The KUDOS Portfolio Scheme for professional recognition of the
UK Professional Standards Framework (UKPF)
Guidance for Staff
For the academic year 2015/16
Contents
1. Introduction – Geoff Layer, Vice Chancellor .................................................................................................. 1
2. What is KUDOS? ................................................................................................................................................... 2
3. Who is it for? .......................................................................................................................................................... 3
4. What are the benefits to students, individuals and the university? ............................................................ 4
5. What is the UKPSF? .............................................................................................................................................. 4
6. What does ‘Remaining in Good Standing’ mean? ........................................................................................... 7
7. What is the HEA Code of practice? .................................................................................................................. 7
8. How do I decide what is the best descriptor for me? .................................................................................. 8
9. What is the Recognition Panel? ........................................................................................................................ 12
10. Frequently asked questions ............................................................................................................................. 13
Appendix 1. UKPSF and KUDOS Staff Development Opportunities .......................................................... 14
1. Introductory and generic CPD on the UKPSF, HEA and KUDOS. .................................................... 14
2a. Specialist mandatory KUDOS Portfolio Scheme CPD ......................................................................... 15
2b. Mandatory annual refresher CPD ............................................................................................................. 16
3. CPD for Areas of Activity relevant to the UKPSF .................................................................................. 17
Appendix 2. KUDOS Portfolio templates: D1, D2 and D3............................................................................ 18
Portfolio - DI for AFHEA ................................................................................................................................... 18
Portfolio - D2 for FHEA ..................................................................................................................................... 24
Portfolio - D3 for SFHEA ................................................................................................................................... 31
Appendix 3. KUDOS Reviewer Pro-forma – D1, D2 and D3 ....................................................................... 38
KUDOS Portfolio Scheme Reviewer pro-forma – D1 ............................................................................... 38
KUDOS Portfolio Scheme Reviewer pro-forma – D2 ............................................................................... 40
KUDOS Portfolio Scheme Reviewer pro-forma – D3 ............................................................................... 42
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1. Introduction – Geoff Layer, Vice Chancellor
The University of Wolverhampton is committed to developing reflective practitioners. We strive to
enable all staff to reach their potential and to engage in continuing professional development (CPD).
Explicit in our University Learning and Teaching sub-strategy we have the following goal,
“5.2 Recognise, value and reward professionalism in learning, teaching and assessment

Further develop the recognised continuing professional development profile and career
opportunities of all individuals involved in teaching, learning and assessment, by providing
the relevant staff development structure and support. . “
To assist with the achievement of this goal in December 2014 the University announced the creation
of the College of Learning and Teaching (The College) to promote and drive excellence in academic
practice in order to deliver a high quality student experience. The College brings together academic
practice, learning technologies and pedagogic research in a holistic and integrated approach to
learning and teaching. The UK Professional Standards Framework (UKPSF) is a major influence on
the development of the College and is where KUDOS is to be housed. The KUDOS scheme based
on the recognition of the UK Professional Standards Framework (UKPSF), rewarded by Fellowship
of the Higher Education Academy (HEA) is our own internally developed and externally accredited
(HEA) CPD scheme for members of staff who teach and/or support learning.
Here at the University we pride ourselves on quality teaching and learning provision. We have
always strived to ensure our teaching is world-class, innovative, and reflective of the needs of our
students and their future employers. But to achieve this vision, we must ensure that staff are
supported in and recognised for their contribution to excellent teaching.
In our People Enabling Strategy vision we state that:
“… We also must provide staff with the opportunities for personal and professional training,
education and development.”
Leading to the following goal:
“Develop and implement a robust, simple and effective appraisal and staff development process
that ensures the delivery of individual, team and university-wide objectives, consistent with the
university’s strategies along with meeting the personal and professional training, educational and
development needs of our staff”
It is for this reason that I am so proud of our commitment to KUDOS, the UKPSF and the HEA.
The development of KUDOS provides a step-change in our approach to teaching and learning,
aiming to further enhance our provision, but more importantly recognise the invaluable work our
staff do on a daily basis. Your engagement in the KUDOS scheme is greatly appreciated and I hope,
by participating in the scheme, you gain a greater insight into your own teaching practice and the
contribution you make to students’ lives every day.
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2. What is KUDOS?
The KUDOS portfolio scheme aims to:
Provide all staff engaged in teaching and/or supporting learning with the opportunity to
reflect on and articulate their academic practice through the Dimensions and Descriptors of
the UKPSF and gain recognition for their practice via Fellowship of the HEA or to remain in
good standing.
The acronym KUDOS stands for Knowledge, Understanding, Development, Opportunities and
Standing which are all characteristics of this scheme.
Knowledge: Knowledge covers your subject expertise in relation to learning and teaching and
assessment. You need to consider the appropriateness of your practice at different qualification
levels in HE (Levels 4-7), how students learn, both generally and within your disciplinary area.
Consider how technology might be used to support learning, methods for evaluating the
effectiveness of your teaching or support for learning you use and the implications of quality
assurance and quality enhancement for academic and professional practice.
Understanding: The University’s Strategic Plan with appropriate sub and enabling strategies provide
the context in which you and your students work. In addition you should be able to demonstrate
your understanding of the wider context in which higher education operates, recognising the
implications for your professional practice. At the University of Wolverhampton it would be
expected that you are aware of the implications of widening participation of which we are and have
been for some time, sector leaders, and inclusivity – see ‘Learning to teach inclusively’ or ‘Inclusive
Curriculum Design in HE’ for more information.
Development: Continuing professional development (CPD) is at the heart of the KUDOS scheme.
You are asked to reflect on your academic practice and to provide evidence to support your
reflections. You need to consider professional values that respect diversity and widening
participation, use scholarship and research to underpin your learning, teaching and assessment
practices while recognising that HE operates in a wider context and how this impacts on your own
professional practice.
Opportunities: The University of Wolverhampton prides itself on being the “University of
Opportunity” for both students and staff. The KUDOS scheme provides you with the opportunity to
reflect on your academic practice and to gain a nationally recognised, transferable professional
award. You should also reflect on how your academic practice is inclusive and recognise the
diversity of our student body that reflects our values of widening participation and inclusivity.
Standing: You should reflect on your professional values as outlined in the UKPSF and the values and
ethos of the University. Though your initial engagement with KUDOS might be to gain recognition
for your academic practice once gained it will be expected that you remain in good standing and
abide by the HEA code of practice.
KUDOS is the University of Wolverhampton’s own CPD portfolio scheme accredited by the Higher
Education Academy (HEA) for the recognition of professional academic practice based on the
UKPSF. The UKPSF has four different Descriptors recognised by awarding an appropriate
Fellowship of the HEA, Descriptor 1(D1) by Associate Fellowship of the HEA (AFHEA), D2 by
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Fellowship of the HEA (FHEA), D3 by Senior Fellowship of the HEA (SFHEA) and D4 by Principal
Fellowship of the HEA (PFHEA). The KUDOS Portfolio scheme can award D1, D2 and D3
D4 Principal FHEA is not included in our scheme. However D4 candidates are supported by the
University to make an individual application directly to the HEA. We will pay individual fees to the
HEA for PFHEA only. For D4 you should declare an interest with the College. The KUDOS Lead
will meet with you to discuss what support you need and how best to provide this. As a D4
candidate you will be eligible to attend all internal workshops and writing retreats (see Appendix 1).
For more information on D4 go to the HEA web site at: https://www.heacademy.ac.uk/professionalrecognition/hea-fellowships/become-principal-fellow-hea
KUDOS requires you to reflect on your academic practice and submit a portfolio of evidence on
one of three templates (see Appendix 2). Your portfolio is reviewed by trained KUDOS Reviewers
who will make a recommendation to the KUDOS Recognition Panel who will make the decision to
award an appropriate Fellowship of the HEA.
KUDOS is based on the UK Professional Standards Framework (UKPSF) that aims to:





Supports the initial and continuing professional development of staff engaged in teaching and
supporting learning
Fosters dynamic approaches to teaching and learning through creativity, innovation and
continuous development in diverse academic and/or professional settings
Demonstrates to students and other stakeholders the professionalism that staff and
institutions bring to teaching and support for student learning
Acknowledges the variety and quality of teaching, learning and assessment practices that
support and underpin student learning
Facilitates individuals and institutions in gaining formal recognition for quality enhanced
approaches to teaching and supporting learning, often as part of wider responsibilities that
may include research and/or management activities
3. Who is it for?
KUDOS is for all staff that support learners and/or teach. The focus is on academic practice,
supporting the learning process, learning, teaching and assessment rather than discipline knowledge
though will provide a context for your academic practice.
Depending on the role in which you work, it would be expected that you would be able to
demonstrate and evidence your academic practice to meet different ‘Descriptors’ within the UKPSF.
Each Descriptor has different criteria based on different roles and experience. If you are mainly
supporting learning then you are more likely to be able to provide evidence for Descriptor 1 (D1) Associate Fellow of the HEA (AFHEA). If you are mainly teaching then this would be appropriate for
D2 – Fellow (FHEA). However, if you are supporting, co-ordinating or mentoring the academic
practice of others then you should be able to evidence practice to merit D3 - Senior Fellow
(SFHEA). If your role is more related to strategic leadership for learning, teaching and assessment
then D4 - Principal Fellow (PFHEA) is more appropriate.
In the UKPSF the Descriptors are not hierarchical or dependent of achieving one before gaining
another. You need to consider what best fits your academic practice, experience in higher education
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and what you can demonstrate and evidence. You should also see the Descriptors as aspirational for
setting the direction of your future academic practice.
4. What are the benefits to students, individuals and the
university?
Evidencing the UKPSF via the KUDOS scheme provides many benefits for the University as well as
for you and your students. In the University Strategy (2012-17) our vision is to be:
“The Opportunity University renowned for its creativity and innovation, developing students
and staff who are entrepreneurial, eminently employable and well-connected within a
research and professionally informed environment.”
By engaging with KUDOS our students will be supported in their learning by teachers and those
who support learning who have achieved nationally recognised professional standards for teaching
and supporting learning in higher education.
KUDOS supports you to:





Demonstrate, reflect on, and evidence skills, knowledge and professional values in teaching
and supporting learning in HE
Have these recognised against national transferable professional standards
Participate in CPD to further enhance your academic practice
Engage with scholarship in learning and teaching.
Become an excellent reflective academic practitioner
The KUDOS scheme is based on the UKPSF and the HEA code of practice including the
commitment to remain in good standing.
5. What is the UKPSF?
The UKPSF was developed by sector-wide leaders and is supported by, the Higher Education
Academy, Guild HE, the Department for Employment and Learning, the Higher Education Funding
Councils for England, Scotland and Wales, the National Union of Students and Universities UK
The UKPSF provides both a general description of the main dimensions and expectations of those
who have any role involving teaching and/or supporting learning within the HE environment (Figure
and Table 1) and criteria that must be met to be awarded Fellowship of the HEA (Tables 2 and 3).
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Core
knowledg
e
Areas of
activity
Professional
values
F IGURE 1 D IMENSIONS OF THE UKPSF
Each of these three areas has a further set of statements of the Dimensions outlining in more detail
what aspects of academic practice should be evidenced (Error! Reference source not found.
elow).
Areas of activity
Core Knowledge
Professional Values
(A1) Design and plan learning
activities and/or programmes of
study
(K1) The subject material
(V1) Respect individual learners
and diverse learning communities
(A2) Teach and/or support
learning
(K2) Appropriate methods for
teaching, learning and assessing in
the subject area and at the level of
the academic programme
(V2) Promote participation in
higher education and equality of
opportunity for learners
(A3) Assess and give feedback to
learners
(K3) How students learn, both
generally and within their subject/
disciplinary area(s)
(V3) Use evidence-informed
approaches and the outcomes
from research, scholarship and
continuing professional
development
(A4) Develop effective learning
environments and approaches to
student support and guidance
(K4) The use and value of
appropriate learning technologies
(V4) Acknowledge the wider
context in which higher education
operates recognising the
implications for professional
practice
(A5) Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating research,
scholarship and the evaluation of
professional practices
(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
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Each descriptor requires that a different set of criteria are met. (Table 1) and (Table 2)
D1 – Associate FHEA
D2 – Fellow HEA
D3 – Senior FHEA
Demonstrates an understanding of
specific aspects of effective
teaching, learning support methods
and student learning.
Demonstrates a broad
understanding of effective
approaches to teaching and
learning support as key
contributions to high quality
student learning.
Demonstrates a thorough
understanding of effective
approaches to teaching and
learning support as a key
contribution to high quality
student learning.
Individuals should be able to provide evidence of:
Successful engagement with at
least two of the five Areas of
Activity
Successful engagement across all
five Areas of Activity
Successful engagement across all
five Areas of Activity
Successful engagement in
appropriate teaching and practices
related to these Areas of Activity
Successful engagement in
appropriate teaching practices
related to the Areas of Activity
Successful engagement in
appropriate teaching practices
related to the Areas of Activity
Appropriate Core Knowledge and
understanding of at least K1 and
K2
Appropriate knowledge and
understanding across all aspects of
Core Knowledge
Appropriate knowledge and
understanding across all aspects of
Core Knowledge
A commitment to appropriate
Professional Values in facilitating
others’ learning
A commitment to all the
Professional Values
A commitment to all the
Professional Values
Relevant professional practices,
subject and pedagogic research
and/or scholarship within the
above activities
Successful incorporation of subject
and pedagogic research and/or
scholarship within the above
activities, as part of an integrated
approach to academic practice
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, where
appropriate, in professional
development activity related to
teaching, learning and assessment
responsibilities
Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment and,
where appropriate, related
professional practices
Successful engagement in
continuing professional
development in relation to
teaching, learning, assessment and,
where appropriate, related
professional practices
Successful co-ordination, support,
supervision, management and/or
mentoring of others (whether
individuals and/or teams) in
relation to teaching and learning
TABLE 1 UKPSF DESCRIPTORS 1, 2 AND 3
Page 6 of 45
D4 – Principal FHEA
Demonstrates a sustained record of effective strategic leadership in academic practice and academic
development as a key contribution to high quality student learning.
Individuals should be able to provide evidence of:
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
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
TABLE 2 UKPSF DESCRIPTOR 4 CRITERIA
6. What does ‘Remaining in Good Standing’ mean?
The HEA defines remaining in good standing as “continuing to work in accordance with the standard
indicated by the relevant Fellow Descriptor of the UKPSF”.
The University of Wolverhampton is committed to developing reflective practitioners. We will
strive enable you to reach your potential and to engage in continuing professional development. By
engaging in the KUDOS scheme the university will endeavour to enable you to achieve professional
recognition, remain in good standing and to provide opportunities for you to progress your
academic practice.
The UKPSF and the HEA code of practice, including remaining in good standing, is our preferred
articulation of professionalism for those of you who teach or support learning (Academic Board May
2014). This is not only for you to gain recognition but most importantly for you to remain in good
standing once you are awarded your initial Fellowship. To this effect KUDOS now informs and links
to our appraisal scheme for appropriate teaching and /or supporting learning roles particularly in
relation to remaining in good standing. HEA recognition will be an expectation for internal
promotion for appropriate roles.
7. What is the HEA Code of practice?
Professional recognition of the UKPSF and the achievement of HEA fellowship should not be seen as
a ‘one-off’ event. The Higher Education Academy expects Fellows to abide by a Code of Practice .
Page 7 of 45
As Fellows we will:
 Act with respect, integrity and honesty.
 Monitor and review regularly our work in order to maintain good standing.
 Engage in appropriate activities to remain up to date with knowledge of learning and
teaching, subject matter and assessment.
 Be open to and conscientious in considering feedback from appraisals, peer and student
observations.
For the benefit of our learners, as Fellows we will:
 Demonstrate our respect for learners by paying due regard to the way we conduct
ourselves in our professional lives.
 Be fair and impartial in our engagement with learners.
 Encourage the free exchange of ideas between ourselves and learners.
For the benefit of colleagues, as Fellows we will:
 Show due respect for the opinions of colleagues in the exchange of constructive criticism
and ideas.
 Support and actively assist in the professional development of colleagues to ensure the
maintenance and enhancement of good practice and to protect learners from poor practice.
 Be aware and take account of, the educational goals, policies, standards and regulations of
our employing institution and beyond.
The HEA code of practice is in-line with the University’s core values;

Our core values: these values guide the decisions we make and how we engage with our
communities locally and globally. At the University of Wolverhampton we will be:
o Ethical
o Respectful
o Transparent
o Inclusive and fair
o Challenging
o Confident
o Collaborative
o Professional.
Once you have gained a Fellowship thorough the KUDOS scheme you will be expected to abide the
HEA code of practice and University core values.
8. How do I decide what is the best descriptor for me?
Dependent on your role and experience then there may be different routes that will enable you to
gain recognition of the UKPSF. In addition to the KUDOS Portfolio scheme we have separate lines
of provision for the following course and module,
1. Post Graduate Certificate in Higher Education and Professional Practice (PG Cert HE & PP)
accredited for D2
Page 8 of 45
2. The module 7ED038 Supporting Learners and Fostering Learning in Higher and Professional
Education accredited for D1
If you are starting your career in higher education at the University of Wolverhampton and do not
have a relevant teaching qualification or professional recognition (FHEA, SFHEA or PFHEA) then you
will be offered the opportunity to take the PG Cert HE & PP, this course is accredited for D2. The
module 7ED038 Supporting Learners and fostering Learning in Higher and Professional Education is
also separately accredited for D1. It is popular with staff that support student learning such as
librarians, technicians, demonstrators and research students. You are able to take this as a separate
CPD module or as part of the full course. You will only be awarded AFHEA for 7ED038 when it is
taken as a CPD module. If you do taken this as a CPD module you will still be able to take the full
course at another time.
If you already have D1 and are applying to the PG Cert HE & PP you will be able to make an RPL
claim for 7ED038 only. This will be done via the existing Faculty of Education, Health and Well-being
(FEHW) process. Candidates will be required to show their D1 certificate.
If you are not eligible for the PG Cert HE & PP and are looking for recognition of your academic
practice or considering a different Descriptor up to D3 then the KUDOS Portfolio Scheme is for
you.
Your Initial enquiry for may come as a result of:
1. CPD procedures such as, appraisal, peer review, corporate staff development workshops
and Self-Managed Research and Scholarly Activity (SMRSA),
2. Faculty staff development events,
3. Individual contact,
4. Dissemination of good practice events such as the “Rich Exchanges” seminars and
conferences,
5. External activities such as HEA events
Once an initial enquiry is made the following will be established with you at an introductory
workshop (see Appendix 1):




What might be the appropriate descriptor for you?
What are you able to currently evidence and demonstrate?
What might you need to develop to meet the relevant Descriptor criteria?
What support and guidance do you need?
After that workshop you will be invited to attend a writing retreat and should start a first draft of
your portfolio. Once a draft has been started a KUDOS Mentor is assigned to work with you.
When you and your KUDOS Mentor agree that the portfolio is ready for review you you’re your
portfolio to KUDOS@wlv.ac.uk
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Initial
enquiry
• What is most appropriate for you?
Introductory
workshop
• What experiences and evidence are relevant?
Writing
retreat
• Start your first draft
Mentoring
• Are you ready to
submit for review?
For D1 and D2 your portfolio will be reviewed by two trained internal KUDOS Reviewers who will
blind review your portfolio against given criteria. For D3 your portfolio will be reviewed by two
internal KUDOS Reviewers and an external reviewer who is a SFHEA against a given set of criteria
(see Appendix 3). The KUDOS Reviewers will make joint recommendation for your portfolio that
will go the Recognition Panel for conferment.
The review process will take six weeks from your submission.
After the Recognition Panel has met within two weeks you will receive an email from KUDOS
informing you of the outcome. If for any reason you have been referred, your email will also give you
feedback on further action required and when you can resubmit. In this situation your KUDOS
Mentor will also be included in the email so that they can help you with your portfolio.
Once you have been awarded your Fellowship you will be able to go into ‘MyAcademy’ through the
HEA web site – www.HEAcademy.ac.uk and print off your certificate.
Once you have been awarded your Fellowship you will also be entitled you use the following letters
after your name:

AFHEA or FHEA or SFHEA
Page 10 of 45
Register an interest via
KUDOS@wlv.ac.uk
Attend an introductory
workshop
(dates available at
www.wlv.ac.uk/KUDOS)
Candidate can request a
mentor by emailing
KUDOS@wlv.ac.uk when
they have a good first
draft of portfolio ready
Candidate begins to write
their portfolio and is
invited to attend a writing
retreat (dates available at
www.wlv.ac.uk/KUDOS)
Candidate submits
completed portfolio to
KUDOS@wlv.ac.uk
KUDOS Admin upload
portfolios to WOLF and
assigns reviewers
KUDOS reviewers meet to
moderate portfolios and
put forward joint
recommendation to
KUDOS Recongition Panel
KUDOS Reviewers blind
review portfolios ,
complete reviewer proforma and make
individual
recommendations
KUDOS Recognition Panel
meets to confirm and
record decision
KUDOS Admin informs
candidates of outcome,
provides feedback, and
informs HR and HEA of
succesfull awards
Overview of the KUDOS portfolio route
Page 11 of 45
9. What is the Recognition Panel?
The purpose of the Recognition Panel is to agree and confirm a decision for each portfolio based on
the recommendations received from the KUDOS Review process. They must ensure that, (i)
expectations of the UKPSF and HEA are met (ii) that KUDOS processes and procedures are
followed and (iii) candidates applications are considered and awarded against the KUDOS/UKPSF
criteria. The Recognition Panel will have full online access at the panel meeting to all the portfolios,
reviews and Summary Feedback Sheets. They will moderate up to 10 or 10% of applications,
whichever is smaller, all ‘Referred’ and ‘Not awarded’.
Panel terms of reference:
1. To receive the recommendations from the KUDOS review process,
2. To agree and confirm a decision for each portfolio
3. To instruct the KUDOS Lead to feedback to the candidates where the decision is ‘Referred’
or ‘Not awarded’
4. To receive the outcomes of the PG Cert HE & PP and 7ED038
5. To instruct the KUDOS Lead to report and ensure that successful outcomes are recorded
with the HEA
6. To update the Staffing Committee on successful outcomes
Recognition Panel will have the following members:
1. (Chair) DVC (Academic)
2. 2 SFHEA’s from different Faculties or Departments
3. The KUDOS Lead from the College (SFHEA and HEA Accreditor)
4. An external reviewer (SFHEA)
Plus
5. For the first eighteen months a HEA representative nominated by the HEA
All members of the Recognition Panel must attend an initial and annual refresher CPD course (see
Appendix 1).
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10. Frequently asked questions
I would like to gain professional recognition for my academic practice
Speak to your PL L & T or someone in the College about KUDOS and the UKPSF
What is the best match for the role that I do?
Look at the UKPSF, KUDOS portfolio advice and templates
What do I do next?
Register an 'expression of interest' with KUDOS
Where can I get the documentation from?
The College web site www.wlv.ac.uk/cap
What support will I get?
KUDOS will arrange for you to have KUDOS Mentor to support you
What do I do next?
Attend an introductory workshop and writing retreat
I'm almost ready!
Contact your references and send them your draft portfolio
I'm ready to submit
Check you have completed all the parts of your portfolio.
Who do I send my completed document to?
Send an electronic copy of your portofolio to KUDOS@wlv.ac.uk
What happnes next?
Your portfolio will be sent for review
What happens next?
The KUDOS Reviewers make a recommendation to the Recognition Panel
What happens next?
The Recognition Panel will confirm a decision on your portfolio
How will I hear of this decision
You will be contacted by KUDOS with the Panel decision
Who can I get help from after that?
KUDOS and your KUDOS Mentor will still support you
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Appendix 1. UKPSF and KUDOS Staff Development
Opportunities
All of the courses outlined below are available through the Staff Development Unit (SDU) online
booking system.
1. Introductory and generic CPD on the UKPSF, HEA and KUDOS.
Introduction to the UKPSF & KUDOS
Portfolio Scheme
Writing Retreats D1, D2 and D3
The aim of this session is to introduce you to the
UKPSF, the HEA and the KUDOS Portfolio Scheme.
The aim of this session is provide you with time and
space to develop your KUDOS Portfolio in the
presence of KUDOS Mentors
1. Understand the UKPSF and the HEA and their
relevance to your professional practice.
1. Select appropriate evidence and examples for your
KUDOS portfolio
2. Identify what is the best Descriptor match to your
role and experience
2. Generate reflective accounts of your academic
practice
3. Plan a course of action for yourself to work
towards a KUDOS submission
1 X 2 hour session
1 X 6 hour session
The College supports Departments and Faculties to provide contextualised CPD on the UKPSF and
all aspects of learning, teaching and assessment. If you feel that your Department or Faculty would
benefit from contextualised CPD then please speak to either your line manager or in the Faculties,
the PL’s Learning and Teaching, Professors for L & T or Associate Deans with a remit for L & T.
If you are already a FHEA, SFHEA or PFHEA you can train to become a KUDOS Mentor and/or a
KUDOS Reviewer.
If you are a FHEA you will be able to mentor and review D1 and D2 applications.
If you are a SFHEA you will be able to mentor and review D1, D2 and D3 applications
If you are a FHEA who wishes to become a SFHEA becoming a KUDOS Mentor will give you
experience to enable you to demonstrate D3 criteria for “Successful co-ordination, support,
supervision, management and/or mentoring of others (whether individuals and/or teams) in relation
to teaching and learning”.
For SFHEA’s who wish to become PFHEA please contact the College and we will assist you to
attend a HEA PFHEA writing retreat/event or if there are enough people organise with the HEA a
bespoke training at the University.
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2a. Specialist mandatory KUDOS Portfolio Scheme CPD
KUDOS Mentor Training
KUDOS Reviewer Training
KUDOS Recognition Panel
Training
The aim of these two 3 hour
sessions is to enable you to
become a KUDOS Mentor. You
must be a FHEA, SFHEA or PFHEA
to take this course
The aim of these two 3 hour
session is to enable you to become
a KUDOS Reviewer. You must be
a FHEA, SFHEA or PFHEA to take
this course. In session 1 we will:
review the UKPSF, HEA
recognition and KUDOS, analyse
the KUDOS Review process and
the role of a KUDOS Reviewer.
The aim of this session is to enable
you to become a member of a
KUDOS Recognition Panel. You
must be a FHEA, SFHEA or PFHEA
to take this course.
In session 1 we will: review the
UKPSF, HEA recognition and
KUDOS, explore developmental
mentoring, clarify and discuss the
KUDOS mentoring role.
Session 2 will focus on how you
could support a mentee
Between sessions 1 and 2 you will
be given mock partially completed
KUDOS portfolios to consider in
session 2 how you might support
someone with their application
Session 2 will focus on how you
would review a D1, D2 and D3
applications. You will be asked to
work with another trainee
reviewer to reach an
accommodation and feedback that
could go to a Recognition Panel
and candidate.
In this session we will: review the
UKPSF, HEA Recognition and
KUDOS. Analyse the KUDOS
Review process and the role of the
Recognition Panel. You will receive
some mock reviewer pro-formas
and work with the Recognition
Panel terms of reference to
confirm a decision on the reviews
provide.
At the end of session 1 you will be
given a mock D1, D2 and D3
application to review and to post
your review into the ‘UKPSF
Review Topic’ prior to session2.
1. Demonstrate detailed
knowledge of the UKPSF, HEA
recognition and KUDOS
1. Demonstrate detailed
knowledge of the UKPSF, HEA
recognition and KUDOS
1. Demonstrate detailed
knowledge of the UKPSF, HEA
recognition and KUDOS
2. Analyse and apply
developmental mentoring
characteristics.
2. Analyse and apply the KUDOS
Review process
2. Analyse the KUDOS Review
process
3. Provide advice and guidance to
potential KUDOS applicants
3. Provide feedback to a
Recognition Panel and potential
candidates
3 Apply the Recognition Panel
terms of reference
2 X 3 hour sessions
2 X 3 hour sessions
1 X 3 hour session
Page 15 of 45
2b. Mandatory annual refresher CPD
KUDOS Mentor
KUDOS Reviewer Refresher
KUDOS Recognition Panel
Refresher
This session is for those of you
who have already completed the
KUDOS Mentor course and who
are acting as KUDOS Mentors.
The aim of this session is to update you on any changes to the
UKPSF, HEA Recognition and
KUDOS.
This session is for those of you
who have already completed the
KUDOS Reviewer course and who
are acting as a KUDOS Reviewer.
The aim of this session is to update you on any changes to the
UKPSF, HEA Recognition and
KUDOS.
This session is aimed at existing
members of the Recognition Panel.
The aim of this session is to update you on any changes to the
UKPSF, HEA Recognition and
KUDOS.
We will review the KUDOS
mentor role and discuss
opportunities and challenges that
may have occurred.
We will review the KUDOS
Reviewer role and discuss the
operation of the review process
and the needs of the reviewer
1. Demonstrate up to date
knowledge of the UKPSF, HEA
recognition and KUDOS
1. Demonstrate up to date
knowledge of the UKPSF, HEA
recognition and KUDOS
1. Demonstrate up to date
knowledge of the UKPSF, HEA
recognition and KUDOS
2. Evaluate and if appropriate make
recommendations to improve the
KUDOS mentoring role and
process
2. Evaluate and if appropriate make
recommendations to improve the
KUDOS reviewer role and
process
2. Evaluate and if appropriate make
recommendations to improve the
operation of the Recognition
Panel
1 X 3 hour session
1 X 3 hour session
1 X 3 hour session
Refresher
We will review the Recognition
Panel operations
Page 16 of 45
3. CPD for Areas of Activity relevant to the UKPSF
Designing & planning
learning activities
&/or programmes of
study
Teaching &/or
supporting learning
Assessing & giving
feedback to learners
(Relevant to A2 in the
UKPSF)
(Relevant to A3 in the
UKPSF)
(Relevant to A1 in the
UKPSF)
This session will
introduce you to UK HE
sector reference point
that impact on the design
and planning of your
academic practice
including the QAA
Qualifications
Framework and Subject
Benchmark Statements.
You will be asked to
consider and
demonstrate how
Constructive Alignment
should be used to plan
inclusive learning.
You will also explore
how technology can
support learning activities
1. Recognise the external
drivers that impact on
your academic practice
2. Design learning
activities using
constructive alignment
3. Reflect on how
technology could be used
to support diverse
students learning
1 X 3 hour session
Developing effective
learning
environments &
approaches to student
support & guidance
(Relevant to A4 in the
UKPSF)
This session will ask you
to consider “What makes
a good teacher?” and
“What is effective
learning?”
You will be expected to
explore your own
professional values in
relation to learning and
teaching in an inclusive
curriculum.
You will analyse your
own strengths and
develop an action plan
for your own CPD
looking in particular at
supporting learners in a
blended learning
environment.
1. Analyse your own
strengths in relation to
teaching and supporting
learning
2. Reflect on and create
an action plan for your
own CPD
This session will enable
you to design inclusive
summative assessment to
enable students to
evidence learning
outcomes and to design
formative assessments to
help students improve
their own learning. We
will investigate student
views on what makes
feedback effective and
will explore how
assessment and feedback
can be supported by
technology.
This session will show
you how to make
effective use of existing
University systems,
WOLF and e:vision, to
support both formal and
informal learning
including the role of
personal tutoring. We
will explore online
resources both from the
University and other web
resources such as Open
Education Resources
(OER’s) and future gaze
towards a ‘Digital
Campus’.
1. Apply the concept of
constructive alignment
1. Identify effective
resources for formal and
informal learning.
2. Design effective
summative and formative
assessments
3. Create a feedback
matrix/sheet
3. Recognise and apply
online resources to
support student learning
1 X 3 hour session
1 X 3 hour session
3. Evaluate how you can
support diverse learners
in a blended learning
environment
1 X 3 hour session
2. Create learning
activities in WOLF
Page 17 of 45
Appendix 2. KUDOS Portfolio templates: D1, D2 and D3
Portfolio - DI for AFHEA
1. General principles to consider in preparing your portfolio
There are three parts to your portfolio. Part 1 consists of a reflective account of your professional
practice (RAPP), Part 2 is a reflective CPD review and plan. Part 3 consists of two references from
people who can comment on the appropriateness of your application for D1.
Your portfolio must have the following:
1. Your RAPP (1400 words)
2. Your CPD review and plan (600 words)
3. Two references
You are not asked to write a CV but should select and provide appropriate evidence to demonstrate
how you meet the D1 criteria.
All examples you choose should be related to work at level 4 or above and should be within the last
five years. However you may reference events that are more than 5 years ago that are now
influencing your current academic and professional practice.
You should include corroborating evidence particularly of impact throughout your portfolio. This
could include hyperlinks to relevant documentation (be selective and only link relevant sections),
testimonials and comments from ‘others’, (students, colleagues, externals etc.,) For example, “I would
like to take this as an opportunity to thank for the tremendous support you gave me” Level 6 student. You
can also include hyperlinked examples to such things as learning materials that KUDOS Reviewers
could access.
Evidence should be short, to-the-point and relevant to D1.
You should consider the context of working at the University of Wolverhampton. Reference should
therefore be made to the institutional vision, mission and core values:



Our vision: To be “The University of Opportunity” – renowned for creativity and innovation
– developing students and staff who are entrepreneurial, eminently employable and well
connected within a research and professionally informed environment.
Our mission: To be an employer-focused university connected with our local, national and
global communities delivering opportunity and academic excellence.
Our core values, these values guide the decisions we make and how we engage with our
communities locally and globally. At the University of Wolverhampton we will be:
o Ethical
o Respectful
o Transparent
o Inclusive and fair
o Challenging
Page 18 of 45
o
o
o
Confident
Collaborative
Professional.
Throughout your RAPP you should map the appropriate dimensions of the UKPSF in your writing.
For example “I believe every student should be given the opportunity to reach their potential. When I plan
my teaching I try to vary the activities that I want my students to do so I can offer an inclusive learning
experience. I follow up my teaching sessions by using a blog where students can post questions that they
want clarifying. (A1, K4, V1, V2)”
For D1 in addition to evidencing at least 2 areas of activity you must also demonstrate K1 and K2
from Core Knowledge and all the Professional Values V1-V4.
(K1) The subject material
(K2) Appropriate methods for teaching, learning and assessing in the subject area and at the level of
the academic programme
(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
2. Part 1 writing your RAPP (1400 words)
Concentrate on 2 areas of activity from the list below A1 – A4 of the UKPSF and use these as sub
headings for your account.
Areas of Activity
A1
A2
A3
A4
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.
Aim to write approximately 700 words on each of your two chosen areas of activity, spread evenly
across both. You should not just describe what you have done but should reflect on your own
academic practice. Consider questions such as “Why did you do something the way that you did?
What was the impact you were hoping to achieve? Why was this important? What are your
professional values? How do these influence you? What is your approach to learning? Why?”
Page 19 of 45
2.1 Evidencing A1: Design and plan learning activities and/or programmes of study
This Area of Activity refers to all your professional educational activities where you are preparing
for engagement with learners. For example you might:




Design or redesign curricula, courses and programmes of study;
Identify and plan different kinds of interaction with learners in various contexts, whether for
single sessions or larger programmes;
Participate in validation panels;
Contribute to the creation of learning resource packs and computer-based or open learning
materials or the development of virtual learning environments.
If you are going to use A1 then you should address the following:
1. Introduction and context. The main ways in which you design and plan learning activities
and/or programmes of study.
2. The reasons for your choice of:
a. subject material;
b. activities and techniques;
c. the particular learning technologies included in your plan
3. How your choices facilitate your students’ learning in general and within their subject area
4. Which dimensions of the Core Knowledge you utilise, how and why?
5. Which dimensions of the Professional Values were particularly relevant and why?
2.2 Evidencing A2: Teach and/or support learning
This Area of Activity is about your direct engagement with learners whether in groups or
individually. These encounters may be in a wide range of environments, such as classrooms, seminar
rooms, lecture theatres, labs, learning support centres, offices, etc.
Your teaching activities might include for example, lecturing, tutorial and seminar work, studio,
clinical, laboratory or workplace-based teaching, distance learning and the use of virtual learning
environments.
The support you give might include, for example, teaching and supervision of postgraduates,
mentoring inexperienced staff or contributing to in-house learning and teaching programmes.
If you are going to use A2 then you should address the following:
1. Introduction and context. The main ways in which you teach and/or support learners.
2. The activities or techniques you use and why.
3. How you came to use them and why you think they were successful in supporting student
learning? Give reasons for your choice of activities and techniques and how they relate to
developing the learners' understanding of the subject.
4. Which dimensions of the Core Knowledge you utilise, how and why?
5. Which dimensions of the Professional Values were particularly relevant and why?
Page 20 of 45
2.3 Evidencing A3: Assess and give feedback to learners
This Area of Activity is about how you use assessment and feedback to foster and encourage
learning, assess progress and make judgements about your students’ learning. The assessment you
undertake may be formative or summative, formal or informal. Feedback may for example, be face
to face, written through annotating students’ work, or through using electronic means such as
podcasts and social media.
If you are going to use A3 then you should address the following:
1. Introduction and context. The main types of formative and/or summative assessment that
you use with learners, whether formal or informal?
2. How and why you choose the particular approaches and methods you employ, insofar as
this was your own decision.
3. How you ensure your assessments are valid indicators of what you want your students to
learn, that your marking is reliable and the standards you set are appropriate.
4. How you give feedback to learners.
5. How you ensure the feedback you give learners helps them to improve their understanding
of the subject or their performance and development as learners.
6. Which dimensions of the Core Knowledge you utilise, how and why?
7. Which dimensions of the Professional Values were particularly relevant and why?
2.4 Evidencing A4: Develop effective learning environments and approaches to student
support and guidance
This Area of Activity is about how you make effective use of both the formal and informal learning
environment to facilitate learning, and how you seek to meet the needs of your learners for
educational support and guidance. It includes how you:


Utilise and manage the full range of physical or virtual learning environments so that they are
appropriate to your learners’ needs
Work with learners and service providers to ensure that your learners can access and use a
broad range of learning opportunities. Learner support might include such activities as personal
and academic tutoring, one-to-one advice, counselling, developing practice to meet the learning
implications of widening access, or supporting learners with additional needs.
If you are going to use A4 then you should address the following:
1. Introduction and context. The main types of educational environment in which you work
and/or what kinds of support and guidance you give to your learners, whether formal or
informal.
2. How you have contributed to making the learning environment more effective for learners.
3. The ways you have contributed to supporting and guiding your learners.
4. Why you chose those particular strategies and how well they worked.
5. Which dimensions of the Core Knowledge you utilise, how and why?
6. Which dimensions of the Professional Values were particularly relevant and why?
Page 21 of 45
3. Part 2 CPD review and plan (600 words)
Your CPD Review and plan must address the Area of Activity A5
“Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices.”
This section should concentrate on demonstrating how you have engaged with CPD and how this
has impacted on your academic practice outside of the two examples you have already given as part
of the RAPP. This should be brief and address any dimensions of core knowledge or professional
values that you have not already covered.
Show how you have engaged in professional development activities relevant to your academic
practice.
These activities are likely to be wide ranging, incorporating both formal and informal approaches to
continuing professional development. Examples include:
1.
2.
3.
4.
Presenting or participating in conferences on teaching and learning (often discipline-specific);
Attending workshops or training events;
Engaging in peer observation or peer review of teaching;
Less formal activities such as:
a. Regular departmental meetings where discussion is about teaching and learning
issues,
b. Peer discussions about learning and teaching,
c. Bidding for and involvement in projects or research on teaching and learning;
d. Implementing new approaches,
e. Subject and other network activities,
f. Reading,
g. Visits to other institutions/organisations.
You should then suggest what CPD activities you think would enhance your academic practice and
outline what impact you would hope this would have on your students’ experience and why.
4. Part 3 Two references
You should pick two referees that can comment on the evidence you have provided and relevance
to D1. Your referees should be familiar with the UKPSF as they should be able to affirm and endorse
your evidence for the relevant descriptor. Ideally at least one should hold a Fellowship from the
HEA. Your referees should have seen a final draft of your portfolio.
Each reference should be no more than one side of A4. Your referees must provide contact details,
these can be email addresses.
Page 22 of 45
Portfolio – D1 AFHEA
Name
Faculty/Dept.
Date
Part 1 Your RAPP (1400 words in total)
1st Area of activity
Write your RAPP here …
2nd Area of Activity
Write your RAPP here …
Part 2 CPD Review and plan (600 words)
A5: Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practices
Write your review and plan here …
Part 3 Two References
Referee 1.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
Referee 2.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
Page 23 of 45
Portfolio - D2 for FHEA
1. General principles to consider in preparing your portfolio
There are 3 parts to your portfolio application. Part 1 is a reflective account of your professional
practice (RAPP) using the Area of Activity statements 1- 4 within the UKPSF as sub headings for
your account Part 2 is a CPD review and plan addressing A5. Part 3 consists of two references from
people who can comment on the appropriateness of your application for D2.
Your portfolio must have the following:
1. Your RAPP (four sections of 600 words = 2400 words in total)
2. Your CPD review and plan (600 words
3. Two references
You should explain how and why you believe this portfolio evidences and meets the criteria for D2.
You are not asked to write a CV but should select and provide appropriate evidence to demonstrate
how you meet the D2 criteria.
All examples you choose should be related to work at level 4 or above and should be within the last
five years. However you may reference events that are more than 5 years ago that are now
influencing your current academic and professional practice.
You should include corroborating evidence particularly of impact throughout your portfolio. This
could include hyperlinks to relevant documentation (be selective and only link relevant sections),
testimonials and comments from ‘others’, (students, colleagues, externals etc.,) For example, “I would
like to take this as an opportunity to thank for the tremendous support you gave me” Level 6 student. You
can also include hyperlinked examples to such things as learning materials that KUDOS Reviewers
could access.
Evidence should be short, to-the-point and relevant to D2.
You should consider the context of working at the University of Wolverhampton. Reference should
be made therefore to the institutional vision, mission and core values:



Our vision: To be “The University of Opportunity” – renowned for creativity and innovation
– developing students and staff who are entrepreneurial, eminently employable and well
connected within a research and professionally informed environment.
Our mission: To be an employer-focused university connected with our local, national and
global communities delivering opportunity and academic excellence.
Our core values, these values guide the decisions we make and how we engage with our
communities locally and globally. At the University of Wolverhampton we will be:
o Ethical
o Respectful
o Transparent
o Inclusive and fair
o Challenging
Page 24 of 45
o
o
o
Confident
Collaborative
Professional.
2. Part 1. Writing your RAPP (2400 words)
Concentrate on the Areas of Activity A1 to A4 of the UKPSF and use these as sub headings for your
account.
Areas of Activity
A1
A2
A3
A4
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.
Aim to write 600 words for each area of activity. You should not just describe what you have done
but should reflect on your own academic practice. Consider questions such as, “Why did you do
something the way that you did? What was the impact you were hoping to achieve? Why was this
important? What are your professional values? How do these influence you? What is your approach
to learning? Why?”
Each of the Areas of Activity (A) should outline and include mapping of Core Knowledge (K) and
Professional Values (V) and may include mapping to other Areas of Activity:
Throughout your RAPP you should map ALL the dimensions of the UKPSF in your writing. For
example “I believe every student should be given the opportunity to reach their potential. When I plan my
teaching I try to vary the activities that I want my students to do so I can offer an inclusive learning
experience. I follow up my teaching sessions by using a blog where students can post questions that they
want clarifying. (A1, K4, V1, V2)”
2.1. Evidencing A1: Design and plan learning activities and/or programmes of study
This Area of Activity refers to all your professional educational activities where you are preparing
for engagement with learners. For example you might:




Design or redesign curricula, courses and programmes of study;
Identify and plan different kinds of interaction with learners in various contexts, whether for
single sessions or larger programmes;
Participate in validation panels;
Contribute to the creation of learning resource packs and computer-based or open learning
materials or the development of virtual learning environments.
For A1 you should address the following:
1. Introduction and context. The main ways in which you design and plan learning activities
and/or programmes of study.
2. The reasons for your choice of:
Page 25 of 45
a. subject material;
b. activities and techniques;
c. the particular learning technologies included in your plan
3. How your choices facilitate your students’ learning in general and within their subject area
4. Which dimensions of the Core Knowledge you utilise, how and why?
5. Which dimensions of the Professional Values were particularly relevant and why?
2.2. Evidencing A2: Teach and/or support learning
This Area of Activity is about your direct engagement with learners whether in groups or
individually. These encounters may be in a wide range of environments, such as classrooms, seminar
rooms, lecture theatres, labs, learning support centres, offices, etc.
Your teaching activities might include for example, lecturing, tutorial and seminar work, studio,
clinical, laboratory or workplace-based teaching, distance learning and the use of virtual learning
environments.
The support you give might include, for example, teaching and supervision of postgraduates,
mentoring inexperienced staff or contributing to in-house learning and teaching programmes.
For A2 you should address the following:
1. Introduction and context. The main ways in which you teach and/or support learners.
2. The activities or techniques you use and why.
3. How you came to use them and why you think they were successful in supporting student
learning? Give reasons for your choice of activities and techniques and how they relate to
developing the learners' understanding of the subject.
4. Which dimensions of the Core Knowledge you utilise, how and why?
5. Which dimensions of the Professional Values were particularly relevant and why?
2.3. Evidencing A3: Assess and give feedback to learners
This Area of Activity is about how you use assessment and feedback to foster and encourage
learning, assess progress and make judgements about your students’ learning. The assessment you
undertake may be formative or summative, formal or informal. Feedback may for example, be face
to face, written through annotating students’ work, or through using electronic means such as
podcasts and social media.
For A3 you should address the following:
1. Introduction and context. The main types of formative and/or summative assessment that
you use with learners, whether formal or informal?
2. How and why you choose the particular approaches and methods you employ, insofar as
this was your own decision.
3. How you ensure your assessments are valid indicators of what you want your students to
learn, that your marking is reliable and the standards you set are appropriate.
4. How you give feedback to learners.
5. How you ensure the feedback you give learners helps them to improve their understanding
of the subject or their performance and development as learners.
6. Which dimensions of the Core Knowledge you utilise, how and why?
Page 26 of 45
7. Which dimensions of the Professional Values were particularly relevant and why?
2.4. Evidencing A4: Develop effective learning environments and approaches to student
support and guidance
This Area of Activity is about how you make effective use of both the formal and informal learning
environment to facilitate learning, and how you seek to meet the needs of your learners for
educational support and guidance. It includes how you:
o
o
Utilise and manage the full range of physical or virtual learning environments so that they
are appropriate to your learners’ needs
Work with learners and service providers to ensure that your learners can access and
use a broad range of learning opportunities. Learner support might include such
activities as personal and academic tutoring, one-to-one advice, counselling, developing
practice to meet the learning implications of widening access, or supporting learners
with additional needs.
For A4 you should address the following:
1. Introduction and context. The main types of educational environment in which you work
and/or what kinds of support and guidance you give to your learners, whether formal or
informal.
2. How you have contributed to making the learning environment more effective for learners.
3. The ways you have contributed to supporting and guiding your learners.
4. Why you chose those particular strategies and how well they worked.
5. Which dimensions of the Core Knowledge you utilise, how and why?
6. Which dimensions of the Professional Values were particularly relevant and why?
3. Part 2 CPD review and plan (600 words)
Your CPD Review and plan must address the Area of Activity A5
“Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices.”
This section should concentrate on demonstrating how you have engaged with CPD and how this
has impacted on your academic practice outside of the examples you have already given as part of
the RAPP. This should be brief and address any dimensions of core knowledge or professional values
that you have not already covered.
Show how you have engaged in professional development activities relevant to your academic
practice.
These activities are likely to be wide ranging, incorporating both formal and informal approaches to
continuing professional development. Examples include:
1. Presenting or participating in conferences on teaching and learning (often discipline-specific);
2. Attending workshops or training events;
3. Engaging in peer observation or peer review of teaching;
Page 27 of 45
4. Less formal activities such as:
a. Regular departmental meetings where discussion is about teaching and learning
issues,
b. Peer discussions about learning and teaching,
c. Bidding for and involvement in projects or research on teaching and learning;
d. Implementing new approaches,
e. Subject and other network activities,
f. Reading,
g. Visits to other institutions/organisations.
You should then suggest what CPD activities you think would enhance your academic practice and
outline what impact you would hope this would have on your students’ experience and why.
4. Part 3 Two references
You should pick two referees that can comment on the evidence you have provided and relevance
to D2. Your referees should be familiar with the UKPSF as they should be able to affirm and endorse
your evidence for the relevant descriptor. Ideally at least one should hold a Fellowship from the
HEA. Your referees should have seen a final draft of your portfolio.
Each reference should be no more than one side of A4. Your referees must provide contact details,
these can be email addresses.
Page 28 of 45
Portfolio – D2 FHEA
Name
Faculty/ Dept.
Date
Current Level of
Fellowship
Are you currently an Associate Fellow of the HEA (D1)
Yes
No
Part 1 Your RAPP (2400 words in total)
Area of activity 1 Design and plan learning activities and/or programmes of study
Write your RAPP here …
Area of Activity 2 Teach and/or support learning
Write your RAPP here …
Area of Activity 3 Assess and give feedback to learners
Write your RAPP here …
Area of Activity 4 Develop effective learning environments and approaches to student
support and guidance
Write your RAPP here …
Part 2 CPD Review and plan (600words)
A5: Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practices
Write your review and plan here …
Page 29 of 45
Part 3 Two References
Referee 1.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
Referee 2.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
Page 30 of 45
Portfolio - D3 for SFHEA
1. General principles to consider in preparing your portfolio.
There are 4 parts to your portfolio. Part 1 is a reflective account of your professional practice
(RAPP). Part 2 consists of 2 case studies in which you should go into some depth on two different
aspects of your academic practice that you think demonstrates the expectations of D3. Part 3 is a
CPD review and plan. Part 4 consists of two references from people who can comment on the
appropriateness of your application for D3.
Your portfolio should have the following:
1.
2.
3.
4.
Your RAPP, (2400 words)
Two case studies (1500 words each)
Your CPD review and plan (600 words)
Two references.
You should explain how and why you believe this account evidences and demonstrates the
requirements outlined below for D3.
D3 must concentrate on your academic practice that evidences “Successful co-ordination, support,
supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation
to teaching and learning.”
You are not asked to write a CV but should select and provide appropriate evidence to demonstrate
how you meet the D3 criteria.
All examples you choose should be related to work at level 4 or above and should be within the last
five years. However you may reference events that are more than 5 years ago that are now
influencing your current academic and professional practice.
You should include corroborating evidence particularly of impact throughout your portfolio. This
could include hyperlinks to relevant documentation (be selective and only link relevant sections),
testimonials and comments from ‘others’, (students, colleagues, externals etc.,) For example, “I would
like to take this as an opportunity to thank for the tremendous support you gave me” Level 6 student. You
can also include hyperlinked examples to such things as learning materials that KUDOS Reviewers
could access.
Evidence should be short, to-the-point and relevant to D3.
You should consider the context of working at the University of Wolverhampton. Reference should
be made therefore to the institutional vision, mission and core values:


Our vision: To be “The University of Opportunity” – renowned for creativity and innovation
– developing students and staff who are entrepreneurial, eminently employable and well
connected within a research and professionally informed environment.
Our mission: To be an employer-focused university connected with our local, national and
global communities delivering opportunity and academic excellence.
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
Our core values, these values guide the decisions we make and how we engage with our
communities locally and globally. At the University of Wolverhampton we will be:
o Ethical
o Respectful
o Transparent
o Inclusive and fair
o Challenging
o Confident
o Collaborative
o Professional.
Throughout your RAPP and both case studies you should map ALL the dimensions of the UKPSF in
your writing. For example “My underlying values are cosmopolitanism and contextualization. I look for
similarities, contextual drivers and local pedagogic practices while providing a rationale for UK practice (V2,
V3)”, or “In all of this work I have strived to link practice to impact, working with colleagues to explore what
makes a difference and brokering exchanges across discipline boundaries e.g. using ePortfolios to reduce nonsubmission of work (xxxx and xxxx 2009) (A5, V3, V4)” .Extracts from a D3 portfolio.
2. Part 1 writing your RAPP (2400 words)
In your Reflective Account of Professional Practice (RAPP) you should focus in particular on the
education, training, employment, roles and experience which have contributed to your professional
development as teacher, mentor, facilitator of learning and/or academic leader.
You should highlight the primary influences on your own development, focusing on the progressive
attainment of your professional capabilities and how you and others have benefited from the
continuous learning and development process involved. Your application for D3 should have a
central focus on the processes of continuing professional learning and development. This includes
appropriate research and scholarly activity and the leadership, management and administration of
academic provision and support. Consider questions such as, “Why did you do something the way
that you did? What was the impact you were hoping to achieve? Why was this important? What are
your professional values? How do these influence you? What is your approach to learning? Why?”
For D3 your own practice also needs to be set in the context of successfully co-ordinating,
supporting, supervising, managing and/ or mentoring others in relation to teaching and learning
You should use the following as headings to help structure your RAPP:
1. Academic practice overview;
To include: career milestones; recognition and reward; leadership, management and
organisational roles within the institution or wider higher education context
- roles and responsibilities related to teaching and supporting learning
- relevant qualifications obtained from formal professional development undertaken
- teaching prizes, fellowships, institutional awards for innovation
- professional body recognition
- teaching and learning/quality enhancement committees
- programme design, approval and review process
- quality assurance roles and responsibilities
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2.
-
-
Involvement in teaching and learning initiatives;
institutional/nationally funded projects
small-medium scale investigations/awards
work with professional bodies
development and/or adoption of learning and teaching themes, for example,
internationalisation, employability, assessment and feedback, retention, flexible learning,
education for sustainability
dissemination of teaching and learning related expertise
3.
-
Educational and staff development activity;
mentor roles in professional development programmes for new and inexperienced staff
learning and teaching workshops/seminars
related publications/documents
4. Collaborating with others;
- advisory, support, co-ordination roles in teaching and supporting learning
- leadership and management roles
5. Areas of research, scholarship and/or professional practice
- relevant publications and/or presentations
- incorporation of research, scholarship and/or professional practice into teaching and
supporting learning
- links with professional bodies/wider communities
3. Part 2 writing your case studies (1500 words each)
In this section you should provide reflective accounts of two particular contributions or roles which:


Have had a significant impact upon the co-ordination, support, supervision, management
and/or mentoring of others (whether individuals and/or teams), in relation to teaching and
learning
Demonstrate your sustained effectiveness in relation to teaching and learning and that you
meet the criteria for D3.
At least one of your case studies should address a situation where you worked with others using
your skills, knowledge and awareness in leading, managing or organising programmes, subjects and/or
disciplinary areas.
You should clearly demonstrate an integrated and reflective approach to academic practice that
incorporates research, scholarship and/or professional practice.
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Suggested areas are:

Developing quality enhancement
o
o
o
o

Supporting other colleagues
o
o
o

how you have supported other colleagues to enhance their practice
specific examples of how you have enhanced academic practice through coordinating/managing others
your roles in teaching and learning projects and initiatives at departmental,
institutional or wider HE context
Sustained engagement with educational and staff development
o
o
o

how you place learning and teaching and the student experience at the heart of your
academic practice
ways you interact with others to ensure appropriate alignment of teaching, learning
and assessment practices
how you ensure that student learning within the context of your responsibilities is
enriched by disciplinary and pedagogic research, scholarship and professional
practice (your own and that of others)
ways you have fostered dynamic approaches to teaching and learning through
creativity and innovation
staff development activities you have facilitated (informal and formal) that enhance
your colleagues’ abilities to meet the dimensions of the UKPSF
how your contributions have promoted the student learning experience through
professional development of staff under your influence and guidance. For example,
through informal or formal mentoring arrangements
how you have disseminated your knowledge and skills in teaching and supporting
learning to audiences within, and external to your institution
Evaluation of academic practice
o
o
steps taken to develop your own practice and how you have used your own
experience to enable others to reflect on and critique their own practice
how you support, encourage and implement evaluation processes designed to
enhance the student learning experience
4. Part 3 CPD review and plan
Your CPD Review and plan must address the Area of Activity A5
“Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices.”
This section should concentrate on demonstrating how you have engaged with CPD and how this
has impacted on your academic practice outside of the examples in your RAPP and case studies.
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Show how you have engaged in professional development activities relevant to your academic
practice. At D3 this should not be a list of everything you have written, attended or presented but
should be a review of your CPD relevant to learning and teaching and your academic professional
development, particularly how this impacts or influences your academic practice with colleagues and
on the student learning experience. You may use examples of your activities to illustrate points or
reflections.
You should include the following:
1. Your main strategies for updating and developing your capacity at D3. Refer here to any
activities you have undertaken to update yourself on aspects of teaching and learning, for
example, staff development activities or conferences on learning and teaching or
participation in projects to develop learning methods.
2. How you used the outcomes from the above CPD strategies to improve the student
learning experience, your own working practice and that of your colleagues.
3. Which dimensions of the Core Knowledge you utilise, how and why?
4. Which dimensions of the Professional Values were particularly relevant and why?
5. What you plan to do for future CPD and why?
6. What impact do you hope this will have on your own academic practice, that of your
colleagues and the students’ learning experience and why?
5. Part 4 Two references
You should pick two referees that can comment on the evidence you have provided and relevance
to D3. Your referees should be familiar with the UKPSF as they should be able to affirm and endorse
your evidence for the relevant descriptor. Ideally at least one should hold a Fellowship from the
HEA and if possible a SHFEA or PFHEA. Your referees should have seen a final draft of your
portfolio.
Each reference should be no more than one side of A4. Your referees must provide contact details,
these can be email addresses.
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Portfolio – D3 SFHEA
Name
Faculty/ Dept.
Date
Current Level of
Fellowship
Associate Fellow (D1)
Fellow (D2)
N/A
Part 1Your RAPP
Reflective account of professional practice
Write your RAPP here …
1. Academic practice overview:
(To include career milestones; recognition and reward; leadership, management and
organisational roles within institution or wider higher education context)
2. Involvement in teaching and learning initiatives;
3. Educational and staff development activity;
4. Collaborating with others;
5. Areas of research, scholarship and/or professional practice
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Part 2 Two case studies
Case study 1:
Write your case study here …
Case study 2:
Write your case study here …
Part 3 CPD review and plan
A5: Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
practices
Write your review and plan here …
Part 4 Two references
Referee 1.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
Referee 2.
Name, title and Fellowship of the HEA
(if appropriate)
Contact details
Cut and paste your reference here …
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Appendix 3. KUDOS Reviewer Pro-forma – D1, D2 and D3
KUDOS Portfolio Scheme Reviewer pro-forma – D1
Portfolio number
Reviewer
Date
Recommendation
Award
Refer
Not
awarded
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Overview
Have the correct number and type of dimensions been covered?
Comment:
Is there supporting evidence from level 4 or above?
Comment:
Is the portfolio based on learning, teaching and assessment?
Comment:
Are there appropriate references?
Comment:
Does the portfolio provide evidence to meet the criteria for D1
Comment:
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Comments against D1criteria
The RAPP
1st Area of Activity
2nd Area of Activity
CPD Review and Plan
(A5)
Joint feedback sheet – D1
Your comments here are to be used by KUDOS to give feedback to the candidate. If the
candidate is referred or not awarded please write your comments to help the candidate
resubmit or craft a new submission. Be clear about what you would expect them to do and
why. Please cross reference your comments to the D1 criteria and dimensions of the
UKPSF
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KUDOS Portfolio Scheme Reviewer pro-forma – D2
Portfolio number
Reviewer
Date
Recommendation
Award
Refer
Not
awarded
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Overview
Have all the dimensions of the UKPSF been covered?
Comment:
Is there supporting evidence from level 4 or above?
Comment:
Is the portfolio based on learning, teaching and assessment?
Comment:
Are there appropriate references?
Comment:
Does the portfolio provide evidence to meet the criteria for D2?
Comment:
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Comments against D2 criteria
The RAPP
Area of Activity 1
Area of Activity 2
Area of Activity 3
Area of Activity 4
CPD Review and Plan
(A5)
Joint feedback sheet – D2
Your comments here are to be used by KUDOS to give feedback to the candidate. If the
candidate is referred or not awarded please write your comments to help the candidate
resubmit or craft a new submission. Be clear about what you would expect them to do and
why. Please cross reference your comments to the D2 criteria and dimensions of the
UKPSF
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KUDOS Portfolio Scheme Reviewer pro-forma – D3
Portfolio number
Reviewer
Date
Recommendation
Award
Refer
Not
awarded
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Yes
Partially
No
Overview
Have all the dimensions of the UKPSF been covered?
Comment:
Is there supporting evidence from level 4 or above?
Comment:
Is the portfolio based on learning, teaching and assessment?
Comment:
Are there appropriate references?
Comment:
Does the portfolio provide evidence to meet the criteria for D3, in
particular D3:VII?
Comment:
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Comments against D3 criteria
The RAPP
Case Study 1
Case Study 2
CPD Review and Plan
(A5)
Joint feedback sheet – D3
Your comments here are to be used by KUDOS to give feedback to the candidate. If the
candidate is referred or not awarded please write your comments to help the candidate
resubmit or craft a new submission. Be clear about what you would expect them to do and
why. Please cross reference your comments to the D3 criteria and dimensions of the
UKPSF
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