Introduction
Continuing professional development (CPD) is defined as the engagement of individuals in the ongoing development of their skills, knowledge and abilities in order to maximise their potential and deliver exceptional learning and teaching. CPD includes internal and external activities such as peer observation, self- study, conference attendance and presentation, online courses, participation in working groups, in-house workshops, participating in research projects, mentoring etc.
CPD is normally underpinned by the requirements set by a professional body. These include: a minimum set of standards to be measured against; a requirement to engage in a cycle of scholarly activity; a shared set of values; and some form of regulation to ensure it is taking place, often selfregulation. Whilst these requirements are not formalised or mandatory for academics (other than through Professional Development Review), they are implicit through YSJ academic staff development and are embedded within the CPD framework as it maps against the UK Professional
Standards Framework (UKPSF). There is an expectation underpinned by the UKPSF and the values of
YSJ that professional development is on-going and that we continually strive to enhance the student experience through exceptional learning, teaching and assessment.
The CPD Framework
The York St John University Continuing Professional Development (CPD) Framework has been designed to demonstrate the range of educational development opportunities that are available across the University for new and existing academic staff, and academic support staff. The opportunities are provided for staff, by a number of departments including Staff development (HR),
Learning and Teaching Development, and the Children, Young People and Education (CYPE) unit of the Faculty of Education and Theology. Increasingly others are also participating in educational development, (Teaching Fellows etc.) offering sessions and support in many different ways.
The framework’s intention is to demonstrate both a progressive and flexible educational development structure. Linked to principle 5 of the Learning, Teaching and Assessment Strategy, the framework will help YSJ to “ensure the provision of professional development opportunities for all staff supporting learning and teaching that enhance academic practice, recognise and reward outstanding practice, and support innovation and risk-taking”. It offers both academic accredited and externally accredited awards (SEDA, HEA) as well as a range of non- accredited experiential activities. The core non-accredited elements include a new staff induction two day event, a
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refreshed peer observation of teaching and learning process, a Learning and Teaching event and a series of master class workshops offered throughout the year.
The UKPSF
The YSJ CPD framework is mapped to the UK Professional Standards Framework (UKPSF) to reflect our commitment to embrace the standards and professional values associated with excellence in teaching practice as it is recognised across the higher education sector. The UKPSF (appendix 1) consists of a set of descriptors that outline the key characteristics of four broad categories of teaching and learning roles in higher education and the dimensions of practice (areas of activity, core knowledge and professional values) involved in those roles.
The YSJ CPD framework shows how staff can progress and gain accreditation as an Associate, Fellow and Senior Fellow of the Higher Education Academy (HEA). Within the formal accredited part of the framework we are creating a route for experienced teaching staff (individuals who have not completed PCAP) to become Fellows of the HEA. It is our intention that this will comprise an assessed dialogic process for individuals to present evidence of sound pedagogic practice that enables them to gain accreditation at Descriptor 2. A similar professional development opportunity for those leading pedagogic enhancement and innovation to gain accreditation to Descriptor 3 and achieve Senior Fellowship of the HEA will be available in 2012. (The submission for this accreditation is currently with the HEA for approval)
The scholarly nature of CPD
With the increasing pace of change and demands placed on academic staff, Brew (2010) argues that the role of scholarly work will play an increasing part in developing a critically reflective approach to academic practice. As she suggests, the role of inquiry should continue to be encouraged to support change processes and facilitate scholarship within all types of academic practice. With that in mind it is important to emphasise the research and teaching nexus within aspects of the CPD framework.
Staff are encouraged to engage in pedagogic projects and research activities as these link to their teaching practice. This will strengthen rationales for what and how we do things and encourage a reflective approach to teaching, learning and assessment.
What YSJ expects of staff
All staff are expected to participate in professional development activities designed to improve the effectiveness and efficiency of the University's operations, and this includes developing exceptional learning, teaching and assessment practice. Staff are expected to keep up to-date to enhance their pedagogic practice and are encouraged to engage in pedagogic research. All new academic staff are
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expected to complete PCAP within one year of commencing their employment at YSJ and other staff, e.g. technicians and PHD students, will be offered the opportunity to enhance their teaching skills by participation in the single module “Supporting Learning in Higher Education.”
This framework will be used within the professional development review process to assist managers and staff to reflect on engagement in educational development and assist with future planning.
Examples of how staff might engage with the framework
The following examples demonstrate a variety of scenarios of staff accessing staff development within the framework.
Scenario 1
Members of academic staff who are new to teaching complete the two- day survival kit and induction, and enrol on PCAP which they complete by the end of year one. Additionally, they attend the University Learning and Teaching Event and participate in a range of Moodle workshops.
They become Fellows of the HEA.
Scenario 2
A new member of staff (not new to teaching in Higher Education, and already a Fellow of the HEA) completes day 2 of the new staff induction designed to introduce staff to Moodle and network with others. Being interested in technology enhanced learning, he or she completes the SEDA award
Supporting Learning Technology (SLT) and attends a range of workshops across the academic year to develop pedagogic practice.
Scenario 3
An experienced member of staff interested in gaining recognition of her expertise completes the dialogic assessment route and becomes a Fellow of the Higher Education Academy; she completes, by APEL, both SLT and Embedding Learning Technology(ELT), and attends a range of experiential workshops. She engages in POLT and supports other new staff through mentoring. She engages in a pedagogic research project that investigates student engagement with problem based learning.
Scenario 4
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An experienced member of staff, already a fellow of the HEA, completes SLT and ELT by APEL, attends and presents at pedagogic conferences and delivers workshop sessions internally for others.
He has begun to present his innovation sin pedagogic practice externally to the wider HE sector. He engages in a range of pedagogic projects and encourages others to collaborate. He is a key supporter of others in POLT and a mentor to new staff. He applies for a University Teaching
Fellowship and is interested in completing the dialogic assessed route to Senior Fellowship of the
HEA.
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The Framework
UK Professional
Standards
Framework
Descriptor 1
Support staff who are not engaged in assessment of students but who are involved in teaching and learning
(denoted as
Associate Fellow of the HEA)
Descriptor 2
All academic staff
(denoted as
Fellow of the HEA)
Descriptor 3
Staff with leadership roles relating to enhancement of teaching and learning who may or may not be
Teaching Fellows
(denoted as
Senior Fellow of the HEA)
Formal
Academic/Professional
Accredited o Supporting learning in Higher Education
(30 M level credits)
Formal Professional
Accredited o SEDA
Supporting
Learning
Technology o SEDA
Embedding
Learning
Technology o Post Graduate
Certificate in
Academic Practice
(PCAP*) o Post grad. Diploma o MA o SEDA SLT o SEDA ELT o Dialogic Route
**UKPSF D2 o Possible application for University Teaching
Fellowship o Dialogic Route** to UKPSF D3
Experiential o New academic staff induction and survival kit o Peer
Observation of
Teaching and
Learning o Writing retreats o Learning,
Teaching and
Assessment development workshops e.g. master classes;
Technology enhanced learning workshops o Pedagogic research activities o Research
Informed
Teaching activities o Pedagogic conferences internal and external o Other scholarly activities e.g. breakfast café, bespoke activities such as dialogue days and curriculum redesign events
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Individuals will have engaged in a mix of professional and academic accredited CPD and experiential as above and will use this to support application to either UKPSF Descriptor 2 or 3.
Academic Development 15, (2) 105-116
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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.
Descriptor 1 (Associate Fellow)
Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:
I. Successful engagement with at least two of the five Areas of Activity
II. Successful engagement inappropriate teaching and practices related to these Areas of Activity
III. Appropriate Core Knowledge and understanding of at least K1 and K2
IV. A commitment to appropriate Professional Values in facilitating others’ learning
V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities
VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities
Descriptor 2 (Fellow)
Demonstrates 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
Descriptor 3 (Senior Fellow)
Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of:
I. Successful engagement across all five Areas of Activity
II. Appropriate knowledge and understanding across all aspects of Core Knowledge
III. A commitment to all the Professional Values
IV. Successful engagement in appropriate teaching practices related to the Areas of Activity
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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
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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