December 16th , 2014 Webinar outline

Eloise Tan and Terry Maguire, National Forum • Preview the findings and proposals from the upcoming report, “Mapping Professional Development Pathways for Teachers in Irish Higher Education: Where are we now and where do we want to go?”

• Initial discussion on ‘what makes good teaching, what makes excellent teaching?’

• Overview the upcoming national consultation process

Please feel free to ask questions throughout the webinar. You can do this by raising your hand (see top tab bar) and speaking on your mic when requested, or by typing your question in the chat area on the bottom right of the screen.

In the chat box

•What’s your name? What organisation/institution are you from? • Ex. Eloise, National Forum

•Have you been to a Forum event before? • Ex. Digital roadmap consultation, Sectoral Dialogue,

National Seminar Series

From May Webinar Summary of Forum research professional development research projects

Existing CPD activity in Ireland (online survey of all Irish HEIs)

What are the trends in accredited CPD in Ireland?

Disciplinary approaches (interviews and focus groups with

disciplinary experts)

What do the disciplines need from a national framework?

Current International practice (interviews with international experts)What are the international /national experiences and approaches towards

professionalising HE teaching?

Is your institution undertaking any initiatives around PD and teaching?

- HR based? - Teaching and Learning

Focused?

Some questions to get started

Upcoming Professional Development Framework Forum Publications

National Consultation

“Mapping Professional Development Pathways for Teachers in Irish Higher Education: Where are we now and where do we want to go?”

Summary of ‘Mapping PD Pathways’

Research reports informing ‘Mapping’

Assurance

Ensuring minimum standards are met for those who teach e.g. required courses for new

staff

Staff engagement is obligatory and focused on baseline

competencies

Sector can be confident that all staff meet minimum requirements and are competent in teaching

Enhancement

continuously improving teaching practice for

excellence support for staff to engage with CPD throughout their

career

Teaching and learning engagement stems from an

individual's commitment and is encouraged by institutional

commitment to staff and student development

Sector works towards a common culture of

continuous commitment to teaching and learning

excellence

What is professional development?

Kennedy’s (2005) Spectrum of CPD Models

Typology of non-accredited professional development activities

Structured non-accredited

DefinitionThese are externally organised

activities (by an institution, network, disciplinary membership body). They

are typically facilitated and have identified learning objectives.

Example in practiceEx. workshops, seminars, MOOCs, Dublin eLearning summer school

Unstructured non-accredited

DefinitionThese activities are independently

led by the individual. Engagement is driven by the individual's

needs/interests. Individuals source the materials themselves

Example in practiceEx. reading articles, following social

media, watching video tutorials, keeping a reflective teaching

journal/portfolio , preparing an article for AISHE

Collaborative non-accredited

DefinitionLearning from these activities comes from their collaborative nature - in

this case professional development is not a commodity to be consumed, it

is developed through the collaborative process.

Example in practiceEx. conversations with colleagues, sharing research at a conference,

peer review of teaching

Typology of approaches to CPD

Mapping Professional Development Pathways for Teachers in Irish Higher Education

1. Linear - Staged

Novice

Advanced Beginner

Competent

ProficientExpert

1. Linear - StagedNovice

Advanced Beginner

Competent

ProficientExpert

Opportunities ChallengesClear progression could make it easy to interpret for those engaged, those assessing, and those developing relevant CPD activities

One pathway for all, lack of flexibility could be a challenge for those with diverse interests or diverse career paths

‘Expert’ level brings level of prestige, could motivate engagement

Process to remain in good standing would need to be built in

Accredited and non-accredited activities could be incorporated

Linear format suggests that there are a set amount of skills required at each stage

Assumes that there are stages of ‘excellence’ in teaching

Once ‘expert’ is achieved, where is the CPD pathway?

2. Foundation – Specialist

Entry Foundation

Specialist Option

Specialist Option

Specialist Option

Specialist Option

Specialist Option

2. Foundation – Specialist Opportunities Challenges

A single ‘entry foundation’ point means that the sector could work towards guaranteeing a level of teaching expertise

Pathways are not clear, could be confusing for those looking to engage, develop CPD, and assess CPD

Specialist options could appeal to those with diverse interests and career paths

Lack of hierarchy might be not be appealing for senior level staff

Specialist options could be created as the need arises

Administrative load associated with developing and assessing new specialist options could be heavy

Specialist options allow for individuals to follow/showcase their individual interests

Senior staff might not see it as appropriate that they would have to demonstrate ‘foundation’ competence before pursuing specialist areas

Accredited and non-accredited could be incorporated

RPL routes must be developed

Entry Foundation

Specialist Option

Specialist Option

Specialist Option

Specialist Option

Specialist Option

3. Staged – Specialist

Novice• Specialist

options

Advanced Beginner• Specialist

options

Competent• Specialist

options

Proficient• Specialist

options

Expert• Specialist

options

3. Staged – Specialist

Novice• Specialist

options

Advanced Beginner• Specialist

options

Competent• Specialist

options

Proficient• Specialist

options

Expert• Specialist

options

Opportunities Challenges

Combination of linear and specialist model could appeal to those who seek flexibility and those who value a clear hierarchy

Remaining in good standing needs to be built in

After ‘expert’ level is achieved, one could pursue various specialist options

Deciding which levels need to be achieved before pursuing which specialist outcomes

Specialist options could be developed as the need arises

RPL routes must be developed

4. Central Requirement – Institutional Implementation

Nationally agreed

standards

Institution A• Required induction • Minimum required

CPD engagement

Institution B• 2 years to complete

CPD activities• Required induction

programmeInstitution C • Departmental CPD

targets• Flexible CPD

provision

4. Central Requirement – Institutional Implementation

Opportunities Challenges

Allows for institutional flexibility/freedom to decide how they meet national standards

Focus is on assurance, not enhancement

Minimises the need for central resources to monitor, evaluate the process

One set of standards for the diversity of teaching roles

Focus is on institutional quality, rather than individual CPD

Career pathways not evident, more akin to monitoring

Nationally agreed standard

s

Institution A• Required

induction • Minimum

required CPD engagement

Institution B• 2 years to

complete CPD activities

• Required induction programme

Institution C • Departmenta

l CPD targets• Flexible CPD

provision

Possible objectives for a national framework

Be Sustainable

Provide highly regarded

recognition

Be Flexible

Be Research-informed

Be Connected to practice

Be Inclusive

Be clear in its aims, objectives, and mechanisms

???

National Consultation Process

• Open consultation – online submission • Stakeholder forms – by invitation • Lecturers• Senior Management• HR• Students• Academic support staff• Heads of Department• ???

• Institutional responses – coordinated by ???

Next steps

Publication of 3 resourcesNational Consultation – Online and through Stakeholder Forums

Analyse input from National Consultation Develop a National Professional Development Framework for Teachers in Higher Education

National Forum WebinarTuesday Dec.16th , 1 – 2pm

Thank you for joining us today.

To keep up to date with our progress or to view this webinar visit our website www.teachingandlearning.ie

National Forum for the Enhancement of Teaching and Learning in Higher Education