It is about encouraging you to think about ways of developing your own areas of expertise:
one of the Professional Values of the UKPSF is ‘Commitment to continuing professional development
and evaluation of practice’, and when you apply for a Fellowship, you need to be able to
demonstrate that you take your own development seriously as an academic or professional working
within the higher education sector. Five complementary ways of doing this are outlined here.
i Peer dialogue and review
The University strongly supports peer dialogue and review as a means by which colleagues can work
together to improve and enhance their work. By actively seeking out peers who can be helpful to you,
and whom you can help, you are likely to build good working relationships and find new creative
possibilities for your role and for your career. For example, you may want to lead some
developmental workshops for your colleagues or develop a departmental enhancement day; or
implement new strategies which help to improve the learning and assessment experience in your
discipline or across your faculty. This kind of peer dialogue, however informal, can form part of the
evidence of your ‘continuing professional development’.
The annual Peer Review cycle: http://www.plymouth.ac.uk/pages/view.asp?page=32343 provides an
opportunity for you to observe and give constructive feedback on colleagues teaching. It is important
to use the Peer Review cycle to ensure that you remain in touch with teaching and have a colleague
observe and provide feedback on your own teaching (or on another area of practice, such as teaching
resources, or marking and feedback). Annual Peer Review can be an ideal opportunity to consider
aspects of enhancing and adding to your own practice. If you’re in a role which does not require peer
review, you might want to consider setting up an informal arrangement with a colleague which would
serve the same purpose. Both receiving and acting upon feedback and giving helpful feedback to a
colleague are valuable evidence of your professionalism for the scheme as well as being very useful
for your own personal development and that of your colleagues.
ii Analysing and reflecting upon feedback from students
Taking a professional approach to your teaching-related role involves considering feedback received
from learners. Module evaluation, SPQ and NSS questionnaires provide useful feedback, both
quantitative and qualitative. While it is important to bear in mind that feedback from such student
surveys is only a snapshot of student opinion, it can be very helpful to think dispassionately and
analytically about this feedback – preferably in discussion with colleagues – and act upon it where
appropriate. You may gather feedback less formally as you teach, for example by using electronic
‘clickers’ where available, or circulating post-it notes towards the end of a session early on in a
course, so that you can respond to student observations about what helps them learn most
effectively while your course is still underway. When working towards senior fellowship level it is
likely that, you will be in a position to collate a range of feedback and evaluations, formally present
the results and a make an informed judgement about them which may include action points for your
disciplinary team. You might even consider, where appropriate, setting up student focus groups,
28
which can help you to consider aspects of their module, programme, support or resources.
Depending upon your role, you may be in a position to make good use of feedback from: Student
Representatives, the Action Planning process; External Examiners’ feedback; and from Periodic
Review reports. At Senior Fellowship level the moderation panel will expect to see you demonstrate a
range of active responses to evaluations from students, staff and external reviewers .
iii Contribution to workshops, conferences and other events
Many people think of continuing professional development (CPD) as attendance of workshops,
courses and conferences, including the University’s annual Learning and Teaching Conference. You
can find the full programme of events here:
http://www.plymouth.ac.uk/pages/view.asp?page=32213. As suggested above, CPD is much more
than that, at senior fellowship level you would be expected to be contributing to developmental
events, such as away days, workshops, seminars and conferences, which address all aspects of
teaching, the curriculum, assessment and student support. By contributing to these events you will
develop your expertise, and have the opportunity to share pedagogical ideas and research findings
with other colleagues. Please contact teachandlearn@plymouth.ac.uk if you are interested in
contributing to a university event. There are many external opportunities via the HE Academy, UK
and international courses and conferences, which will update your understanding of pedagogic
research and practice.
iv Making good use of your annual Performance Development Review
In your annual PDR meeting, you are likely to have a range of topics to cover, with teaching being just
one part. However, these meetings, and those throughout the year can be an ideal opportunity to
review your teaching-related professional practice and make plans to extend and develop your
experience further. With your line manager you should identify ways of developing your role – for
example, leading on initiatives and chairing committees – which will help you build evidence for your
senior fellowship application. S/he may be able to suggest subject-based networks, events or
activities for you to participate in.
v Keeping up to date with pedagogic research and scholarship
While you may be very busy focusing on research in your own discipline, at senior fellowship level, it is
expected that you will develop a significant pedagogical awareness. Try to keep up to date with some
of the recent developments in this field and to consider their implications for your practice. The
University has a Pedagogic Research Institute and Observatory (PedRIO) which runs workshops and
events focused on pedagogic research which you may find of interest. More information about
PedRIO is available here: http://www.plymouth.ac.uk/research/pedrio
The University provides a number of relevant resources for you to dip into, including Tulip sites and
Xerte resources for the PGCAP and GTA programmes. Even if you are not currently attending those
courses, you are welcome to look at the resources, and you may be able to attend some sessions if
space is available. The Educational Development team have developed a series of short, research29
based resources on different aspects of teaching and learning which may be of interest to you
http://www.plymouth.ac.uk/pages/view.asp?page=33481. More are under development, but the
current list includes:







7 Steps to... Adopting Culturally Inclusive Teaching Practice
7 Steps to... Effective Personal Tutoring
7 Steps to... Peer and Self Assessment
7 Steps to… Giving effective feedback
7 Steps to… Internationalising teaching and learning
7 Steps to... Pedagogic Research
7 Steps to Embedding Sustainability in your Teaching
You can access a range of useful books and e-books through the Library’s online service.
For an additional searchable database of research into specific HE themes and areas of practice, you
may be interested in looking at EvidenceNet: http://www.heacademy.ac.uk/evidencenet
30
Appendix C (3): Application for Senior Fellowship (Descriptor 3)
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 Number:
Length of employment at Plymouth University:
Full or part time:
Total number of years in Higher Education
(full-time equivalent):
Are you already a Fellow of the HE Academy?
Yes
No
This is an application for Senior Fellowship (descriptor 3). Please list any other qualifications or awards you
already hold (related to teaching and learning).
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
1,2,3
1,2,5
2,3
the Economics BA degree, and implemented it in 2009-10 in
conjunction with three colleagues
31
SECTION THREE Evidence of success and effectiveness
Examples of typical activities at Senior Fellowship level which could be used for this section are listed in
appendix C1. For each of the four examples that you give, follow the guidance provided in ‘Developing
your practice’ and remember to refer to relevant pedagogic research. Please give the word count at the
end of each activity (maximum of 500 words, or 2 mins per activity for MP3 or podcast applications)
Example 1
( words)
Example 2
( words)
Example 3
( words)
Example 4
( words)
32
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)
SECTION FOUR Referees
First referee
For Senior Fellowship one referee may be external to Plymouth.
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
Second referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
33
Appendix D (1): Principal Fellowship
Descriptor 4: Principal Fellowship
Typical individual role/career stage
Those applying for Principal Fellowship should demonstrate a sustained record of effective
strategic leadership in academic practice and academic development as a key contribution to
high quality student learning.
Individuals, as highly experienced academics, 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
For Principal Fellowship at least one referee must be external to Plymouth.
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. 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
c. Staff who have strategic impact and influence in relation to
teaching and learning that extends beyond their own
institution
Typical activities that an applicant should be engaged with and able to demonstrate in their application




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
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 pedagogic research and scholarship.
34
Appendix D (2): Principal Fellowship – developing your practice
The Teaching Development Framework is not just about ‘rubber stamping’ existing experience and
expertise. It is about encouraging you to think about ways of developing your own areas of expertise.
One of the Professional Values of the UKPSF is ‘Commitment to continuing professional development
and evaluation of practice’, and when you apply for a Fellowship, you need to be able to
demonstrate that you take your own development seriously as an academic or professional working
within the higher education sector. Five complementary ways of doing this are outlined here.
i Peer dialogue and review
The University strongly supports peer dialogue and review as a means by which colleagues can work
together to improve and enhance their work. By actively seeking out peers who can be helpful to you,
and whom you can help, you are likely to build good working relationships and develop new creative
possibilities for your role and for your career. For example, you may developing and implementing
new strategies which help to improve the teaching, learning and assessment experience in your
faculty or across the university or higher education sector more widely. This kind of peer dialogue,
however informal, can form part of the evidence of your ‘continuing professional development’.
The annual Peer Review cycle: http://www.plymouth.ac.uk/pages/view.asp?page=32343 provides an
opportunity for you to observe and give constructive feedback on colleagues teaching. It is important
to use the Peer Review cycle to ensure that you remain in touch with teaching, and to have a
colleague observe and provide feedback on your own area of practice, which may include teaching,
supervision, or engaging with the student representative groups to inform change. Annual Peer
Review can be an ideal opportunity to consider aspects of enhancing and adding to your own
practice. If you’re in a role which does not require peer review, you might want to consider setting up
an informal arrangement with a colleague which would serve the same purpose. Both receiving and
acting upon feedback and giving helpful feedback to colleagues are valuable evidence of your
professionalism for the scheme, as well as being very useful for your own personal development. It
ensures that you remain in touch with one core aspect of the university’s business at ground level:
teaching and learning.
ii Analysing and reflecting upon evaluation data
Taking a professional approach to the teaching and learning agenda involves seriously considering
feedback received from learners, colleagues and external or professional bodies. Programme
evaluations, SPQ, PTES, NSS questionnaires, and the KIS data for example, provide useful numeric
scores and qualitative feedback through students’ written comments. While it’s important to bear in
mind that feedback from such student surveys is only a snapshot of student opinion, it can be very
helpful to think dispassionately and analytically about this feedback. When working towards principal
fellowship level, you will be in a position to interrogate a range of feedback and evaluations, formally
present the results and a make informed judgements which may include action points for your
colleagues. The moderation panel will expect to see how you have used evaluation data to inform
practice and shape change .
iii Facilitation of and contribution to, conferences and other developmental events
35
Many people think of continuing professional development (CPD) as attendance of workshops,
courses and conferences, including the University’s annual Learning and Teaching Conference
http://www.plymouth.ac.uk/pages/view.asp?page=32213. As suggested above, CPD is much more
than that, at principal fellowship level you will be initiating, facilitating and contributing to
developmental events, such as away days, workshops, seminars and conferences, which address all
aspects of teaching, the curriculum, assessment and student support. By organizing or contributing to
these events you will develop your expertise and profile, and have the opportunity to share
pedagogical ideas and research findings with other colleagues. Please contact
teachandlearn@plymouth.ac.uk if you are interested in contributing to a university event. There are
many external opportunities via the HE Academy, UK and international courses and conferences,
which will update your understanding of pedagogic research and practice.
iv Making good use of your annual Performance Development Review
In your annual PDR meeting, you are likely to have a range of topics to cover, with teaching being just
one part. However, these meetings, and those throughout the year can be an ideal opportunity to
review your teaching-related professional practice and make plans to extend and develop your
experience further. With your line manager you should identify ways of developing your role – for
example, managing initiatives and chairing committees on local, national and international levels –
which will help you build evidence for your principal fellowship application. S/he may be able to
suggest other networks, events or activities for you to engage with and/or lead on.
v Keeping up to date with pedagogic research and scholarship
While you may be very busy focusing on research in your own discipline, at principal fellowship level,
it is expected that you will have a significant awareness of current and emerging pedagogical
agendas. Keep up to date with some of the recent developments in this field and to consider their
implications for your practice. The University has a Pedagogic Research Institute and Observatory
(PedRIO) which runs workshops and events focused on pedagogic research which you may find of
interest. More information about PedRIO is available here:
http://www.plymouth.ac.uk/research/pedrio
The University provides a number of relevant resources for you to dip into, including Tulip sites and
Xerte resources for the PGCAP and GTA programmes. Even if you are not currently attending those
courses, you are welcome to look at the resources, and you may be able to attend some sessions if
space is available. The Educational Development team have developed a series of short, researchbased resources on different aspects of teaching and learning which may be of interest to you
http://www.plymouth.ac.uk/pages/view.asp?page=33481. More are under development, but the
current list includes:




7 Steps to... Adopting Culturally Inclusive Teaching Practice
7 Steps to... Effective Personal Tutoring
7 Steps to... Peer and Self Assessment
7 Steps to… Giving effective feedback
36



7 Steps to… Internationalising teaching and learning
7 Steps to... Pedagogic Research
7 Steps to Embedding Sustainability in your Teaching
You can access a range of useful books and e-books through the Library’s online service.
For an additional searchable database of research into specific HE themes and areas of practice, you
may be interested in looking at EvidenceNet: http://www.heacademy.ac.uk/evidencenet
37
Appendix D (3): Application for Principal Fellowship (Descriptor 4)
Principal Fellowship is awarded to highly experienced senior academics and others in related senior roles who
are typically able to evidence a sustained and successful track record of impact as strategic leaders and
managers with a particular focus on teaching, learning, assessment and related areas within their own
institution and/or within national and/or international settings.
SECTION ONE Information about the applicant
Title:
Name:
Role(s) (e.g. Professor, Dean, Deputy Vice Chancellor)
Faculty/ School/ Directorate:
Payroll Number:
Length of employment at Plymouth University:
Full or part time:
Total number of years in Higher Education
(full-time equivalent):
Are you already a Fellow of the HE Academy?
Yes
No
This is an application for Principal Fellowship (descriptor 4). Please list any other qualifications or awards
you already hold (related to teaching and learning).
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 12 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: Presented the research findings from our evaluation of the
1,4,5
2,3,5,6
3,4
new assessment processes for PLYM600 Blue Planet at SOTL,
London 2011.
38
SECTION THREE Evidence of success and effectiveness
Examples of typical activities at Principal Fellowship level which could be used for this section are listed in
appendix D1. For each of the four examples that you give, follow the guidance provided in ‘Developing
your practice’ and remember to refer to relevant pedagogic research. Please give the word count at the
end of each activity (maximum of 500 words, 3 mins per activity for MP3 or podcast applications)
Example 1
( words)
Example 2
( words)
Example 3
( words)
Example 4
( words)
39
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 or national 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 4 mins for MP3 or podcast applications)
( words)
40
SECTION FOUR Referees: For Principal Fellowship at least one referee must be external to Plymouth
First referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
Second referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Third referee
Name
Job title
Faculty / directorate
Email address
In what capacity can this person comment on your professional practice?
Has this referee undertaken a review of your educational practice?
(You must include at least 1 review with your application)
Have you attached the review to this application?
Have you attached the review to this application?
41
Appendix E (1): Peer review template for Associate Fellow, Fellow, and Senior Fellow
(available to download from https://staff.plymouth.ac.uk/TDF/intranet.htm )
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?
42
Part 1: 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:
43
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.
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).
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
44
Part 2: Your reviewer’s feedback
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.)
1. Aims, objectives and outcomes
2. Structure
3. Learner activity and participation
4. Professionalism and scholarship
5. Materials and resources
6. Overall impression
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
45
Appendix E (2): Peer review template for Senior and Principal Fellow
(available to download from https://staff.plymouth.ac.uk/TDF/intranet.htm )
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?
46
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?)
47
Appendix E (3): Reference template
in support of application for HEA accreditation with Plymouth University
(available to download from https://staff.plymouth.ac.uk/TDF/intranet.htm )
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? (see appendix F,
G as appropriate)
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 – see relevant appendices A1, B1, C1, or D1)
Any additional comments in support of this applicant’s application. (Max 50 words)
Signature:
Date:
48