Handbook 4
Recognising Academic Practice
The YSJ Continuing Professional Development
Framework
Principal Fellow of the Higher Education Academy
Recognition Routes Handbook
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CONTENTS
Introduction ............................................................................................................................................................ 3
The YSJ Professional Dialogic Route ....................................................................................................................... 4
The Paper Route ..................................................................................................................................................... 7
References ................................................................................................................Error! Bookmark not defined.
How will quality be assured and enhanced? .......................................................................................................... 8
What is the appeals procedure? ............................................................................................................................. 8
Who do I contact if I need help?............................................................................................................................. 9
Appendix 1 ........................................................................................................................................................ 10
Appendix 2 ........................................................................................................................................................ 11
Appendix 3 ........................................................................................................................................................ 12
Appendix 4 ........................................................................................................................................................ 13
APPENDIX 5 .................................................................................................................................................... 13
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INTRODUCTION
York St John University (YSJ) is committed to supporting staff in their personal and
professional development. We are also committed to enhancing the student experience
and one of the ways in which these commitments are brought together is by ensuring staff
are supported in the development of their pedagogic practice. Recognising Academic
practice: the YSJ CPD Framework (appendix 1) brings together all of our academic staff
development and provides routes to recognition as Associate Fellow, Fellow, Senior Fellow
or Principal Fellow of the Higher Education Academy. This handbook explains the
relationship between Principal Fellowship of the HEA and the UK Professional Standards
Framework (UKPSF), the processes that you will have to undertake to achieve recognition as
a Principal Fellow and the importance of maintaining on-going good standing in the
development of your pedagogic practice.
The UK Professional Standards Framework
The UKPSF (appendix 2) sets out the criteria that are considered to be core to the
professional practice of a teacher in Higher Education. These criteria are defined under the
headings of activity, professional values and core knowledge. They must be met at the level
of descriptor 4 in order for an individual to be recognised as a Principal Fellow of the Higher
Education Academy. To achieve descriptor 4, the HEA state that the Fellowship
opportunities the UKPSF give rise to are not role dependent but it seems likely the
applicants for Principal Fellowship will come from senior and experienced staff with
strategic leadership responsibilities in connection with aspects of teaching, learning and
assessment. They may also be responsible for policy-making in this area and have influence
in relation to teaching and learning both within and beyond the institution. They must show
a commitment to all of the dimensions of practice through their work with staff and if
applicable students. It is expected that applicants for Principal Fellowship will act as
champions for teaching and learning in many aspects of their role. They will demonstrate
this through leadership and supporting of others and through the integration of research,
scholarship and administration.
Descriptor 4
Demonstrates a sustained record of effective strategic leadership in academic practice and
academic development as a key contribution to high quality student learning. Individuals
should be able to provide evidence of:
i.
ii.
iii.
iv.
Active commitment to and championing of all Dimensions of the Framework
through work with students and staff and in institutional developments
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
Establishing effective organisational policies and/or strategies for supporting and
promoting others in delivering high quality teaching and support for learning
Championing within institutional and/or wider settings an integrated approach to
academic practice (incorporating teaching, learning research scholarship,
administration, etc.)
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v.
A sustained and successful commitment to and engagement in continuing
professional development related to academic, institutional and/or other
professional practices.
I
This handbook describes a non-accredited route through either a professional dialogic route
or a paper route, which will give you the opportunity to demonstrate and achieve the
recognition that you meet the expectations of descriptor 4 of the UKPSF.
Which Route?
You will have already attended an introductory workshop setting out the pros and cons of
the two methods of application. Whichever route you choose you will be provided with
support to help you develop your application. The paper route requires you to bring your
evidence together and write about it in approximately 4500 words. The dialogic route
requires you to bring your evidence together but then to talk about it and to reflect on your
achievements.
THE YSJ PROFESSIONAL DIALOGIC ROUTE
Rationale for Professional Dialogue
Escalate News (2010) reported on a long term study into reflective professional dialogue,
finding that dialogue in place of written assessment was an effective , flexible means of
assessing professional learning. Moon (2004) talks about reflective learning as occurring by
a process of framing and reframing experiences, a process by which individuals’ conceptions
of knowledge are further developed and one that, on occasions, may prompt paradigm
shifts for those participating (Brockbank and McGill, 2007). In recognising that there are
different sorts of dialogue that take place between individuals, the conversations will foster
a collaboratively reflective approach to exploring the underpinning values and assumptions
of individuals about what they do and why. In particular the focus of the conversation will
be to identify and explore academic practice in this way, as it relates to the UK professional
standards framework. This process acknowledges that not all dialogue is reflective and that
in order to progress and change an individual has to be engaged “at the edge of their
knowledge, their sense of self and the world as experienced by them” (Brockbank and
McGill 2007:65). Consequently the reflection that takes place within the YSJ professional
dialogue model outlined below is expected to gradually challenge individuals to critically
reflect and reconsider their pedagogic practice.
The Process
The process will use a combination of the following: face-to-face meetings and the use of
Mahara (YSJ ePortfolio) to collate your individual evidence and reflections. The process will
require you, normally, to engage in two formal meetings with a peer mentor and the final
assessment meeting as described below. There is an element of flexibility in the number of
meetings so that we can ensure that participants are ready for the final assessment
dialogue. In between the meetings you will be encouraged to meet up with others also
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completing the route, for support, debate and the discussion of learning teaching and
assessment matters. You will also be required to engage in independent work to draw
together evidence for each of the criteria in the UKPSF which will be stored within your
ePortfolio.
What will happen at the meetings?
MEETING 1: this will be an initial meeting to discuss with a group of participants the overall
process, introduce you to Mahara and provide training in its use. It will also be an
opportunity for you to explore the rationale for professional dialogue, the types of evidence
that you might include, and your development as a reflective practitioner. The meeting will
also provide an opportunity for you to meet your peer mentor.
Between meeting 1 and meeting 2 you are expected to begin to collate evidence that meets
the criteria of descriptor 4 as on page 2. You are encouraged to reflect on your professional
development and career to date to consider how your strategic leadership has had an
impact on student learning. The template documents (appendix 3) will help you to reflect on
your evidence as it meets the criteria of D4 and against which the final assessment will be
made. Evidence can include, your development of policy, strategies and procedures e.g. an
institutional or Faculty learning, teaching and assessment strategy with associated action
planning, evaluation of the success of such a strategy and how it has enhanced learning and
teaching; academic staff development policy strategically developed to improve the e
learning skills of staff; engagement in an institution- wide pedagogically focused project;
disseminating enhancement and pedagogic research findings internally and externally to
impact on others practice, evidence of your own professional development etc. Active
commitment to and championing of all Dimensions of the Framework, through work with
students and staff, and in institutional developments’ –functions as an overarching
descriptor in that it should be demonstrated through your examples and reflections. Your
peer mentor will have access to your Mahara ePortfolio and will be able to help you
evaluate your progress, add comments, etc.
MEETING 2: This is your professional dialogue meeting with your peer mentor to explore
and discuss the evidence you are collating against the criteria in the UKPSF at descriptor 4
with a particular emphasis on establishing how your strategic leadership and the impact you
have on student learning through your influence on others both inside the organisation and
in the wider external environment nationally/internationally. It is also intended to draw on
the scholarly nature of your pedagogic practice within the conversation and help you to
identify how you are critically reflecting on your practice and moving forward. At the end of
the meeting there will be agreement on what work still remains to be done and
identification of further evidence required within your ePortfolio.
MEETING 3: The final dialogic route meeting will comprise an assessment panel. It will be
made up of the Head of the Academic Development Directorate, a member of the Senior
Leadership Team, our external evaluator from another institution (who has experience of
managing a CPD framework) and an appropriate representative from the HEA. At least one
member of the panel will normally be PFHEA (with a minimum requirement that there is
one SFHEA). Prior to the meeting all members of the panel will have access to your
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ePortfolio. All members of the panel will be involved in this final dialogic assessment and are
responsible for making the final judgement and providing feedback. This final assessment
will ensure that you:





Show active commitment to and championing of all Dimensions of the Framework,
through work with students and staff, and in institutional developments (D4.1).
Demonstrated successful, strategic leadership to enhance student learning, with a
particular, focus on enhancing teaching quality in institutional and/or international
settings (D4.2).
Established effective organisational policies and/or strategies for supporting and
promoting others in delivering high quality teaching and support for learning (D4.3).
Championed, within institutional and/or wider settings, an integrated approach to
academic practice (D4.4).
Evidenced a sustained and successful commitment to, and engagement in, continuing
professional development related to academic, institutional and/or other professional
practices (D4.5).
The Outcome
Successful participants will subsequently be eligible for Principal Fellowship. Unsuccessful
participants will be given feedback and guidance on further development and support as
necessary.
How long will it take me to complete the Professional Dialogue Route?
This will very much depend on you and your commitments and how quickly you are able to
collate the evidence required within the ePortfolio and engage in the professional dialogue
meetings. It is anticipated that it should take a minimum of 3 months and a maximum of 6
months.
Who will the peer mentors be?
The peer mentor will initially be the Head of the Academic Development Directorate and
other staff who have successfully completed the direct HEA individual route to recognition
as a Principal Fellow.
What is a Mahara ePortfolio?
Mahara is YSJ’s official ePortfolio system. It is for use by staff and students and can be
shared with others either in whole or part for a variety of purposes. You will be provided
with training to get you started with Mahara if you are unfamiliar with it. In addition, there
is a growing range of resources including guides and e-bytes available on the following YSJ
webpages: http://www.yorksj.ac.uk/technology-enhanced-learning/technology-enhancedlearning/mahara---eportfolio.aspx
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THE PAPER ROUTE
The Principal Fellowship paper application will be a 4500 word account that provides
evidence of 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. The
evidence supplied must demonstrate how the applicant meets the requirements outlined in
descriptor 4 of the framework as embedded in the areas of activity, core knowledge and
professional values and that integrates subject and pedagogic research and/or scholarship
(Paper application appendix 4).
The application will consist of a 1500 word account that demonstrates how your practice
has developed over time and will include key activities/events/development that have
influenced you and enabled you to make an impact strategically in a successful and effective
manner. As you will not necessarily have immediate contact with learners, you will need to
draw on examples which illustrate understanding of the use and the value of the UKPSF and
how through others you impact on the students’ learning experience. The second part of
the application is two 1500 word case studies. This section should provide reflective
accounts of two particular contributions or roles which may include how the UKPSF has
been used to shape and develop policy, strategy and schemes and/or how effective strategic
leadership of academic practice/development has led to the development and
implementation of high quality student learning experiences. It is important to ensure that
throughout your paper application you demonstrate active commitment to and
championing of all Dimensions of the Framework, through work with students and staff, and
in institutional developments’ – this functions as an overarching descriptor in that it should
be demonstrated through your examples and reflections. All paper applications will be
assessed against the criteria as described on page 5 so it is important that in your
application you ensure you provide examples that demonstrate how you meet each of these
criteria. You may find it helpful to initially make use of the templates in appendix 3 to get
your thoughts in order.
You will be assigned a mentor to help you develop your application and you are advised to
discuss a draft before your final submission. The application template is in appendix 4.
Paper applications will be considered by an assessment panel. It will be made up of the Head
of the Academic Development Directorate, a member of our Senior Leadership Team, our
external evaluator who has experience of currently managing a CPD framework to D3 (we
would ensure that this was also the case, as and when this person is replaced) and an
appropriate representative from the HEA. At least one member of the panel will normally be
PFHEA (with a minimum requirement that there is one SFHEA). Successful applicants will be
eligible for Principal Fellowship of the HEA. Unsuccessful applicants will be provided with
feedback and encouraged to resubmit following further development.
STATEMENTS OF SUPPORT
The participant must also provide statements of support from three advocates who are in a
position to comment on your abilities as linked to the descriptor four of the framework. The
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advocates must include at least one who is a Fellow (or Senior or Principal Fellow) of the
HEA, another who is able to comment on the ways in which you have directly influenced
their own practice and be from a UK HEI. Additionally there is an expectation that one of
your advocates will be external to our institution.
It is advisable to permit your advocates to review your evidence within your ePortfolio or to
see a draft of your written application. It is your responsibility to collect the statements of
support and to provide them to the assessors at either your final professional dialogue or
when you submit your written application. Information for advocates can be found in
appendix 5.
HOW WILL QUALITY BE ASSURED AND ENHANCED?
Recognising Academic Practice, the YSJ CPD framework has been formally scrutinised by
HEA. This means that the University is now accredited to use the framework and the
processes within it to develop staff and to provide a means for individuals to gain
recognition at all four fellowships.
Quality will be assured through internal moderation between assessors and mentors and
amongst the assessors. Peer mentors and assessors will meet to discuss and ensure that
standards are fair and consistent in the way the professional dialogues are facilitated and
managed. Assessors will meet to ensure consistency across the assessments. Similarly paper
applications will be moderated between three of the assessors. An external evaluator has
been appointed who will review a sample of audio-taped dialogues and paper applications.
Additionally for the Principal Fellow the HEA will be invited to contribute to final dialogue
meetings and to review paper applications.
The team of individual staff, assessors and peer mentors, involved in facilitating this route to
Principal Fellowship, will take an on-going evaluative approach to this professional
development. We will evaluate the process and the assessment to ensure that we take
account of feedback that you provide both during and following its completion.
WHAT IS THE APPEALS PROCEDURE?
In addition to formal assessment outcomes (i.e. pass or ‘further development required’),
you will receive specific feedback around UKPSF criteria. If you disagree with an assessment
outcome (i.e. ‘further development required’), you can appeal against this decision. The
process of appeal will be to write to the Head of the Academic Development Directorate
clearly stating:



Which specific part(s) of the assessment feedback you disagree with
Why you disagree with the specific assessment feedback
Your desired outcome.
The Head of the Academic Development Directorate will respond to your request within 15
working days.
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WHO DO I CONTACT IF I NEED HELP?
If you need help generally about this professional development and feel you are unable to
speak to your peer mentor please contact Rebecca O’Loughlin, Educational Developer. If
your query is specifically about Mahara please contact the Technology Enhanced Learning
team.
References
Brockbank A and McGill I (2007). Facilitating Reflective Learning in Higher Education. Place:
McGraw Hill-International
Moon J (2004). A Handbook of A Handbook of Reflective and Experiential Learning: Theory
and Practice. Routledge Farmer, London.
Pilkington R (2010). Escalate News, Issue 18, November 2010.
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APPENDIX 1
Recognising Academic Practice
York St John University Continuing Professional Development Framework
Associate of the HEA
Support staff who are not engaged
in assessment of students but who have a
substantive element of their role in
teaching and learning
 Supporting learning in Higher
Education (30 M level credits)
Fellow of the HEA
All academic staff who teach and
support student learning
Senior Fellow of the HEA
Experienced staff who lead
and mentor others in the
enhancement of teaching
and learning
 Post Graduate Certificate in
Academic Practice (PCAP*)
 Post Graduate Diploma
 MA
Professional Dialogic/Paper Routes
Professional development activities that can be used as evidence for dialogic/paper routes:









New academic staff induction and survival kit
Peer Observation of Teaching and Learning
Writing retreats
Learning, Teaching and Assessment development workshops e.g. master classes and Technology Enhanced
Learning workshops
Pedagogic research activities
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Research Informed Teaching activities
Pedagogic conferences internal and external
Scholarly activities e.g. breakfast café, bespoke activities such as dialogue days and curriculum redesign events
SEDA Supporting Learning Technology and SEDA Embedding Learning Technology Awards
Principal Fellow of the HEA
Staff with sustained and effective record
of impact and influence on teaching and
learning at
strategic level
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APPENDIX 2
The UK Professional Standards Framework
The UK Professional Standards Framework provides a general description of the main dimensions of
the roles of teaching and supporting learning within the HE environment. It has two components:
1. The descriptors:
These are a set of statements outlining the key characteristics of someone performing four broad
categories of typical learning and teaching support roles within higher education.
2. The dimensions of practice:
These are a set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE

Design and plan learning activities and/or programmes of study

Teach and/or support learning

Assess and give feedback to learners

Develop effective learning environments and approaches to student support and guidance

Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
Core Knowledge that is needed to carry out those activities at the appropriate level

The subject material

Appropriate methods for teaching and learning in the subject area and at the level of the
academic programme

How students learn, both generally and within their subject/ disciplinary area(s)

The use and value of appropriate learning technologies

Methods for evaluating the effectiveness of teaching

The implications of quality assurance and quality enhancement for academic and professional
practice with a particular focus on teaching
Professional Values that someone performing these activities should embrace and exemplify

Respect individual learners and diverse learning communities

Promote participation in higher education and equality of opportunity for learners

Use evidence-informed approaches and the outcomes from research, scholarship and
continuing professional development

Acknowledge the wider context in which higher education operates recognising the
implications for professional practice
http://www.heacademy.ac.uk/assets/documents/ukpsf/framework-guidance-1.pdf
http://www.heacademy.ac.uk/ukpsf#whatisframework
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APPENDIX 3
Self-evaluation Document for Principal Fellow
Period
No
Description of engagement
From
Used as evidence for Descriptor
To
Examples of generic types of activity that could be used as
evidence.
Commitment to and championing of the use and value of all
dimensions of the UKPSF
Effective strategic leadership of academic practice/development
leading to the development and implementation of high quality
student learning experiences
Evidence that shows a sustained track record of effective strategic
leadership as it relates to the enhancement of learning teaching
and assessment in the following ways.
Levels’ of influence that will ultimately impact on the student
experience including evidence drawn from institutional, national
and/or international settings
Sustained engagement University wide and with external
audiences to develop exceptional pedagogic practice and/or
pedagogic research that is subsequently integrated into practice
Contributions made, for example, to subject pedagogy, innovative
approaches, and the evidence of effectiveness and impact at a
strategic level. This may include internal or external project work
Leadership, coaching and the support of others in the
development through effective organizational policies to enhance
teaching and learning
Professional and personal self-development activities
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4.1
4.2
4.3
4.4
4.5
What evidence can you provide that
demonstrates your achievements in this
area?
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APPENDIX 4
Principal Fellowship Application Form
Information about the Applicant
Name
Role (e.g. Programme Leader/ Admissions
tutor/ employability co-ordinator)
College/Discipline /Service
Length of employment
Total number of years in Higher Education:
Full or part time:
Please list any qualifications you hold
relevant to teaching and learning
Demonstrating a Sustained Track record
In no more than 1500 words provide evidence of how through your career you have
developed and sustained track record of effective strategic leadership as it relates to the
enhancement of learning teaching and assessment and the enhancement of the student
learning experience. It is important that you are able to demonstrate how this links to the
UKPSF and all aspects of descriptor 4 against which your application will be assessed. Active
commitment to and championing of all Dimensions of the Framework, through work with
students and staff, and in institutional developments’ –this functions as an overarching
descriptor in that it should be demonstrated through your examples and reflections.
You may identify specific career milestones, influential professional development activities,
engagement with significant others, specific University wide activities, engagement within
and without the institution as it relates to teaching, learning and assessment etc.
This section should provide reflective accounts of two (1500 words each) particular
contributions or roles which might include
Leading a change programme across the institution with a focus on learning and
teaching, conducting subject reviews, chairing validations, review of policies and
procedures; achieving recognition externally nationally/internationally for contribution
to conferences or publication of research; engaging in external networks including
external panel membership, contribution to professional bodies, external examining,
leading on internally and externally funded projects that make a significant contribution
to the development and innovation in teaching, learning and assessment.
APPENDIX 5
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Guidance notes for advocates, to support an application for Principal Fellow
The function of the statement of support is to provide a peer review of the applicant’s
practice and to support and supplement the information discussed in their Professional
Dialogue or within their written account.
Your statement should primarily refer to the applicant's experience and achievements in
strategically leading and influencing teaching and learning both here at York St John and in
the wider community in Higher Education nationally and/or internationally. Please refer to
his/her research record, where applicable, only insofar as this directly informs their impact
on student learning. Please provide practical examples to support your comments wherever
possible. Similarly, please comment on any innovative practice, contribution to
developments in teaching and learning at institutional level, or contribution to national
initiatives in developing approaches to teaching and learning within the discipline in which
the applicant is involved. You may also find it helpful to review the applicant’s ePortfolio
evidence summary page (for professional dialogic route) or to read the written account
(paper route).
There is no standard form for references but please refer to the relevant descriptor for the
Fellowship that the applicant is applying for, for details of the criteria for successful
recognition. Please note that for Principal Fellowship (descriptor 4) applicants there is an
emphasis on the applicant’s ability to demonstrate strategic leadership as this relates to
learning and teaching and an overall commitment to championing all dimensions of the
framework within their work with staff and students. The Higher Education Academy
expects the areas of activity, core knowledge and professional values of the UK
Professional Standards Framework for teaching and supporting learning in higher education
(UKPSF) to underpin the practice of those recognised by the Academy. Please provide
examples, where appropriate, of ways in which this underpinning is apparent in the
account. Please provide an electronic copy of the statement of support to the applicant and
ensure that it includes your name, email address, contact telephone number, job title, and
organisation (including department where applicable). Please also indicate how long you
have known the applicant, and in what capacity.
It is the applicant’s responsibility to collect the statement from you. We recognise that this
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is a different kind of reference from one that is normally required for promotion or job
appointment, as we are looking for evidence of commitment to and influence upon the
effectiveness of teaching and learning rather than general academic achievement. This is an
open statement of support so please make sure it is electronically signed and e-mailed to
the applicant so it can be included with their application. If you wish it to be confidential
please place it in a sealed envelope before giving it to the applicant. We may wish to contact
you to clarify points in your reference. If you need advice about the statement of support
please contact Rebecca O’Loughlin, Educational Developer.
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