Keele Learning and Teaching
Professional Development Pathways
HEA CPD Route Handbook
2014/15
www.keele.ac.uk/heacpdroute
Contents
Page
Welcome and Introduction
1
PART A: The different categories of HEA Fellowship
and routes at Keele to attaining Fellowships
1) Categories of HEA Fellowship
2) Routes to Fellowship at Keele
i) HEA accredited qualification programme routes
ii) HEA CPD Route
iii) HEA Direct Application route
4
5
6
6
7
7
PART B: The HEA CPD Route: Guidance on how to achieve HEA recognition
1) Producing the evidence for HEA recognition
2) Dimensions of the UKPSF
3) Activities required for producing evidence
4) Submitting your evidence
5) How will the evidence be judged?
6) Support for CPD Route participants
7) Referees or Advocates
8) Planning to submit evidence and proposed timeline
9) Late submissions – procedure
10) Recognition of Prior Experience or Learning
11) Applying for recognition to the HEA
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9
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10
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12
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13
15
15
15
Part C: Producing the evidence for the specific categories
of Fellowship: Associate, Fellow, Senior Fellow and Principal Fellow.
Tasks to be completed for all categories
Oral, Word/PDF doc. or Pebble Pad submissions
AFHEA – producing the evidence
FHEA – producing the evidence
SFHEA – producing the evidence
PFHEA – producing the evidence
16
18
23
30
37
PART D: Guidance for Mentors, Independent Internal Reviewers (IR),
Referees and Advocates
1) Guidance for mentors
2) Guidance for internal independent reviewers - including IR Review forms
3) Guidance and forms for Referees and Advocates
43
44
48
63
PART E: Appendices and resources list
Appendix 1: HEA CPD Roles and Responsibilities
Appendix 2: Review, Approval, Recognition, Appeals/Complaints
Appendix 3: Management of the CPD portfolio scheme
Appendix 4: Evaluation of the CPD Route
Appendix 5: Confidentiality
Appendix 6: Resources list
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79
Welcome to Keele’s Continuing Professional Development Route for Fellowship of
the Higher Education Academy (HEA CPD Route)
Thank you for deciding to participate in the HEA CPD Route. We hope that you will benefit
from the programme and enjoy working with your mentor and colleagues to produce
evidence towards the UK Professional Standards Framework for Higher Education (UK
PSF 2011) and to gain recognition for Fellowship from the Higher Education Academy
(HEA). There will be a number of ways in which you will be supported to complete your
submission and we hope this handbook will be a useful guide.
The Higher Education Academy (HEA) is a national body for learning and teaching in
higher education (www.heacademy.ac.uk). The HEA is committed to the recognition and
reward of professional practice and in supporting individuals to develop their expertise
throughout their career (HEA 2013). The HEA recognises the importance and value of UK
Professional Standards Framework (UK PSF, 2011) and is dedicated to promoting the
professionalism of staff who teach or support learning in higher education. The HEA offers
four categories of Fellowship, aligned with UK PSF Descriptors, to provide formal
recognition of an individual's professional standing and expertise as their role in HE
broadens and deepens. Further it is anticipated that HEA recognition will help to drive
improvements in learning and teaching and to raise its profile and prominence in relation
to research in the HE sector.
Keele University has a commitment to ensuring that teaching staff are being developed in
line with the UK PSF to gain recognition as learning and teaching specialists whose
practice will impact positively on the student experience. The University’s Learning and
Teaching Strategy 2011-15 (Keele 2011, 6c and 6d) commits the Learning and
Professional Development Centre (LPDC) to strengthen the University’s engagement
with the HEA, including the provision of support to increase the number of staff achieving
recognition/Fellowship.
Staff contact details:
Head of LPDC: Jackie Potter: j.a.potter@keele.ac.uk
Programme lead: Barbara Walmsley: b.walmsley@keele.ac.uk
CPD & Programme Administrator: Rachel Rettinger: r.l.rettinger@keele.ac.uk
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The HEA (2005) defines CPD as follows:
“Any process or activity, planned or otherwise, that contributes to an increase in or the
maintenance of knowledge, skills and personal qualities related to learning and teaching
and broader academic practice. This includes appropriate research and scholarly activity
and the leadership, management and administration of academic provision and support”
(HEA, 2005)
Aims of the HEA CPD Route
The CPD Route aims to:

Align with and promote the UKPSF and reflect the aspirations of the HEA

Contribute to achieving, enhancing and developing the University's strategic
objectives for learning and teaching and staff development.

Be effective in supporting and enabling Faculty/School/Departmental learning and
teaching strategies.

Enable participants to enhance and develop their professional practice by providing
opportunities to evidence that development where appropriate.

Contribute to individuals’ career development by supporting and informing
innovative and reflective practice.

Contribute to the enhancement of the student experience.

Be collaborative and harness expertise from across the institution.

Offer flexible and creative opportunities for staff to engage in professional
development that is meaningful to them and supports them in enhancing their
practice.

Provide opportunities for peer to peer learning, networking and dissemination.
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How to use this handbook
This handbook will provide guidance for all those who have an interest in the HEA CPD
Route:
 Participants (staff at Keele who are experienced and have significant learning and
teaching responsibilities)
 Mentors
 Independent Internal Reviewers (IRs)
 Referees and Advocates
 External advisors
 HEA consultants
 Workshop facilitators
 Keele Learning and Teaching Professional Development Pathways Executive
Group
 LPDC Faculty liaison tutors
 Heads of School and Line Managers
This handbook is divided into several sections: Part A contains general guidance, with
Parts B, C, and D being specifically relevant to individuals who have a particular role on
the programme. Part E includes additional information and resource list in Appendices.
Part A: The different levels of UKPSF Fellowship and routes at Keele to attaining
Fellowships are explained
Part B: The HEA CPD Route: Guidance on how to achieve HEA recognition
Part C: Producing the evidence for the specific categories of Fellowship: Associate,
Fellow, Senior Fellow and Principal Fellow
Part D: Guidance for mentors and independent internal reviewers
Part E: Appendices and resources list
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PART A: The different categories of
UK PSF Fellowship and routes at Keele to
attaining Fellowships
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1) Which category of Fellowship can you apply for?
Categories of fellowship are referred to as Descriptors in the UK PSF; these are a set of
statements outlining the key characteristics of someone evidencing four broad categories
of typical teaching and learning support roles within Higher Education.
 Descriptor 1 = Associate Fellow of the Higher Education Academy (AFHEA)
 Descriptor 2 = Fellow of the Higher Education Academy (FHEA )
 Descriptor 3 = Senior Fellow of the Higher Education Academy (SFHEA)
 Descriptor 4 = Principal Fellow of the Higher Education Academy (PFHEA)
You don’t necessarily have to start as an Associate Fellow and work through to Fellow,
Senior Fellow and Principal Fellow. You can gain recognition for any category (Descriptor)
depending on your current role and recent experience. Evidence used to support an
application should normally be in the context of an individual’s recent and current work.
Examples from previous work and practice can be used as long as it is relevant to current
work and practice. The categories of Fellowship are outlined as follows:
Title and Descriptor
Examples of the staff this category is aimed at:
Associate Fellow of the Higher Education a. Early career researchers with some teaching
responsibilities (e.g. PhD students, GTAs, contract
Academy
researchers/post-doctoral students etc.)
AFHEA
b. Staff new to teaching (including those with part-time
academic responsibilities)
Descriptor 1
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, or who have a limited teaching portfolio
Fellow of the Higher Education Academy a. Early career academics
FHEA
b. Academic-related and/or support staff holding
substantive teaching and learning responsibilities
Descriptor 2
c. Experienced academics relatively new to UK higher
education
d. Staff with (sometimes significant) teaching-only
responsibilities including, for example, within
work-based settings
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Senior Fellow of the Higher Education
Academy
AFHEA
Descriptor 3
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
c. Experienced staff with departmental and/or wider
teaching and learning support advisory
responsibilities within an institution
Principal Fellow of the Higher Education
Academy
PFHEA
Descriptor 4
a. Highly experienced and/or senior staff with wideranging 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 policy-making in the area of teaching and learning
c. Staff who have strategic impact and influence in
relation to teaching and learning that extends beyond
their own institution
For more information you can go to www.heacademy.ac.uk. You can discuss what might
be the most appropriate category for you to apply for with your Head of School or Line
Manager and/or colleagues
2) Which route is appropriate for you? There are several routes to HEA Fellowships,
before proceeding with your application to the HEA CPD Route you could consider
whether a different route might be appropriate for you:
i)
HEA accredited qualification programme
ii)
HEA CPD Route or
iii)
Direct application to the HEA.
i) HEA accredited qualification programme routes: these routes are for new and
inexperienced staff who have a significant teaching role. You will need the approval of your
Head of School or Line Manager to apply for these routes; you will also need to have been
allocated a mentor. They are accredited by the HEA for AFHEA and FHEA categories and
have M level credits. Staff can progress onto Diploma and Masters qualifications in
Learning and Teaching.
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The following programmes are available:
Teaching and Learning in Higher Education Programme (TLHEP)
To apply to the Learning and Professional Development Centre, complete an application
form and return it to the programme administrator at: lpdc@keele.ac.uk
Programme Leader: Rob Stannard: r.a.stannard@keele.ac.uk (School of Public Policy and
Professional Practice)
CPD & Programme Administrator: r.l.rettinger@keele.ac.uk (Learning and Professional
Development Centre)
Post Graduate Certificate in Medical Education
Apply to The Medical School by emailing c.church@keele.ac.uk
Programme Leader: Charlotte Hart, The Medical School: c.hart@keele.ac.uk
ii) HEA CPD Route
See Part B of this Handbook. This route is for experienced staff (academic, support,
technical) with a minimum of two years teaching at HE level 4 or above of the Framework
for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ).You
will need the approval of your Head of School or Line Manager to apply for this route. You
will also need to have been allocated a mentor.
Apply to the Learning and Professional Development Centre, complete an application form
and return it to: lpdc@keele.ac.uk
Programme leader: Barbara Walmsley at the Learning and Professional Development
Centre: b.walmsley@keele.ac.uk
CPD & Programme Administrator: Rachel Rettinger at the Learning and Professional
Development Centre: r.l.rettinger@keele.ac.uk
iii) HEA Direct Application route
Staff can apply directly to the HEA. This will involve a cost to the individual. For more
information visit the HE Academy website at http://www.heacademy.ac.uk/professionalrecognition
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PART B: The HEA CPD Route:
Guidance on how to achieve HEA
recognition
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1) Is the HEA CPD Route for you?
The HEA CPD Route is offered to experienced staff within the HE sector who teach or
support learning at FHEQ Level 4 and above, usually with a minimum of 2 years teaching
for AFHEA and FHEA, 2 years in a leadership role for SFHEA and 2 years in a strategic
role in HE for PFHEA.
What evidence will you need to demonstrate?
You will need to show that you have a successful track record in learning and teaching and
that you can critically reflect on your practice. Your evidence will need to be current
(usually within the last five years of your employment in the HE sector). You will need to
provide evidence that aligns with one of the UKPSF Descriptor levels (D1, D2, D3, D4)
and the dimensions of the UKPSF: Areas of Activity, Core Knowledge and Professional
Values.
2) The Dimensions of the UKPSF
Areas of Activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and
guidance
A5 Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional practices
Core Knowledge
K1 The subject material
K2 Appropriate methods for teaching
and learning in the subject area and at the level of the academic programme
K3 How students learn, both generally and within their subject/disciplinary area(s)
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality enhancement for academic and
professional practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and
continuing professional development
V4 Acknowledge the wider context in which higher education operates
recognising the implications for professional practice.
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How will you provide the evidence for the Descriptor and Dimensions?
You will need to complete the following activities:
 Registration form outlining your career in Higher Education.
 Evidence of a successful track record in learning and teaching activities to provide
evidence towards either D1, D2, D3 or D4 cross referenced to core knowledge and
professional values.
 Case studies to demonstrate critical reflective practice and show evidence of
achievement and success.

Evidence file – an electronic file to that contains documents to provide evidence of
the activities identified in your Track Record and Case Studies.
 An action plan for progression and remaining in good professional standing.
 Records of meetings with your mentor.
 Two References (D1, D2, D3) or three Advocates' statements (D4).
 On-line evaluation form.
 Submission of evidence checklist
How will you demonstrate success and achievement in learning and teaching?
Your registration form will provide an outline of your career to date with respect to learning
and teaching activities. Your evidence will draw on your more recent roles and
responsibilities. You will show that you will have a sustained and successful track record in
learning and teaching by completing a grid that lists learning and teaching activities which
you will cross reference to a relevant descriptor and the dimensions of core knowledge and
professional values. Your registration form and track record aim to show the breadth of
your experience and how this aligns with the UK PSF. You will then complete case studies
to show the depth of your experience. You will critically reflect on your practice. This means
that you will evaluate your learning and teaching activities with respect to how they
demonstrate a specified UKPSF descriptor and dimensions. You will draw on pedagogic
knowledge, theory, research, law and policy to show how your practice has been informed
by a range of perspectives. The overall aim of your case studies is to demonstrate your
impact and influence on learning and teaching and in view of this you will need to include
feedback from colleagues, students, externals and others, for example referees or
advocates. Additionally you will provide an electronic evidence file or hyperlinks to
documents that demonstrate a sustained track record of success and your achievements in
learning and teaching. You will need to include evidence of maintaining professional
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development activities and indicate how these have enhanced your practice. Your report of
mentor meetings and your action plan will provide evidence of your engagement in
professional development activities and offer direction for progression and remaining in
good professional standing. Referee and advocate statements will need to be aligned with
the UKPSF, guidance is available on the HEA website (www.heacademy.ac.uk) and in this
handbook PART D page 63.
4) Submitting your evidence
You will submit your evidence to the HEA CPD Route programme leader at the LPDC.
There are three ways to submit your evidence: a word document, Pebble-Pad or by
professional discussion. There will be two submission dates each academic year. You will
indicate on your application form which date you intend to submit and the method by
which you will submit (word document, Pebble-Pad, professional discussion).
5) How will your evidence be judged? (see Part D guidance for Internal Independent
Reviewers, (IR) and Appendix 2).
Two internal independent reviewers (IR) will judge written submissions (including via PebblePad), and/or professional discussions for Associate and Fellow applicants. All Senior Fellow
and Principal Fellow submissions will be reviewed by two IRs and by members of the
Recognition Panel. Independent reviewers will judge the quality of your evidence, indicate if
you have met the relevant HEA descriptor and provide written feedback. If the independent
reviewers cannot agree on your evidence a third reviewer will be asked to judge your
evidence. Oral presentations will be recorded for moderation purposes. Independent
reviewers will make recommendations to the Recognition Panel. Recognition Panels will
adhere to University protocols for Examination Boards. The Recognition Panel will verify
recommendations. The Recognition Panel will provide feedback and guidance to individuals
whose evidence does not meet the descriptors for the category of Fellowship for which they
have applied. The Recognition Panel will respond to appeals and complaints in accordance
with University guidance. (Appendix 2: Review, Recognition, Appeals/Complaints). A sample
of AFHEA and FHEA submissions (25%) will be reviewed by members of the Recognition
Panel and an external advisor who will attend Recognition panels. All Senior and Principal
applications will be reviewed by the Recognition Panel with a sample reviewed by an external
adviser.
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6) What support can you expect to complete your submission?
There will be a range of opportunities for support;

Workshops – introductory and follow up. An introductory workshop will be offered
by the LPDC twice yearly. Follow up workshops will be offered between 2/3 months
after the first workshop. For Senior and Principal Fellows workshops will focus on
educational leadership

Mentor – you will have a mentor, this will be someone who is senior to you or an
experienced member of staff. They may be an HEA Fellow or have a National
Teaching Award or a Keele Excellence award (see Part D: guidance for mentors).

Head of School/Line Manager, Faculty HEA link tutor/colleagues – may offer
informal support.

LPDC workshops and programmes – selected workshops and programmes have
been mapped against UKPSF criteria. A menu is available on the HEA CPD Route
space in the Keele Learning Environment (KLE). It is anticipated that you will be
able to meet identified gaps in your knowledge and skills by attending/accessing
LPDC workshops and programmes.

On-line blogs/discussion groups via the HEA CPD Route KLE

HE Academy website – provides information about current issues, research and
practice on HE

Referees and Advocates - you will be able to discuss your application with your
referees or advocates
 Reading/resource list – provided with this Handbook, including website addresses
7) Who can be your referees or advocates? (see part D, Appendix 2 Referee and
Advocate forms)
We will follow the HEA guidance for referees and advocates to be found on the HEA
website www.heacademy.ac.uk. For Fellowship categories the function of referees is to
provide an informed peer review of participants’ eligibility for Fellowship using their
knowledge of the participants’ work and the context in which they teach and/or support
learning. Referees should be experienced staff and be able to comment knowledgeably,
and from first-hand experience on participants' current role and any other relevant
activities recently undertaken. At least one of the references should either be a Fellow (or
Senior Fellow or Principal Fellow) of the Higher Education Academy, or an appropriate
experienced member of staff working for a higher education provider. All referees need to
be familiar with the UKPSF. For D1, D2 and D3 categories of Fellowship two referees will
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be required. Referees will be provided with an HEA copy of the Guidance Notes for
Referees (DOC, 76KB). Principal Fellows (D4) will require statements from three
advocates; one advocate will need to be external to the University. The role of the
advocates, through knowledge and understanding of the participant's work, is to support
and recommend them for Principal Fellow. Advocates will need to be in a position to
comment the participant's record of effectiveness in relation to their strategic role in
supporting academic development and practice. Advocates should be experienced staff,
familiar with the UKPSF and be able to comment from first-hand experience on the
participant’s current role. Advocates will be provided with a copy of the HEA Guidance
Notes for Advocates (DOC, 86KB). Referees and Advocates are requested to comment
about your experience, success and achievements with respect to the UK PSF Descriptor
relevant to your application for HEA Fellowship (see PART D page 63)
8) How can you plan to complete your submission?
When completing your portfolio it is useful to devise a time line. We have identified 5
stages for you to consider.
Apply – Complete your registration form and send this to your Head of School/Line
Manager who needs to agree to your application and allocate you a mentor. The HEA CPD
Route registration form provides an outline of your career to date, the name of your
mentor, the names of referees or advocates, the date by which you intend to submit and
the method by which you will submit your evidence (word document, Pebble-Pad, oral
presentation).
Engage - Attend an introductory workshop, develop an action plan and time line and
arrange meetings with your mentor
Reflect - Prepare your evidence, meet with your mentor, contact referees or advocates,
and attend CPD workshops or other events to meet identified gaps in your evidence
Review - Attend an LPDC workshop to review and develop your evidence with others,
meet with your mentor to critically discuss your evidence and draw up action plan for
progression and remaining in good professional standing. Prepare evidence for
submission.
Submit – Submit a word document and/or Pebble-Pad to LPDC HEA CPD Route
programme administrator on the submission date. If you are opting for an oral presentation
the HEA CPD Route programme leader will contact you prior to the submission date and
let you know who will be the reviewers for your presentation. You will make contact with
the reviewers to arrange a mutually convenient date. Oral presentations will take place
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during the 3 week marking period. You will receive help with room finding and recording
equipment if required.
APPLY
ENGAGE
REFLECT
REVIEW
SUBMIT
Discuss plans
for
Recognition
with HoS/LM
Mentor
Workshop
Action Plan
Record
Identify evidence
CPD workshops
Progress
Record
Portfolio
Action Plan
Ready to
submit
Pebble-Pad
Word Doc
Oral
Evaluate
Suggested Timeline for submission of evidence (6 months or 12 months)
APPLY
Discuss plans for
Recognition
with HoS/LM
One year in advance - SPRE, WAM, CPD planning
One month in advance of HEA CPD route – Complete registration
form and send to LPDC
ENGAGE
Mentor
Workshop
Action Plan
Record
Month 1 - Introductory LPDC workshop, meeting with mentor
REFLECT
Identify evidence
CPD workshops
Progress
Record
Months 2 and 3 - meeting with mentor, workshops to meet
identified development needs
REVIEW
Portfolio
Action Plan
Ready to submit
Months 4 and 5 - Follow up LPDC workshop, meeting with mentor
SUBMIT
Month 6 - submit evidence to programme administrator, indicate
Pebble-Pad
Word Doc
Oral
Evaluate
availability for oral presentation. Request extension for next hand
in date (discussion with HoS or LM and mentor)
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9) What do you need to do if you cannot meet the submission date?
You will need to contact your Head of School/Line Manager to discuss your reasons and
plan how you can submit for the next submission date if completion is not feasible. The
LPDC programme administrator will need to be informed by the Head of School/ Line
Manager of decisions made.
10) Recognition of Prior Experience and Learning
You will be able to use evidence prior to your employment at Keele; this will need to have
currency (usually within the last five years of your employment in the HE sector). It is
advisable for you to have been employed at Keele for a year prior to starting on the CPD
Route. During this time you might want to engage in CPD workshops to prepare evidence
for your application. You may have started a CPD Route at another HEI prior to your
employment at Keele. In this case we have procedures in place to recognise the work you
have completed and to map your evidence against the relevant HEA descriptor. You will be
supported to complete outstanding evidence. You will submit your claim in writing with your
evidence to the CPD Route programme leader, who along with an IR will consider your
evidence. The Head of the LPDC will review their decision and recommend actions to be
taken.
11) What happens once my evidence is judged as successful?
You will complete an online HEA fellowship application form. You will return the form to the
CPD Route programme administrator; it will be signed by the Head of the LPDC and
forwarded to the HEA. You will receive a letter from the HEA confirming your recognition
as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the HEA. You will find
a copy of the Fellowship application form on the HEA website.
*** It is anticipated that this procedure will be superseded by an online process. On
successful completion of the HEA CPD Route your name will be forwarded by the LPDC to
the HEA and a certificate will be sent to recognising you as a Fellow (AF, F, SF or PF of
the HEA.
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PART C: Producing the evidence for
the specific categories of Fellowship:
Associate, Fellow, Senior Fellow and
Principal Fellow.
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Evidence documents for:
Associate Fellowship (AFHEA)
Fellowship (FHEA)
Senior Fellowship
Principal Fellowship
All categories of Fellowship will need to complete the following activities:
 Registration form outlining your career in Higher Education.
 Evidence of a successful track record in learning and teaching activities to provide
evidence towards either D1, D2, D3 or D4 cross referenced to core knowledge and
professional values.
 Case studies to demonstrate critical reflective practice and show evidence of
achievement and success.

Evidence file – an electronic file to that contains documents to provide evidence of
the activties identified in your Track Record and Case Studies.

Records of meetings with your mentor.
 An action plan for progression and remaining in good professional standing.
 Two References (D1, D2, D3) or three Advocates' statements (D4).
 On-line evaluation form.
Presenting your evidence: Oral, written (Word/PDF doc.) or Pebble-Pad
You are required to provide the following in a Word/PDF document or in Pebble Pad

Application form.

Evidence file

Record of meetings with mentor or equivalent where applicable.

Action Plan.

References and Advocate statements.
You can choose to present your evidence of a sustained successful track record and
success and achievement either in writing (Word/PDF document, Pebble Pad) or via an
oral presentation (professional discussion). Presentations will be timed, approximately, as
follows for the different categories of Fellowship: AF = 30 minutes F = 40 minutes SF = 50
minutes PF = 60 minutes.
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Associate Fellowship
AFHEA
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1) Associate Fellow of the HEA (AFHEA) – evidence
If you meet one of the following criteria and you have at least 2 years’ experience of
teaching at FHEQ level 4 or above then you can apply for Associate Fellowship via the
HEA CPD Route:
i) Support academic provision (e.g. learning technologists, learning developers
and learning resource/library staff).
ii) Undertake demonstrator/technician roles that incorporate some teaching-related
responsibilities, or,
iii) Are experienced in relevant professional areas who may be new to teaching and/or
supporting learning, or who have a limited teaching portfolio.
The evidence you will need to produce for AFHEA recognition:
Criteria (Descriptor 1.1 – 1.6)
Suggested Evidence:
Your evidence
D1.1 Successful engagement with at
least two of the five Areas of Activity
plus A5:
A1 Design and plan learning activities
and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning
environments and approaches to student
support and guidance
A5 Engage in continuing professional
development in subjects/disciplines and
their pedagogy, incorporating research,
scholarship and the evaluation of
professional practices
Scheme of work
1) Evidence of a sustained track
record
i) Registration form
ii) List up to 6 teaching and learning
activities that provide evidence for at
least two Areas of Activity plus A5 of
the UKPSF Descriptor D1, identify
Core Knowledge (at least K1 and K2)
and Professional Values (all
elements).
D1.2 Successful engagement in
appropriate teaching and practices
related to these Areas of Activity
D1.3 Appropriate Core Knowledge and
understanding of at least K1 and K2
D1.4 A commitment to appropriate
Professional Values in facilitating
others’ learning
D1.5 Relevant professional practices,
subject and pedagogic research and/or
scholarship within the above activities
D1.6 Successful engagement, where
appropriate, in professional
development activity related to
teaching, learning and assessment
responsibilities
Session plan
Teaching aid
Anonymised assessment
feedback
Evaluation of sessions
Your reflection on National
Student Survey results for
your area
Evidence of your
engagement in professional
development in own
discipline
Examples of an online
environment
Mentoring or tutoring plans
and notes
Photos of equipment set up
in a relevant setting
2) Evidence of success and
achievement
Between 2/3 reflective case studies
of your performance with respect to
three UKPSF D1 Descriptors
including D1.6 to show how core
knowledge (x2) and professional
values have informed your learning
and teaching practice. Evidence of
developmental activities (A5 and
D1.6) to improve performance needs
to be demonstrated 1500 – 2000
(max) words.
3) Electronic evidence file
4) Record of meetings with mentor
5) Action plan
6) Two references
Registration form: can be accessed by emailing: lpdc@keele.ac.uk or at
Page | 19
www.keele.ac.uk/heacpdroute
Evidence of a sustained and successful track record of learning and
teaching:
List up to 6 Areas of Activity (select 2 from A1 – 4 plus A5) that provide evidence for
UKPSF Descriptor D1, identify Core Knowledge (at least 2) and Professional Values (all)
No. Area of Activity (at least 2
A1-A4, plus A5)
From To DeDescriptor: Core knowledge Professional
D1.1 - D1.6 (CK x 2)
Values (PV all)
Evidence of success and achievement
Between 2/3 reflective case studies of your performance to evidence 2 UKPSF D1
Descriptors plus D1.6 to show how core knowledge (x2) and professional values have
informed your learning and teaching practice. Evidence of developmental activities (A5
and D1.6) to improve performance needs to be demonstrated 1500 – 2000 (max) words.
Evidence file – an electronic file to that contains documents to provide evidence of
the activities identified in your Track Record and Case Studies. It is advisable to select the
most convincing evidence, avoid including documents that are too general or tenuous. You
could annotate the documents to indicate their relevance.
Record of meetings with mentor (minimum of 3)
The final meeting could include a discussion of the participants Action Plan and also be an
opportunity for a rehearsal of the oral presentation (professional discussion).
Date
Agenda
Discussion/Actions
Applicant's signature:
Date:
Mentor's signature:
Date:
Signed
Page | 20
Action Plan – progression to FHEA/other and planning for remaining in good
professional standing. It would be useful to discuss your Action Plan with your mentor and
refer to the Code of Practice for Fellowship of the HEA
(www.heacademy.ac.uk/remainingingoodstandingcodeofpractice). When considering your
areas for development (goals) you could use the SMART approach, identify up to three
objectives or goals that are Specific, Measurable, Achievable, Realistic and Time-limited.
Finally you could take this Action Plan to your next SPRE meeting to discuss with your
Head of School or Line Manager, in this way there will be continuity between your HEA
Fellowship application, your CPD and remaining in good professional standing.
Name:
FHEA Descriptors
Date:
UKPSF
Dimensions
What aspects
of the UKPSF What will you do
How will you
would you
to develop these What timescale know if you have
want to
aspects of your will you work to?
been
develop in
practice?
successful?
your practice?
Successful
engagement
across all five
Areas of Activity
Appropriate
knowledge and
understanding
across all aspects
of Core
Knowledge
A commitment to
all the
Professional
Values
Successful
engagement in
appropriate
teaching practices
related to the
Areas of Activity
Area of Activity
(A1-A5)
Core
Knowledge
(K1-K6)
Professional
Values
(V1-V4)
Successful
incorporation of
subject and
pedagogic
research and/
or scholarship
within the above
Page | 21
activities, as part
of an integrated
approach to
academic practice
Successful
engagement in
continuing
professional
development in
relation to
teaching, learning,
assessment and,
where appropriate,
related
professional
practices
Two references: to be submitted by e-mail from your referees to HEA CPD Route
programme administrator who will include them in your submission see HEA Guidance
Notes for Referees (DOC, 76KB), also PART D, page 63 of this Handbook.
HEA CPD Route – Evidence Checklist
Before submitting your evidence, please complete the following checklist:
I am applying for:
Associate Fellowship of the HE Academy
Fellowship of the HE Academy
Senior Fellowship of the HE Academy
Principal Fellowship of the HE Academy
I have completed:
Registration form
Track record
Case studies
Evidence file
Record of meetings with mentor
Action plan
References x 2 (AF, F, SF)
Advocate statements x 3 (PF only)
Evaluation form
Professional discussion: I have made arrangements with two independent reviewers
for the following date:
time:
place:
Confidentiality: I have adhered to the HEA CPD Route confidentiality guidance
Signature:
Please submit your evidence to lpdc@keele.ac.uk
Page | 22
Fellowship - FHEA
Page | 23
2) Fellow of the HEA (FHEA) – evidence
If you meet one of the following criteria and you have at least two years teaching
experience at FHEQ Level 4 or above then you can apply for Fellowship via the HEA CPD
Route.
i) Early career academics
ii) Academic-related and/or support staff holding substantive teaching and learning
responsibilities
iii) Experienced academics relatively new to UK higher education
iv) Staff with (sometimes significant) teaching-only responsibilities including, for example,
within work-based settings
Page | 24
The evidence you will need to produce for FHEA recognition:
Criteria (Descriptor 1.1 – 1.6) Suggested Evidence:
Your evidence
2.1 Successful engagement
across all five Areas of Activity
A1Design and plan learning
activities and/or programmes of
study
A2 Teach and/or support learning
A3 Assess and give feedback to
learners
A4 Develop effective learning
environments and approaches to
student support and guidance
A5 Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating research,
scholarship and the evaluation of
professional practices
Module handbook developed by
you
1) Evidence of a sustained track
record
i) Registration form
ii) A record of up to 8 teaching and
learning activities that provide
evidence for Areas of Activity A1-A5
of the UKPSF Descriptor D2,
identify Core Knowledge and
Professional Values.
D2.5 Successful incorporation of
subject and pedagogic research
and/or scholarship within the
above activities, as part of an
integrated approach to academic
practice
Evidence of your development of
a learning environment, e.g.:
examples of an online
environment
Mentoring or tutoring plans and
notes
Photos of equipment in a relevant
setting
Session plan (face-to-face or
online)
Evidence of involvement in a
validation panel
Learning resource pack
2) Evidence of success and
achievement
Between 2/4 reflective case studies
of your performance with respect to
Teaching aid used in a relevant
UKPSF D2 Descriptors including
setting
D2.6 to show how core knowledge
and professional values have
Explanation of a teaching activity informed your learning and teaching
D2.2 Appropriate knowledge and used in a relevant setting
practice. Evidence of developmental
understanding across all aspects
activities (A5 and D2.6) to improve
of Core Knowledge
Evaluation of teaching / learning performance needs to be
sessions
demonstrated 3000-4000 words
D2.3 A commitment to all the
(max).
Professional Values
Anonymised assessment
feedback
3) Evidence file
D2.4 Successful engagement in
appropriate teaching practices
Evaluation of the impact of
related to the Areas of Activity
assessment feedback
D2.6 Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment
and, where appropriate, related
professional practices.
Plans to integrate the Keele
Graduate attributes
4) Record of meetings with
mentor
5) Action plan
6) Two references
Your engagement with learning
and teaching related professional
development at Keele (other)
University
Other evidence might include:
Evidence of your professional
development in own discipline
presentations at conferences on
learning and teaching
Peer observation of teaching
Visits to other organisations
An aspect of your practice you
have changed in response to
feedback
Your reflection on National
Student Survey results for your
area
Page | 25
Registration form: can be accessed by emailing lpdc@keele.ac.uk or at
www.keele.ac.uk/heacpdroute
Evidence of a sustained and successful track record in learning and
teaching:
With reference to UKPSF Areas of Activity list up to 8 learning and teaching activities that
provide evidence of your sustained track record in demonstrating UKPSF Descriptors D2.1
to 2.6, identify Core Knowledge and Professional Values
No.
Area of Activity
From
To
Evidence for
Descriptor D2
D 2.1– D 2.6
Evidence for
Core
Knowledge
K1 - K6
Evidence for
Professional
Values
V1 - V4
Evidence of success and achievement
Please compile between 2/4 reflective case studies of your performance to evidence the
UKPSF D2 Descriptors including D2.6 to show how core knowledge and professional
values have informed your learning and teaching practice. Evidence of developmental
activities (A5 and D1.6) to improve performance needs to be demonstrated 3000- 4000
words.
Evidence file – an electronic file to that contains documents to provide evidence of
the activities identified in your Track Record and Case Studies. It is advisable to select the
most convincing evidence, avoid including documents that are too general or tenuous. You
could annotate the documents to indicate their relevance.
Page | 26
Record of meetings with mentor (minimum of 3)
The final meeting could include a discussion of the participants Action Plan and also be an
opportunity for a rehearsal of the oral presentation (professional discussion).
Date
Agenda
Discussion/Actions
Applicant's signature:
Date:
Mentor's signature:
Date:
Signed
Action Plan – progression to SFHEA/other and planning for remaining in
good professional standing. It would be useful to discuss your Action Plan with your
mentor and refer to the Code of Practice for Fellowship of the HEA
(www.heacademy.ac.uk/remainingingoodstandingcodeofpractice). When considering your
areas for development (goals) you could use the SMART approach, identify up to three
objectives or goals that are Specific, Measurable, Achievable, Realistic and Time-limited.
Finally you could take this Action Plan to your next SPRE meeting to discuss with your
Head of School or Line Manager, in this way there will be continuity between your HEA
Fellowship application, your CPD and remaining in good professional standing.
Name:
SFHEA Descriptors
Date:
UKPSF
Dimensions
What
aspects of
How will
the UKPSF What will you do to
What
you know if
would you
develop these
timescale will you have
want to
aspects of your
you work to?
been
develop in
practice?
successful?
your
practice?
Successful engagement
across all
five Areas of Activity
Appropriate knowledge and
understanding across all
aspects of
Page | 27
Core Knowledge
A commitment to all the
Professional Values
Successful engagement in
appropriate teaching
practices
related to the Areas of
Activity
Area of Activity
(A1-A5)
Core
Knowledge
(K1-K6)
Professional
Values
(V1-V4)
Successful incorporation of
subject and pedagogic
research and/or scholarship
within the above activities,
as part of an integrated
approach to academic
practice
Successful engagement in
continuing professional
development in
relation to teaching,
learning, assessment,
scholarship and, as
appropriate, related
academic or professional
practices
Successful co-ordination,
support, supervision,
management and/
or mentoring of others
(whether individuals and/or
teams) in relation to
teaching and learning
Two references: to be submitted by e-mail from your referees to HEA CPD Route
programme administrator who will include them in your submission - see HEA Guidance
Notes for Referees (DOC, 76KB), also PART D page 63 of this Handbook
HEA CPD Route – Evidence Checklist
Before submitting your evidence, please complete the following checklist:
I am applying for:
Associate Fellowship of the HE Academy
Fellowship of the HE Academy
Senior Fellowship of the HE Academy
Principal Fellowship of the HE Academy
I have completed:
Registration form
Track record
Page | 28
Case studies
Evidence file
Record of meetings with mentor
Action plan
References x 2 (AF, F, SF)
Advocate statements x 3 (PF only)
Evaluation form
Professional discussion: I have made arrangements with two independent
reviewers for the following date:
time:
place:
Confidentiality: I have adhered to the HEA CPD Route confidentiality guidance
Signature:
Please submit your evidence to lpdc@keele.ac.uk
Page | 29
Senior Fellowship
SFHEA
Page | 30
3) Senior Fellow of the HEA (SFHEA) - evidence
If you meet one of the following criteria and you have at least 2 years experience of
leadership at FHEQ level 4 or above then you can apply for Senior Fellowship via the HEA
CPD Route
i) Experienced
staff able to demonstrate, impact and influence through, for example,
responsibility for leading, managing or organising programmes, subjects and/or
disciplinary areas
ii) Experienced subject mentors and staff who support those new to teaching
iii) Experienced staff with departmental and/or wider teaching and learning support
advisory responsibilities within an institution
Page | 31
The evidence you will need to produce for SFHEA recognition:
Criteria (Descriptor 1.1 – 1.6) Suggested Evidence:
Your evidence
D3.1 Successful engagement
across all five Areas of Activity
A1Design and plan learning
activities and/or programmes of
study
A2 Teach and/or support learning
A3 Assess and give feedback to
learners
A4 Develop effective learning
environments and approaches to
student support and guidance
A5 Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating research,
scholarship and the evaluation of
professional practices
1) Evidence of a sustained track
record
i) Registration form
ii) With reference to UKPSF Areas
of Activity show evidence of a
sustained and successful track
record in demonstrating UKPSF
Descriptors D3.1 to 3.7, identify
Core Knowledge and Professional
Values.
Award or module handbook
developed by you
Award Monitoring form
completed by you
Evidence of driving forward the
Keele Graduate agenda within
your area
Evidence of providing mentoring
or development opportunities for
staff who are teaching or
supporting learning
2) Evidence of success and
achievement
Between 3/4 critically reflective case
studies to demonstrate performance
Your strategic response to
in typical activities with an emphasis
National Student Survey results
on leadership. Evidence of how
for your area
scholarly activity /research have
D3.2 Appropriate knowledge and
influenced performance in learning
understanding across all aspects Evidence of co-ordination roles in and teaching needs to be
of Core Knowledge
relation to student feedback, for demonstrated (4000 - 6000 words
example standardisation and
max).
D3.3 A commitment to all the
moderation
Professional Values
3) Evidence file
Evidence of managing the
D3.4 Successful engagement in development of learning support,
e.g.: Organising personal tutoring 4) Record of meetings with
appropriate teaching practices
mentor
realted to the Areas of Activity
Setting up online environments
5) Action plan
D3.5 Successful incorporation of
subject and pedagogic research Your facilitation of a learning and 6) Two references
teaching related professional
and/or scholarship within the
development at Keele University
above activities, as part of an
integrated approach to
appropriate, related academic or Evidence of scholarly activity,
e.g.: research paper, conference
professional practices
or journal contribution
D3.6 Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment,
scholarship and, as appropriate,
related academic or professional
practices
D3.7Successful co-ordination,
support, supervision,
management and/or mentoring
of others (whether individuals
and/or teams) in relation to
teaching and learning
Page | 32
Registration form: can be accessed by emailing lpdc@keele.ac.uk or at
www.keele.ac.uk/heacpdroute
Evidence of a sustained and successful track record in learning and
teaching:
With reference to UKPSF Areas of Activity list learning and teaching activities that provide
evidence of your sustained track record in demonstrating UKPSF Descriptors D3.1 to 3.7,
identify Core Knowledge and Professional Values (minimum of 10)
No.
Area of Activity
From
To
Evidence for Evidence for
Descriptor D3 Core
Knowledge
D3.1 – D3.7 K1 - K6
Evidence for
Professional
Values
V1 - V4
Evidence of success and achievement
Please compile 3/4 critically reflective case studies to demonstrate performance in typical
activities with an emphasis on leadership. Evidence of how scholarly activity /research has
influenced performance in learning and teaching needs to be demonstrated 4000 - 6000
words max
Evidence file
An electronic file to that contains documents to provide evidence of the activities identified
in your Track Record and Case Studies. It is advisable to select the most convincing
evidence, avoid including documents that are too general or tenuous. You could annotate
the documents to indicate their relevance.
Page | 33
Record of meetings with mentor (minimum of 3)
The final meeting could include a discussion of the participants Action Plan and also be an
opportunity for a rehearsal of the oral presentation (professional discussion).
Date
Agenda
Discussion/Actions
Signed
Applicant's signature:
Date:
Mentor's signature:
Date:
Action Plan
Progression to PHEA/other and planning for remaining in good professional standing. It
would be useful to discuss your Action Plan with your mentor and refer to the Code of
Practice for Fellowship of the HEA
(www.heacademy.ac.uk/remainingingoodstandingcodeofpractice). When considering your
areas for development (goals) you could use the SMART approach, identify up to three
objectives or goals that are Specific, Measurable, Achievable, Realistic and Time-limited.
Finally you could take this Action Plan to your next SPRE meeting to discuss with your
Head of School or Line Manager, in this way there will be continuity between your HEA
Fellowship application, your CPD and remaining in good professional standing.
Name:
PFHEA Descriptors
Date:
UKPSF
Dimensions
What aspects
of the UKPSF
would you
want to
develop in
your practice?
What will you do
to develop these
aspects of your
practice?
What
timescale
will you
work to?
How will you
know if you
have been
successful?
Active commitment to and
championing of all
Dimensions of
the Framework, through
work with students and
staff, and in institutional
developments
Page | 34
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(e.g. through
mentoring, coaching)
in delivering high quality
teaching and support for
learning
Area of
Activity
(A1-A5)
Core
Knowledge
(K1-K6)
Professional
Values
(V1-V4)
Championing, within
institutional and/or wider
settings, an integrated
approach to academic
practice (incorporating, for
example, teaching,
learning, research,
scholarship,
administration etc.)
A sustained and
successful commitment
to, and engagement in,
continuing professional
development related to
academic, institutional
and/or other professional
practices
Two references: to be submitted by e-mail from your referees to HEA CPD Route
programme administrator who will include them in your submission see HEA Guidance
Notes for Referees (DOC, 76KB), also PART D page 63 of this Handbook.
HEA CPD Route – Evidence Checklist
Before submitting your evidence, please complete the following checklist:
I am applying for:
Associate Fellowship of the HE Academy
Fellowship of the HE Academy
Senior Fellowship of the HE Academy
Principal Fellowship of the HE Academy
Page | 35
I have completed:
Registration form
Track record
Case studies
Evidence file
Record of meetings with mentor
Action plan
References x 2 (AF, F, SF)
Advocate statements x 3 (PF only)
Evaluation form
Professional discussion: I have made arrangements with two independent
reviewers for the following date:
time:
place:
Confidentiality: I have adhered to the HEA CPD Route confidentiality guidance
Signature:
Please submit your evidence to lpdc@keele.ac.uk
Page | 36
Principal Fellowship
PFHEA
Page | 37
4) Principal Fellow of the HEA CPD – evidence
If you meet one of the following criteria and you have at least 5 years experience of
learning and teaching at FHEQ level 4 or above then you can apply for Principal
Fellowship via the HEA CPD Route:
i) 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
ii) Staff responsible for institutional strategic leadership and policy-making in the area of
teaching and learning
iii) Staff who have strategic impact and influence in relation to teaching and learning that
extends beyond their own institution
The evidence you will need to produce for PFHEA recognition:
Criteria (Descriptor 1.1 – 1.6)
Suggested Evidence:
Active commitment to and
championing of all Dimensions
of the Framework, through work
with students and staff, and in
institutional developments
Developed or substantially contributed to
the development of a learning and
teaching strategy underpinned by
professional values
Your evidence
1) Evidence of a sustained
track record
i) Registration form
ii) Evidence of sustained
success. With reference to
Played a major role in conducting an
UKPSF Areas of Activity
Successful, strategic leadership institution-wide peer review of a teaching provide evidence a sustained
to enhance student learning, with scheme incorporating the UKPSF which and successful track record
a particular, but not necessarily
is then further recognised in promotion
that provides evidence for
exclusive, focus on enhancing
structures
UKPSF Descriptor D4.1 teaching quality in institutional,
D4.5; identify Core Knowledge
and/or (inter)national settings
Developed and implemented innovative and Professional Values.
teaching and learning approaches within
Establishing effective
your organisation in response to the
organisational
specific needs of the students
policies and/or strategies for
2) Evidence of success and
supporting and promoting others Led institution-wide work on quality
achievement
(e.g. through mentoring,
enhancement initiatives, for example in
coaching) in delivering high
response to the National Student Survey Provide a thematic critically
reflective account that
quality teaching and support for
provides evidence success
learning
Provided mentoring and/or coaching to
and achievement of your
staff engaged in learning and teaching
influence and impact on
Championing, within institutional related activities
learning and teaching activities
and/or wider settings, an
at an institutional and strategic
integrated approach to academic Been involved in the national or
level, aligned with D4.1 to
practice (incorporating, for
international conduct and/or
D4.5, Core Knowledge and
example, teaching, learning,
dissemination of andragogic innovation
Professional Values, to include
research, scholarship,
D4.5 professional
administration etc.)
Taken a significant role in promoting
development activities
professional development in relation to
5000 - 7000 words max.
A sustained and successful
learning, teaching and assessment
commitment to, and engagement Taken a leading role in key institutional
in, continuing professional
agendas, such as the Keele Graduate
3) Evidence file
development related to
academic, institutional and/or
Your leadership of a learning and
Page | 38
other professional
practices
teaching related professional
development at Keele University
4) Record of meetings with
mentor or equivalent
D1.4 A commitment to
appropriate Professional Values
in facilitating others’ learning
Other examples might include:
Publications you have written or cowritten
5) Action plan
D1.5 Relevant professional
practices, subject and pedagogic
research and/or scholarship
within the above activities
Relevant committee work
Curriculum development
Training and development work
undertaken
D1.6 Successful engagement,
where appropriate, in
professional development
activity related to teaching,
learning and assessment
responsibilities
External examining
Quality assurance processes and
responsibilities
6) Three advocate
statements
Networking with colleagues within and
outside the institutional context
Involvement with national and
international organisations
Informal and formal CPD activities in the
area of education development – both
credit bearing and non credit bearing
Registration form: can be accessed through emailing lpdc@keele.ac.uk or at
www.keele.ac.uk/heacpdroute
Evidence of sustained success: List Areas of Activity that provide evidence for
UKPSF Descriptor D4.1 - D4.5, identify Core Knowledge and Professional Values
(minimum of 10)
No.
Area of Activity
From
To
Evidence for
Descriptor D4
D4.1– D4.5
Evidence for Core Evidence for
Knowledge
Professional
Values
K1 - K6
V1 - V4
Page | 39
Evidence of success and achievement
Please compile a thematic critically reflective account that provides evidence success and
achievement of your influence and impact on learning and teaching activities at an
institutional and strategic level, aligned with D4.1 to D4.5, Core Knowledge and
Professional Values, to include D4.5 professional development activities 5000 - 7000
words max.
Evidence file
An electronic file to that contains documents to provide evidence of the activties identified
in your Track Record and Case Studies. It is adviseable to select the most convincing
evidence, avoid including documents that are too general or tenuous. You could annotate
the documents to indicate their relevance.
Record of meetings with mentor or equivalent (minimum of 3)
The final meeting could include a discussion of the participants Action Plan and also be an
opportunity for a rehearsal of the oral presentation (professional discussion).
Date
Agenda
Discussion/Actions
Signed
Applicant's signature:
Date:
Mentor's signature:
Date:
Action Plan
For remaining in good professional standing. It would be useful to discuss your Action Plan
with your mentor and refer to the Code of Practice for Fellowship of the HEA
(www.heacademy.ac.uk/remainingingoodstandingcodeofpractice). When considering your
areas for development (goals) you could use the SMART approach, identify up to three
objectives or goals that are Specific, Measurable, Achievable, Realistic and Time-limited.
Finally you could take this Action Plan to your next SPRE meeting to discuss with your
Page | 40
Head of School or Line Manager, in this way there will be continuity between your HEA
Fellowship application, your CPD and remaining in good professional standing.
Name:
PFHEA Descriptors
Date:
UK PSF
What aspects
Dimensions of the UKPSF
would you
want to
develop in
your practice?
What will you
do to develop
these aspects
of your
practice?
What
timescale
will you
work to?
How will you
know if you have
been
successful?
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
(e.g. through mentoring,
coaching) in delivering
high quality teaching
and support for learning
Area of
Activity
(A1-A5)
Core
Knowledge
(K1-K6)
Professional
Values
(V1-V4)
Championing, within
institutional and/or wider
settings, an integrated
approach to academic
practice (incorporating,
for example,
teaching, learning,
research, scholarship,
administration etc.)
A sustained and
successful
commitment to, and
engagement in,
continuing professional
development related to
academic, institutional
and/or other
Page | 41
professional practices
Advocate statements: Three advocate statements to be submitted by e-mail from
your advocates to HEA CPD Route programme administrator who will include them in your
submission see HEA Guidance Notes for Advocates (DOC, 86KB), also PART D page 63
of this Handbook
HEA CPD Route – Evidence Checklist
Before submitting your evidence, please complete the following checklist:
I am applying for:
Associate Fellowship of the HE Academy
Fellowship of the HE Academy
Senior Fellowship of the HE Academy
Principal Fellowship of the HE Academy
I have completed:
Registration form
Track record
Case studies
Evidence file
Record of meetings with mentor
Action plan
References x 2 (AF, F, SF)
Advocate statements x 3 (PF only)
Evaluation form
Professional discussion: I have made arrangements with two independent
reviewers for the following date:
time:
place:
Confidentiality: I have adhered to the HEA CPD Route confidentiality guidance
Signature:
Please submit your evidence to lpdc@keele.ac.uk
Page | 42
Part D: Guidance for Mentors, Internal
Independent Reviewers, Referees and
Advocates
Page | 43
1) Mentors
Who can be mentors on the CPD route?
Mentors will be experienced or senior members of staff, progressed beyond probation and
who have at least programme leadership experience or equivalent. Mentors will ideally
have at least Fellowship or Senior Fellowship of the HEA. We will also look to National
Teaching Fellows, staff who have Keele Teaching Excellence awards and Faculty/School
learning and teaching committee leads and members for this role. Heads of School or
Department (line managers) will usually identify and allocate mentors, participants may
identify their own mentor, however, H of S/line managers will need to approve this.
What training and support will there be?
Attendance at a preparatory workshop for mentors will be required. Workshops will be
facilitated by the LPDC and senior academic staff. The content of the workshops could
include: developing mentoring relationships and skills, programme specific information,
exercises (e.g. comparing HEA recognition applications - we have examples of individual
applications which staff are willing to share), CPD Route governance, equality and
diversity and exploring parity between the different modes of submission. Ongoing support
for mentors will be available from various sources; CPD route programme leader, line
manager, faculty link tutor, other mentors, relevant LPDC workshops. Mentors will be
expected to attend a follow up workshop and take part in the internal reviewing processes.
What are a mentor’s responsibilities?
Mentors will not make recommendation decisions. They will be expected to meet with
participants at least three times:

to develop a dialogue with participants about the UKPSF, support participants to
identify evidence and work with them to devise an action plan/time line

to review participant's evidence and offer guidance on how to further develop this to
reflect the UKPSF and to help participants to identify knowledge gaps

to discuss and read extracts from the participant's evidence and comment on the
participant's readiness to submit

to discuss the participant’s action plan for future development using the PSF as a
guide

to agree the participant’s record of mentor meetings.
Page | 44
Mentoring - general guidance
Extensive resources for mentoring can be found on the LPDC website, click on the menu
Professional and Personal development, and then on Resources for Mentoring
What is mentoring?
Mentoring is most often defined as a professional relationship in which an experienced
person (the mentor) assists another (the mentoree) in developing specific skills and
knowledge that will enhance the less-experienced person’s professional and personal
growth.
What are the benefits of becoming a mentor?
Mentors draw great benefits from the mentoring relationship. Being a mentor is a
rewarding, challenging and stimulating experience and provides an excellent learning
opportunity, allowing you to share your knowledge and experiences, evolve your own
thinking, develop a new relationship, and support the development of another person’s
skills. As well as demonstrating your commitment to learning and development, becoming
a mentor will help you enhance the leadership and management skills essential for
leaders of research, teaching and other departmental and faculty activities. This will give
you the opportunity to build additional experience and evidence to work towards
professional recognition with the HEA, or where appropriate to form part of your evidence
for promotion.
What is involved?
As a mentor you will support and challenge the mentoree in linking their professional
learning with their wider professional development goals. Your role will be both to
encourage reflection and help your mentoree to consider what actions they will take as a
result of any learning. You will listen actively and empathise; share your experiences and
thoughts; ask open questions and encourage your mentoree to focus on what is central to
the issue you are both discussing. Your role will involve advising and guiding within your
area of expertise, not just offering solutions.
How do I establish an appropriate relationship?
Mentoring is not to be taken on lightly, as it is potentially a powerful intervention in the
development of others. As a mentor it is important that you take the lead in developing the
relationship in its initial stages. It is important to clarify the aims and objectives of
Page | 45
mentoring so that both parties have a mutual understanding of what is involved and to
think about how much time you can practically give. Never promise anything you cannot
deliver as it will impact on the quality of the relationship.
Mentoring can be a valuable experience at many points in a career, helping someone to:





Learn by reflecting on their experience
Develop their confidence and skills
Improve difficult relationships
Tackle performance challenges
Plan their career
Planning for the first meeting
It is helpful to have an agenda for each meeting. What areas need to be covered? Agree
what each person wants to get out of mentoring. Be clear about what you can and cannot
do.
Getting to know each other
It is important to establish trust and a way of working well together. Share past
experiences and expectations. What do you have in common? Demonstrate interest in
learning about your mentoree and their interests. View the first meeting as an event aimed
at building a longer term relationship. Both people need to come away with a positive
attitude about the mentoring process.
Establishing some ground rules
The relationship between mentor and mentoree is designed to lead to independence
rather than dependence and should be a positive experience for both participants, so it is
important to be mindful of your behaviour and to treat this relationship as a professional,
although informal and friendly, one. The list of questions below (Adapted from D.
Meggison and D. Clutterbuck, Techniques for Coaching and Mentoring, 2005) will help you
and your mentoree to agree the terms and boundaries of the relationship:








What do we expect to learn from each other?
What are our responsibilities towards each other? What are the limits?
What responsibilities do we owe to others (e.g.: academic module leader and
colleagues) as a result of this relationship?
Where and how often shall we meet? For how long?
What limits are there in confidentiality?
How happy are you for me to challenge and confront you?
Do you feel you can be really open with me? If not, what makes you reticent?
Are we agreed that openness and trust are essential? How will we ensure
Page | 46


they happen?
Are we both willing to give honest and timely feedback (e.g. to be a critical
friend?)
How will we measure progress?
Page | 47
2) Independent Internal Reviewers (IR)
Who can become an Independent Internal Reviewer?
Selection, training and support for Independent Internal Reviewers
Selection
We will approach the following groups to invite applications for the IR role

Staff who have received HEA recognition for SFHEA or PFHEA. A number of staff
sponsored by the LPDC for our pilot project have a commitment to the HEA CPD
programme.

Senior staff will be approached through Head of School meetings and the Directors
of Teaching and Learning network.

Staff who have been received Keele Excellence, Innovation awards and National
Teaching Awards.

Staff who have tutored, mentored or assessed on our Post Graduate Certificate in
Teaching and Learning in HE and the Post Graduate Certificate in Medical
Education.

Staff from the Learning and Professional Development Centre.
Prospective IR's will be required to complete an application form outlining their experience
and qualifications in Learning and Teaching. The form will be verified by their Head of
School or Line Manager. Selection decisions will be made by the Programme Leader and
the Head of the LPDC. IR's will be allocated to a category of Fellowship depending on
their experience and seniority. The registration form can be accessed via
www.keele.ac.uk/heacpdroute
Training

IR's will be required to attend a mandatory development session.

There will be an annual mandatory development session for new and experienced
IR's facilitated by the LPDC – submissions from all categories of Fellowship will be
examined to illustrate differences in descriptors.

IR's will be encouraged and supported to apply for recognition as Fellows of the
HEA.

IR's will be informed of relevant CPD events, for example those hosted by the
LPDC and HEA, as well new research and development in learning and teaching in
HE.
Page | 48
Support

IR's will be invited to programme team meetings and programme development
sessions.

IR's will receive minutes of programme team meetings.

IR's will contribute to the HEA CPD Route annual report and action plan.

IR's will be invited to Recognition Panels.

IR's will receive comments from the Recognition Panel with respect to good
practice, standards and areas for development.

The HEA CPD website will have a blog for IR discussions.

IR's will have direct access to a Faculty HEA CPD link tutor and the HEA CPD
Programme leader.
What are an IRs responsibilities?
Two Independent Internal Reviewers (IR) will make decisions about the quality of the
participants' evidence (all tasks, including referee and advocate statements) for HEA
recognition and will make recommendations to the Recognition Panel. Evidence to be
judged will include:

Registration form

Successful Track Record Grid

Reflective Case Studies

Evidence file

References or advocates' accounts

Record of meetings with mentor

Action Plan
IR's (two) will judge the evidence against the relevant HEA Descriptor and UKPSF
Dimensions. IR's will provide written feedback (see feedback forms below), identifying
strengths of the participants’ evidence and areas for future development. The reviewers
will be able to make the following recommendations:
1) The evidence meets the required standard for recognition for the appropriate
category of Fellowship,
2) The evidence does not meet the required standard, and
2i) The participant will need to apply for a different category, or
2ii) will need to re-submit and continue to work with their mentor, or
Page | 49
2iii) make minor amendments to bring the evidence up to standard.
If IRs cannot agree on a recommendation then the applicants submission will be
third read, the decision of the third reviewer will stand. All SF and PF applications
will be read by members of the Recognition Panel as well as 2 IRS.
The Recognition Panel will moderate and verify recommendations and will read all SF and
PF applications. Members of the Recognition Panel will listen to recordings of SF and PF
oral presentations. The Recognition Panel will provide feedback and guidance to
participants' who do not provide sufficient evidence. The Recognition Panel will respond to
appeals and complaints in accordance with University Governance (Appendix 4: Review,
Approval, Recognition, Appeals/Complaints).
Participants who opt for oral presentation (professional discussion) of their track record
and case studies will present to two reviewers who will decide on the quality of the
evidence. The IR's will also consider written evidence: application form, references and
advocates accounts, record of meetings with mentors and the participants action plan.
The reviewers will be able to ask clarifying questions of the participants but will not
prompt. The reviewers will make one of three recommendations as outlined above. Oral
presentations will be digitally recorded so that we can develop parity between oral,
Pebble- Pad and word document submissions. Presentations will be timed,
approximately, as follows for the different categories of Fellowship: AF = 30 minutes, F =
40 minute, SF = 50 minutes, PF = 60 minutes.
IR Feedback forms - each participant will be provided with written feedback on their
evidence. In keeping with University guidelines IR feedback will be completed within three
weeks of written/Pebble Pad submission or oral presentation. Feedback forms will be sent
to the CPD Route administrator. A sample of participants' evidence will be sent to an
external advisor and HEA consultant (year 1). In keeping with University guidance
feedback to participants will not be given until after the Recognition Panel. When a
participant's evidence does not meet the standards the CPD Route Programme Leader or
another member of the Recognition Panel (if preferable) will meet with the individual to
offer feedback and guidance.
Page | 50
Independent review of evidence for HEA recognition - Associate Fellow (AFHEA)
Participant's Name:
Criterion
Guidance/Questions
D1.1 Successful engagement with at
least two of the five Areas of Activity
How does the/your evidence within
exemplify the Areas of Activity selected?
Portfolio Comments: all written
elements
Professional discussion of track
record/case studies
Comments
Comments
Comments
Comments
D1.2 Successful engagement in
appropriate teaching and practices
related to these Areas of Activity
Provide examples of where they/you
have adopted different approaches or
adapted according to the different
needs of particular student groups.
D1.3 Appropriate Core Knowledge and
understanding of at least K1 and K
Provide an explanation of the principles
and theories which underpin their/your
approach to teaching and learning.
Comments
Comments
D1.4 A commitment to appropriate
Professional Values in facilitating others’
learning
How do they/you engage with the
diverse needs of learners within your
teaching practice?
Comments
Comments
D1.5 Relevant professional practices,
subject and pedagogic research and/or
scholarship within the above activities
Provide examples of where they/you
have integrated scholarship, research,
and professional activities with teaching
and supporting learning
Comments
Comments
D1.6 Successful engagement, where
appropriate, in professional
development activity related to
teaching, learning and assessment
responsibilities
Provide an explanation of how
evaluation and continuing professional
development informs their/your practice
Comments
Comments
Page 51
Recommendation:


The participant meets the criteria for AFHEA
The participant needs to engage in further reflection and development in order to meet the criteria for AFHEA
Name:
Signature:
Date:
Independent reviewer (1)
Name:
Signature:
Date:
Independent reviewer (2)
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Page 52
Recognition panel comments: (all tasks):
Name:
Signature:
Date:
Page 53
Independent review of evidence for HEA recognition – Fellow (FHEA)
Participant's name:
Criterion
Guidance/Questions
D2.1 Successful engagement across all
five Areas of Activity
How does their/your evidence exemplify
the Areas of Activity?
D2.2 Appropriate knowledge and
understanding across all aspects of
Core Knowledge
How do they/you integrate the Core
Knowledge?
D2.3 A commitment to all the
Professional Values
How does their/your teaching
acknowledge the wider context in which
HE operates? (eg. widening
participation, diversity, research
informed practice).
How do they/you adapt your approaches
to learning and teaching to different
situations?
D2.4 Successful engagement in
appropriate teaching practices related to
the Areas of Activity
D2.5 Successful incorporation of subject
and pedagogic research and / or
scholarship within the above activities,
as part of an integrated approach to
academic practice
D2.6 Successful engagement in
continuing professional development in
relation to teaching, learning,
assessment and, where appropriate,
related professional practices
Can they/you give an example of an
innovative strategy you have used in
your learning and teaching?
Give examples of ways in which
their/your teaching is informed and
enhanced by learning and teaching
theory.
How do they/you ensure your teaching
is underpinned by research and
scholarship?
Portfolio Comments: all written
elements
Professional discussion of
track/case studies
Comments
Comments
Comments
Comments
Comments
Comments
t
Comments
Comments
Comments
Comments
Comments
Comments
Explain changes they/you made to your
practice in response to engagement with
learning and teaching professional
development.
Page 54
Recommendation:


The participant meets the criteria for FHEA
The participant needs to engage in further reflection and development in order to meet the criteria for FHEA
Name:
Signature:
Date:
Independent reviewer (1)
Name:
Signature:
Date:
Independent reviewer (2)
Independent reviewer comments (all tasks):
Name:
Signature:
Date:
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Page 55
Recognition panel comments (all tasks):
Page 56
Independent Review of evidence for HEA recognition - Senior Fellow (SFHEA)
Participant's Name:
Criterion
Guidance/Questions
D3.1 Successful engagement across all
five Areas of Activity
How does their/your evidence exemplify the
Areas of Activity within the UK PSF?
D3.2 Appropriate knowledge and
understanding across all aspects of Core
Knowledge
D3.3 A commitment to all the Professional
Values
How is their/your evidence informed by Core
Knowledge, for example in regard to
evaluation / learning technologies / quality
enhancement?
How have they/you shown a commitment to all
the Professional Values? (widening
participation, diversity, evidence informed
approaches, wider context of HE)
D3.4 Successful engagement in
appropriate teaching practices related to
the Areas of Activity
How have they/you encouraged and guided
colleagues to adapt their approaches to
learning and teaching to different situations?
D3.5 Successful incorporation of subject
and pedagogic research and / or
scholarship within the above activities, as
part of an integrated approach to academic
practice
Provide examples of ways an understanding of
relevant theories, models or concepts relating
to learning and teaching have been utilised in
order to lead and inspire colleagues.
How do they/you ensure that their teaching /
colleagues’ teaching is underpinned by
research and scholarship?
Provide an explanation of changes made to
the participant's practice as an academic
leader in response to engagement with
learning and teaching professional
development.
How have they/you demonstrated effective
organisational, leadership and/or management
of specific aspects of teaching and learning
provision?
How have they/you supported others with their
teaching, e.g. by providing mentoring?
D3.6 Successful engagement in continuing
professional development in relation to
teaching, learning, assessment,
scholarship and, as appropriate, related
academic or professional practices
D3.7 Successful co-ordination, support,
supervision, management and / or
mentoring of others (whether individuals
and/or teams) in relation to teaching and
learning
Page 57
Portfolio Comments: all written
elements
Professional discussion of
track record/case studies
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Comments:
Recommendation:


The participant meets the criteria for SFHEA
The participant needs to engage in further reflection and development in order to meet the criteria for SFHEA
Name:
Signature:
Date:
Independent reviewer (1)
Name:
Signature:
Date:
Independent reviewer (2)
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Page 58
Recognition panel comments (all tasks):
Page 59
Independent review of evidence for HEA recognition – Principal Fellow (PFHEA)
Participants Name:
Criterion
Guidance/Questions
Portfolio Comments: all
written elements
Professional discussion of track
record/case studies
Shown your active commitment to and
championing of all Dimensions of the
Framework, through your work with
students and staff, and in institutional
developments (D4.1).
How does their/your evidence illustrate the capacity
to champion excellent practice?
Comments
Comments
Demonstrated successful, strategic
leadership to enhance student
learning, with a particular, focus on
enhancing teaching quality in
institutional and/or inter)national
settings (D4.2)
How has their/your leadership strategically
enhanced teaching quality in institutional, and/or
(inter)national settings?
Comments
Comments
Established effective organisational
policies and/or strategies for
supporting and promoting others in
delivering high quality teaching and
support for learning (D4.3).
How have they/you established effective
organisational policies and/or strategies for
supporting and promoting others?
Comments
Comments
Championed, within institutional
and/or wider settings, an integrated
approach to academic practice (D4.4).
In what ways have they/you championed an
integrated approach to academic practice, e.g.
incorporating research and scholarship?
Comments
Comments
Evidenced a sustained and successful
commitment to, and engagement in,
continuing professional development
related to academic, institutional
and/or other professional practices
(D4.5).
How have they/you driven forward professional
development for the benefit of student learning
across the institution and / or beyond?
Comments
Comments
Page 60
Recommendation:


The participant meets the criteria for PFHEA
The participant needs to engage in further reflection and development in order to meet the criteria for PFHEA
Name:
Signature:
Date:
Independent reviewer (1)
Name:
Signature:
Date:
Independent reviewer (2)
Independent reviewer comments (all tasks):
Name:
Signature:
Date:
Independent Reviewer comments (all tasks):
Name:
Signature:
Date:
Page 61
Recognition panel comments (all tasks):
Page 62
Referees and Advocates – forms
Thank for agreeing to provide a reference or advocate statement for an HEA CPD Route
applicant.. As you will see from the Higher Education Academy guidance (Guidance Notes
for Referees (DOC, 76KB) and Guidance Notes for Advocates (DOC, 86KB) it is important
for you to comment on the applicant's capability to show sustained success in the
Dimensions (Areas of Activity, Core Knowledge and Professional Values) of the UK PSF
and the Descriptor of the category of Fellowship for which they are applying. In view of this
we would be grateful if you could complete the form that we have provided so that you can
make explicit reference to the UK PSF and HEA Descriptor. Applicants for AF, F and SF
will provide two references and PF applicants will provide three advocate statements.
Associate Fellowship of the Higher Education Academy
Reference for Associate Fellowship of the Higher Education Academy
Applicant:
Referee:
Position/title:
Reference (please comment on the following):
1) Introduction (for example how long you have known the applicant and in what
capacity)
2) Successful engagement with at least two of the five Areas of Activity plus A5:
 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
3) Successful engagement in appropriate teaching and practices related to these Areas
of Activity
4) Appropriate Core Knowledge and understanding of at least K1 and K2 (see UK PSF
Core Knowledge dimension)
5) A commitment to appropriate Professional Values in facilitating others’ learning
6) Relevant professional practices, subject and pedagogic research and/or scholarship
within the above activities
7) Successful engagement, where appropriate, in professional development activity
related to teaching, learning and assessment responsibilities
8) A summary of the applicant's sustained success in learning and teaching in Higher
Education.
Signature of referee:
Date:
Page 63
Signature of applicant:
Date:
Fellowship of the Higher Education Academy
Reference for Fellowship of the Higher Education Academy
Applicant:
Referee:
Position/title:
Reference (please comment on the following):
1) Introduction (for example how long you have known the applicant and in what
capacity)
2) Successful engagement across all five Areas of Activity:
 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.
3) Appropriate knowledge and understanding across all aspects of Core Knowledge
4) A commitment to all the Professional Values
5) Successful engagement in appropriate teaching practices related to the Areas of
Activity
6) Successful incorporation of subject and pedagogic research and/or scholarship within
the above activities, as part of an integrated approach to academic practice
7) Successful engagement in continuing professional development in relation to
teaching, learning, assessment and, where appropriate, related professional practices.
8) A summary of the applicant's sustained success in learning and teaching in Higher
Education.
Signature of referee:
Date:
Signature of applicant:
Date:
Page 64
Senior Fellowship of the Higher Education Academy
Reference for Senior Fellowship of the Higher Education Academy
Applicant:
Referee:
Position/title:
Reference (please comment on the following, with particular emphasis on the
applicant's impact with respect to influence and leadership):
1) Introduction (for example how long you have known the applicant and in what
capacity)
2) Successful engagement across all five Areas of Activity:
 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
3) Appropriate knowledge and understanding across all aspects of Core Knowledge
4) A commitment to all the Professional Values
5) Successful engagement in appropriate teaching practices realted to the Areas of
Activity
6) Successful incorporation of subject and pedagogic research and/or scholarship within
the above activities, as part of an integrated approach to appropriate, related academic
or professional practices
7) Successful engagement in continuing professional development in relation to teaching,
learning, assessment, scholarship and, as appropriate, related academic or
professional practices
8) Successful co-ordination, support, supervision, management and/or mentoring of
others (whether individuals and/or teams) in relation to teaching and learning
9) A summary of the applicant's sustained success in learning and teaching in Higher
Education.
Signature of referee:
Date:
Signature of applicant:
Date:
Page 65
Principal Fellowship of the Higher Education Academy
Advocate statement for Principal Fellowship of the Higher Education Academy
Applicant:
Advocate:
Position/title:
Advocate statement (please comment on the following, with particular emphasis on
the applicant's impact with respect to strategic influence and leadership):
1) Introduction (for example how long you have known the applicant and in what
capacity)
2) Active commitment to and championing of all Dimensions of the Framework, through
work with students and staff, and in institutional developments
3) 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
4) 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
5) Championing, within institutional and/or wider settings, an integrated approach to
academic practice (incorporating, for example, teaching, learning, research,
scholarship, administration etc.)
6) A sustained and successful commitment to, and engagement in, continuing
professional development related to academic, institutional and/or other professional
practices
7) A summary of the applicant's sustained success in learning and teaching in Higher
Education.
Signature of advocate:
Date:
Signature of applicant:
Date:
Page 66
Part E: Appendices
1) Roles and Responsibilities
2) Review, Recognition, Appeals/Complaints
3) Management of the CPD Portfolio Scheme
4) Confidentiality
5) Resources
Page 67
Appendix 1: Roles and Responsibilities
This chart offers a brief outline of the roles and responsibilities of key staff that are likely to
be involved in the CPD Route. It will provide guidance and structure for the first cohorts of
the CPD Route but roles and responsibilities will be continuously revised following an
annual review of the CPD Route.
Participant (experienced member of Keele Discusses intention to participate in CPD Route with
staff with learning and teaching
Head of School/Line Manager. Submits registration
responsibilities)
form to LPDC.
Works with a mentor, participates in workshops and
CPD activities
Keeps LPDC up to date with progress
Demonstrates development and action plan
Submits evidence for HEA recognition
Contributes to evaluation of programme
Mentor
Supports participant to develop their evidence.
Attends introductory LPDC workshop
Can attend Recognition panel
Contributes to evaluation of programme
Head of School/Line Manager/Academic
Lead
Identifies potential participants for CPD Route.
Discusses participants’ application for recognition.
Identifies mentors for participants
Verifies IR registration form
Reflects participants engagement on the CPD
scheme in the WAM
Engages with CPD Route via programme activities
or other institutional systems.
Contributes to evaluation of programme
School/Faculty/Centre/Department
HEA/UKPSF link
Promotes the CPD scheme
Responds to concerns of participants and mentors,
others
Offers guidance to participants, mentors and others
Participates in programme team
Co-facilitates workshops
Contributes to evaluation and development of CPD
programme
Programme Leader
Manages the programme
Oversees role out of the programme
Delegates roles and responsibilities
Organises workshops for
participants/mentors/reviewers/others
Reports to attends LPDC team meetings
Contributes to evaluation and development of
programme, complete annual report
Attends Recognition Panels
Programme team
Implements the programme
Engage in role out and promotional activities
Facilitate workshops for
participants/mentors/reviewers/others
Independent Reviewers
Completes IR application form
Review participants evidence and make
Page 68
recommendations (2 reviewers) to Recognition Panel
Review oral presentations (2 reviewers) and make
recommendations to Recognition Panel
Sample and moderate evidence
Attend Recognition Panel
Contributes to evaluation of programme
Recognition Panel
Reviews all SF and PF applications
Condone successful recommendations
Feedback and guidance to unsuccessful applicants
Verify and moderate reviewing process
Responds to appeals and complaints
Contributes to evaluation of programme
Programme administrator (LPDC)
Administers the programme
Keeps records of participants
Services Recognition Panels
Maintains links with HEA and externals
Contributes to evaluation of programme
Learning and Professional Development
Centre
Develop, implement and review the CPD Route
Facilitate workshops for stakeholders
Review LPDC offer in response to CPD Route
requirements
Work towards integrating CPD and UKPSF across
the University.
Attend Recognition Panel
Contributes to evaluation of programme
Executive Group
Promotes HEA CPD Route across the University
Develop policy and strategy to embed and sustain
CPD Route
Representative attends CPD Route Recognition
Panel
Receives/reviews annual report from Programme
lead
Contributes to evaluation of programme
External advisor
Scrutinises a proportion of claims on an annual basis
to ensure the standard is maintained and is aligned
with the UKPSF
Attends Recognition panels
Contributes to evaluation of programme
HEA
Scrutinises programme development and
assessment (year 1)
Offers consultation
Reviews programme (3 years)
Contributes to evaluation of programme (Year 1)
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Appendix 2: Review, Recognition, Appeals/Complaints
Recognition Panel
A Recognition Panel (membership detailed below) will be convened to verify and moderate
the reviewing process. The Recognition Panel, which represents the final stage of the
decision-making process, will include external advisers in order to ensure objective and
reliable decision making (HEA adviser year 1, an external from another HEI). The
Recognition Panel will typically meet twice a year (the promotions and awards calendar
will be considered with respect to the timing of panels). A sample of AFHEA and FHEA
submissions (including recordings of oral presentations), reviewer feedback and
recommendations will be distributed to panel members prior to the Recognition Panel. All
SFHEA and PFHEA submissions will be seen by Recognition Panel members.
Each panel will undertake to do the following
a) Consider and make recommendations with respect to:

The quality of evidence provided by the sample against HEA descriptors (Appendix
5, sample IR feedback form) and the UKPSF.

The appropriateness of the HEA CPD route tasks with respect to producing
evidence.

The appropriateness of the review process, in particularly reviewer feedback to
participants.

The quality of referee and advocate statements and recommendations for
improvements in guidance.

The quality of reviewer feedback and recommendations.
b) Be responsive to:

External guidance and recommendations.

Participants’ evaluations of the programme.
c) Make recommendations for programme developments.
d) Produce a report that identifies strengths and areas for development and change
within the programme.
d) Provide feedback and guidance to participants whose evidence does not
adequately demonstrate HEA descriptors.
e) Respond to appeals and complaints in accordance with University Governance.
f) The Panel will condone recommendations for HEA Fellowships.
g) Minutes of the Panel will be taken and stored.
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The composition of the Panel will normally be as follows

Pro VC learning and student experience

Head of LPDC (or nominee) – chair.

Faculty Learning and Teaching Director.

External representative from a HEI.

Programme leader or representative.

A member of the Senior Academic Leadership Team (PFHEA applicants)

Mentor/reviewer representative.

Administrator.

Observer from HR
The role of Recognition Panel members
All panel members will review and comment upon a sample of AFHEA and FHEA
submissions (including recordings of oral presentations) and all SFHEA and PFHEA
submissions.
Head of LPDC (or nominee) will
 Chair the panel and make final decisions upon recommendations following panel
discussions.
 Ensure that University protocols are adhered to during the panel (quoracy,
confidentiality, conflict of interest, minutes etc.).
 Decide upon appropriate feedback to participants who have been unsuccessful, for
example who is best placed to give the feedback and the form it should take.
 Finalise recommendations to the programme leader and LPDC on strengths,
aspects for development and change.
 Report to the HEA CPD route strategic management and ULTC.
Programme administrator will
 Advise on University protocols.
 Produce an agenda and minutes of previous board.
 Provide accurate data on submissions.
 Take accurate minutes of the Panel.
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External representatives (HEA, external and external consultant for SF and PF) will
 Comment on the quality of evidence in the submissions.
 Challenge reviewer recommendations.
 Comment and make recommendations upon the programmes systems, processes
and practices.
 Identify strengths, areas for development and change within the HEA CPD route.
 Inform about HEA Fellowship developments within the HE sector.
Programme leader will
 Select submissions to be sent to the panel.
 Provide a summary of the cohort and an evaluation of the effectiveness of the
programme (including feedback from participants).
 Advise the panel on issues pertaining to individual participants.
 Respond constructively to contributions from panel members.
 Produce a report following the panel to include strengths, areas for development
and change for panel members, the LPDC and ULTC.
Faculty Learning and Teaching Director
 Contribute to the discussion of sample of submissions.
 Offer guidance on programme systems, processes and practices.
 Represent and report back to the Directors of Teaching and Learning Network.
Representatives of Mentors and IRs
 Contribute to the discussion of sample of submissions.
 Offer guidance on programme systems, processes and practices especially with
respect to mentoring and reviewing.
 Comment on the experience of participants and make recommendations.
A Representative from Senior Management will

Be asked to attend recognition Panels for Principal Fellow applicants to ensure that
recognition decisions are robust.

Advise on feedback to PF applicants whose evidence does not meet HEA
descriptors.
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Selection, training and support for Recognition Panel members
Recognition Panel members will be selected on the basis of their seniority and leadership
in learning and teaching. It is anticipated that the majority of Panel members will have
attended a CPD mentoring/IR workshop or other LPDC CPD event. In order to address
any gaps there will be a Recognition Panel briefing session prior to the formal Panel. This
will address the review procedures and decisions, UKPSF standards and HEA descriptors
and quality assurance issues.
The aim will be to ensure that there is consistency and fairness in recognition processes.
Panel members will be supported when it is necessary to give sensitive feedback to
applicants.
Selection of external panel members
 A Head of a Learning and Development Centre from another HEI that has an
accredited HEA CPD Route has been invited to act as our external advisor and
Recognition Panel member. The HEI CPD programme is quite different from
Keele's and it is anticipated that there will be a constructive dialogue about future
developments for both programmes. This advisor will work with us for 3 years. We
have plans to involve the TLHEP external examiner in AFHEA and FHEA
recognition along with the Head of Learning Development from a neighbouring HEI
that accesses our TLHEP.

An external consultant has agreed to work with us and offer guidance to SF and PF
applicants. This person offered consultancy to our CPD pilot SF participants and he
has significant experience and credentials with respect to HE fellowships.
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Submission of
evidence
to LPDC on specified date
Written elements
read by two independent
reviewer (IR)
– feedback forms
completed
Oral presentations
two reviewers
– feedback forms
completed
(presentations recorded)
Sample to
External advisor
HEA consultant
(year 1)
Recognition Panel
read SF and PF
applications
Feedback and
guidance to
unsuccessful
applicants
Appeals/
Complaints
Recognition Panel
HEA RECOGNITION
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Appendix 3: Management of the CPD Portfolio Scheme
Executive Group: Keele Professional Development
Pathways in Learning and teaching
PVC (Education and Student Experience), LPDC lead,
HR Department Lead
Recognition Panel
Programme team
Head of LPDC (or nominee)
LPDC lead
Faculty Learning and Teaching Director
Programme lead
External representative from a recognised HEI
LPDC staff
Higher Education Academy representative (years 1)
Faculty L+T link tutors
Programme leader
Mentor/reviewer
representatives
A member of the Senior Academic
Leadership Team if there are PFHEA candidates
External consultant (year1+2)
Mentor/reviewer representatives
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Appendix 4: Evaluation of the HEA CPD Route
Evaluation of the HEA CPD Route
The HEA CPD Route will have an embedded evaluation process (online feedback
questionnaire through the HEA-CPD KLE) that will inform future practice and
development. Outcomes of the evaluation will be disseminated by the Head of the LPDC
as part of the regular oral reporting at UTLC. In keeping with University quality assurance
processes for accredited provision, the programme leader with undertake an annual
review of the HEA CPD Route that includes an action plan for future improvement and
developments. The annual review will capture the views and experience of all
stakeholders. This will be achieved through the evaluation of workshops, team meetings,
formal and informal feedback to and from University committees. The organisational
effectiveness of the HEA CPD Route will be managed through discussion and dialogue
raised by the programme leader (or others) at LPDC meetings and at any of the Faculty
and School Learning and Teaching Committees.
Quality Enhancement
A continuous dialogue with stakeholders through the evaluation process will ensure that
the HEA CPD Route reflects a wide range of views within Keele. The intention is to offer
programme that is valued by staff and is seen to promote excellence in learning and
teaching. Feedback, consultation and development are key to achieving such aims.
External quality enhancement:
There will be continuing consultation with the HEA and attendance at HEA workshops and
other HEIs, for example the workshops hosted by Exeter University and Pebble Pad for
HEA recognition routes and forthcoming event at Bristol UWE (July '14). The programme
leader will engage in dialogue with other HEI's as they develop and implement their
schemes. Constructive contributions from external advisors will be welcomed and acted
upon.
Internal quality enhancement:

Training for IRs and Mentors (feedback verbal and written, evaluation forms).

Feedback on IRs and Mentors experience (verbal and written, evaluation forms).

Feedback on participants’ experience (verbal and written, evaluation forms).

Programme team meetings (minuted with action points).

Annual programme review – reporting to LPDC and ULTC.
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
Report from Recognition Panel to LPDC and ULTC.

Report by Head of LPDC to strategic management group.
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Appendix 5: Confidentiality
It is likely that you will need to consider confidentiality issues when compiling your
evidence. Referring to students and staff may be unavoidable as you will be reflecting on
your practice which is crucial for your development as a professional educator –
simulations or case studies are not an adequate substitute for actual experience.
 You will need to anonymise the names of students and staff, staff from other
universities and place names and addresses.
 You may have to address sensitive issues linked to conduct, health, disability
and diversity and you will need to consider how to ensure anonymity.
 You will also be asked to reflect on your current practice and it is likely that
students and staff referred to will be studying or working at Keele.
 You will need to agree to keep sensitive aspects of discussions with your
mentor confidential and be clear about what can be shared with others.
 You will need to apply confidentiality principles when using electronic media.
 A good starting point when considering how to address confidentiality is to
remind yourself that the CPD Route is about your development as a learning
and teaching specialist and your practice is the primary focus for critical
reflection and discussion.
 Therefore only a minimum amount of information needs to be divulged about
others and the focus will be on the impact of your practice upon their
learning.
Guidance:
1) Acquaint yourself with the University's confidentiality policy, enquire about how this is
interpreted in your school and become aware of disclosure policy with respect to equality
and diversity www.keele.ac.uk/policyzone
www.keele.ac.uk/dds/disclosureandconfidentiality accessed 07/06/13.
2) Refer to staff, students and others in your evidence as A,B,C, etc.
3) Discuss confidentiality issues (if uncertain) with your mentor or senior staff
4) Keep personal information and the detail of events to a minimum to avoid recognition
5) Remember that the evidence is about your practice, the impact of your practice on
others and your learning from this.
6) As a last resort gain signed informed consent from a student or member of staff
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Appendix 6: Resources
Your reflective discussion should be informed by relevant models and theories of learning
and teaching. It is likely that you will already have your own preferred texts, journals and
other sources to illustrate these. The following is a list of suggested reference sources
which is by no means comprehensive.
Barnett, P. E. (2011) Discussion across difference: addressing the affective dimensions of
teaching diverse students about diversity, Teaching in Higher Education, vol 16, No.6,
Barnett, R. (2009) Knowing and becoming in the higher education curriculum. Studies in
Higher Education 34(4): 429-440.December 2011, 669 -679, Routledge
Berry, J. and Loke, G (2011) Improving the degree attainment of Black and minority ethnic
students, Higher Education Academy and Equality Challenge Unit, accessed 09/08/11
Biggs,J. and Tang, C. (2011) Teaching for Quality Learning at University (3rd edition).
Buckingham: SRHE
Billot, J. (2011) The changing research context: implications for leadership. Journal of
Higher Education Policy & Management 33(1): 37-46.
Caruana, V. and Ploner, J. (2010) Internationalisation and equality and diversity in Higher
Education: merging identities, Equality Challenge Unit, www.ecu.ac.uk , accessed
09/08/12
Case, J. (2008) Alienation and engagement: Development of an alternative theoretical
framework for understanding student learning, Higher education, 55 (3) 321-332
Cowan, J. (2006) Becoming an Innovative University Teacher. Buckingham: SRHE and OU
Press
Entwistle, N. (2009). Teaching for Understanding at University. Basingstoke: Palgrave
MacMillan
Fry, H. Ketteridge, S. and Marshall, S. (2008). A Handbook for Teaching and Learning in
Higher. Education London: Kogan Page
Grace, S. and Gravestock, P. (2009) Inclusion and Diversity, Meeting The Needs of All
Students, London, Routledge
Jones, S., G and Lefoe, et al. (2012). Distributed leadership: a collaborative framework for
academics, executives and professionals in higher education. Journal of Higher Education
Policy & Management 34(1): 67-78.
Kay, J., Dunne, E. and Hutchinson, J. (2010) Rethinking the values of higher education,
students as change agents, QAA www.qaa.ac.uk accessed 10/09/12
Knight, P. and Yorke, M. (2003) Assessment, Learning and Employability Buckingham,
SRHE and OU Press
Light, G., Cox, R. and Calkins, S. (2009) Learning and Teaching in Higher Education.
London: Paul Chapman
MacKeracher, D. (2004). Making Sense of Adult Learning. (2nd Ed). London: University of
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Toronto Press.
Morgan, H and Houghton, A-M (2011) Inclusive Curriculum Design in Higher Education,
Higher Education Academy www.hea.ac.uk accessed 23/01/13
Neary, M. and G. Saunders (2011). "Leadership and Learning Landscapes: the Struggle for
the Idea of the University." Higher Education Quarterly 65(4): 333-352.
Race, P. and Brown, S. (2006). The lecturer’s Toolkit London: Kogan Page
Ramsden, P. (2007) Learning to Teach in Higher Education. London: Routledge Falmer
Reece, S. and Walker, W. (2007). Teaching, Training and Learning. (6th Ed). Sunderland:
Business Education Publishing Ltd.
Richards, D. (2012) Leadership for Learning in Higher Education: The Student
Perspective. Educational Management Administration & Leadership 40(1): 84-108.
Salmon, G (2011) E-moderating: The key to teaching and learning online, 2nd edn.,
London: Taylor and Francis
Salmon, G (2003) Etivities: The Key to Active Online Learning. London: Kogan Page
Schon, D. A. (1991)The reflective practitioner: how professionals think in action. Aldershot,
Avebury.
Trowler, P., M. Saunders, et al. (2012) Tribes and territories in the 21st-century: rethinking
the significance of disciplines in higher education. London, Routledge.
Websites
HE Academy: http://www.heacademy.ac.uk
Web based journals
Innovative Practice in Higher Education: http://www.staffs.ac.uk/ipihe
British Educational Studies Association: http://www.educationstudies.org.uk/
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