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TEACHING FOR LEARNING PROGRAM HANDBOOK An accredited pathway to recognition as HEA ASSOCIATE FELLOW

COMMENCING IN JANUARY 2019

ACHING FOR LEARNING PROGRAM HANDBOOK

An accredited pathway to recognition as a HEA ASSOCIATE FELLOW

TEACHING FOR LEARNING PROGRAM HANDBOOK (2019) 1

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Welcome to the Teaching for Learning Program.

Griffith University and Learning Futures are committed to enhancing your professional learning and to recognising staff for their achievements in learning and teaching. The University is also committed to supporting staff in the development of their capabilities in learning and teaching, and to supporting this development in alignment with the Griffith Learning and Teaching Capabilities Framework (GLTCF). One of the ways in which this commitment is facilitated is by ensuring staff are supported in the development and recognition of their practice. The Griffith Higher Education Academy (HEA) Fellowship Scheme, provides programs of staff development and recognition, accredited by Advance Higher Education (from now on known as Advance HE). These programs lead to recognition as Associate Fellow, Fellow or Senior Fellow of the HEA.

This handbook introduces you to the Teaching for Learning Program which is a program accredited by Advance HE and designed for recognition in the category of HEA Associate Fellow. This handbook also explains the relationship between the UK Professional Standards Framework (UKPSF) and Fellowship of the HEA.

Your success in this program is outlined in this handbook.

Best wishes

Jude Williams and the Teaching for Learning Program Team

Learning Futures


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Contents Welcome to the Teaching for Learning Program. ........................................................................................................ 1 General Information about HEA Fellowships at Griffith ............................................................................................... 4

The Griffith HEA Fellowship – Contacts details .................................................................................................... 4 HEA Fellowships in the Griffith Context ....................................................................................................................... 5

What are the benefits of HEA Fellowship? .............................................................................................................. 5 HEA Fellowships at Griffith? .................................................................................................................................... 5

The UK Professional Standards Framework (UKPSF) ................................................................................................ 6 What are the aims of the UKPSF? ........................................................................................................................... 6 How is the UKPSF structured? ................................................................................................................................ 6

The Griffith Learning and Teaching Capabilities Framework (GLTCF) ....................................................................... 7 What is the Griffith Learning and Teaching Capabilities Framework? ..................................................................... 7

How is the Framework structured? ....................................................................................................................... 7 How is the Framework being used? ..................................................................................................................... 7 What has informed the Griffith Learning and Teaching Capabilities Framework? ............................................... 8

Aligning the GLTCF to the UKPSF. ......................................................................................................................... 8 The Teaching for Learning Program ............................................................................................................................ 9

General Program Information .................................................................................................................................. 9 Program Staff ..................................................................................................................................................... 10 When will the program be offered? .................................................................................................................... 10

Why would you choose this program? ................................................................................................................... 10 Is the Teaching for Learning Program the appropriate program for you? .......................................................... 10

The link between the program and HEA Associate Fellowship ............................................................................. 11 The link between the Teaching for Learning Program and 7031LFC University Teaching for Learning ............... 11 Program aim and learning outcomes ..................................................................................................................... 13

What are the learning outcomes for the program? ............................................................................................. 13 The structure of the program ................................................................................................................................. 13

What do the Teaching for Learning modules involve? ....................................................................................... 14 What does the Teaching for Learning Program process look like? .................................................................... 16

Assessment ........................................................................................................................................................... 16 What is the evidence of learning required for Associate Fellowship through the Teaching for Learning Program? ............................................................................................................................................................ 17 Assessment tasks, assessment rubrics and assessment cover sheet ............................................................... 18 Assessment includes mechanisms to authentic practice ................................................................................... 18


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Assessment judgements .................................................................................................................................... 18 What is the process for appealing an assessment decision .............................................................................. 20

Support resources .................................................................................................................................................. 21 Appendix 1: Authentication of Practice Form ......................................................................................................... 22 Appendix 2: Program Cover Sheet ........................................................................................................................ 26 Appendix 3: Evidence of Learning and Rubrics ..................................................................................................... 28


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General Information about HEA Fellowships at Griffith The Griffith HEA Fellowship Scheme is situated in Learning Futures. However, there are close links between staff of Learning Futures, professional learning staff in the academic groups, and the Griffith Learning and Teaching Academy (GLTA).

The Griffith HEA Fellowship – Contacts details Role Name Contact Details

Griffith HEA Fellowship Scheme Director Prof. Ruth Bridgstock [email protected]

HEA Fellowship Scheme Coordinator TBC TBC

HEA Administration Officer Tina Hodson [email protected]

Manager (Grants, Awards & Fellowships) Leigh Sawyer [email protected]

Other Learning Futures team members who can provide support and guidance in respect to the various accredited programs at Griffith include:

Role Name & HEA Fellowship category

Contact Details

Teaching for Learning Program Coordinator

Dr. Jude Williams (SFHEA) [email protected]

Curriculum Design for Learning Program Coordinator

Louise Maddock PhD (Candidate) (SFHEA pending)

[email protected]

Graduate Certificate of University Learning and Teaching Program Director

Prof. Ruth Bridgstock (PFHEA) [email protected]

Learning and Teaching Practice Program

Dr. Paula Myatt (SFHEA) [email protected]


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HEA Fellowships in the Griffith Context Advance Higher Education in the United Kingdom is the body responsible for conferring HEA Fellowships. These fellowships are a means of acknowledging your commitment to professionalism in learning and teaching in higher education. They are based on the UK Professional Standards Framework (UKPSF) developed in the United Kingdom, which sets out the knowledge, skills and values demonstrated by those teaching and/or supporting learning in higher education. HEA Fellowships are globally recognised and portable across universities, and are increasingly considered by universities as part of the appointment and promotion process.

There are four categories of Fellowship: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. These categories span the wide range of practice carried out by teaching staff and/or those supporting learning in higher education. They incorporate staff who have a partial role in teaching/supporting learning through to those with strategic impact on learning and teaching within the institutional, national and/or international context. The UKPSF for teaching and supporting learning in higher education document provides descriptors for each category of fellowship and information about the typical role/career stage indicative of the category. Specific information about each category can be found via Advance Higher Education.

What are the benefits of HEA Fellowship? • HEA Fellowship gives you global recognition across the higher education sector

• Fellowship encourages you to review, develop and demonstrate your practice across the Professional Standards Framework

• Being a HEA Fellow provides opportunities for you to engage in ongoing professional learning through mentorships and professional networks

• As HEA Fellow you will be invited into the Griffith Learning and Teaching Academy

• Fellowship entitles you to use post-nominal letters: AFHEA – Associate of the Higher Education Academy; FHEA – Fellow of the Higher Education Academy; SFHEA – Senior Fellow of the Higher Education Academy; PFHEA – Principal Fellow of the Higher Education Academy.

HEA Fellowships at Griffith? Griffith has a strong tradition in recognising and rewarding teaching. Working towards obtaining HEA Fellowship is recognition of your commitment to learning and teaching, and is strongly encouraged. To facilitate this, Griffith provides a range of programs to help you to reach the goal of HEA Fellowship.

Once you obtain recognition as a Fellow of HEA you will be invited to become a member of the Griffith Learning and Teaching Academy (GLTA). This Academy recognises exemplary learning and teaching practice and enhances the profile of learning and teaching at Griffith. As a member of the Academy you will also have the opportunity to mentor future HEA Fellows and contribute to this growing community.

At Griffith, being a Fellow of the HEA is an important form of recognition, where recognition and reward form a part of the overall fabric of learning and teaching. This fabric can be understood in terms of two important framework - the UK Professional Standards Framework (UKPSF) and the Griffith Learning and Teaching Capabilities Framework (GLTCF).


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The UK Professional Standards Framework (UKPSF) The UKPSF provides a description of the dimensions of the roles of teaching and supporting learning within the Higher Education environment. It is written from the perspective of the practitioner and outlines a framework for comprehensively recognising learning and teaching within Higher Education.

What are the aims of the UKPSF? The UK Professional Standards Framework:

• 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

How is the UKPSF structured? The Framework has two components:

The dimensions of practice: a set of statements outlining the:

1. Areas of Activity undertaken by teachers and supporters of learning within HE

2. Core Knowledge that is needed to carry out those activities at the appropriate level

3. Professional Values that someone performing these activities should embrace and exemplify

The descriptors - a set of statements outlining the key characteristics of someone evidencing four broad categories of typical teaching and learning support roles within Higher Education (corresponding to the four categories of HEA Fellowship (Associate Fellow, Fellow, Senior Fellow and Principal Fellow).

The full version can be accessed via UKPSF for teaching and supporting learning in higher education.

Core Knowledge

Areas of Activity

Professional Values


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The Griffith Learning and Teaching Capabilities Framework (GLTCF)

What is the Griffith Learning and Teaching Capabilities Framework? At Griffith, our capacity to ensure high quality student learning experiences depends on remarkable staff. As staff, each of us has capabilities that we use in a variety of roles, both within and outside of Griffith, including Educator, Course Convenor and Program Director roles. The Griffith Learning and Teaching Capabilities Framework (the Framework) makes explicit the individual capabilities underpinning our roles in learning and teaching. Within the Framework a capability is defined as the ability to apply specific knowledges, skills and/or values in your learning and teaching practice.

How is the Framework structured? The Framework consists of three components of learning and teaching practice: practice values, capabilities, and lifecycle.

Values (centre of graphic): At the heart of the Framework are the practice values that underpin our work in learning and teaching. These values influence our relationships and practices and set the cultural context for learning and teaching at Griffith.

Capabilities (middle layer of graphic): The Framework organises learning and teaching capabilities into ten interdependent clusters of capabilities.

Lifecycle (outside ring of graphic): The practice lifecycle represents an intentional process of continuing professional learning and practice enhancement. It consists of four phases: Appreciating and Aligning; Designing and Developing; Facilitating and Coordinating; and Evaluating, Enhancing and Innovating.

How is the Framework being used? We can use the Framework to:

• reflect on the strengths of our learning and teaching capabilities


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• discuss and plan learning and teaching practice enhancement, career development and professional learning

• provide a stimulus for collegial conversations regarding learning and teaching and capability development

• inform the design, development and facilitation of professional learning activities, experiences and programs

• identify areas of practice that can be used as evidence in applications for recognition and reward in learning and teaching, including grants, awards and fellowships, including HEA Fellowships

What has informed the Griffith Learning and Teaching Capabilities Framework? The Framework’s practice values, capabilities and lifecycle components have been identified through an extensive review of the learning and teaching literature and in consultation with colleagues across the University. In addition, the Framework has been mapped to the University’s broader value and commitment statements, and the UK Professional Standards Framework (UKPSF).

Aligning the GLTCF to the UKPSF. It is important to understand that, while Griffith has a Learning and Teaching Capabilities Framework for staff in key roles in learning and teaching at the University, the HEA Fellowship Scheme is underpinned by the UKPSF. Both frameworks seek to illustrate and define the key characteristics of people who support learning and teaching in higher education. The GLTCF is useful in a detailed Griffith context and makes explicit the individual capabilities underpinning three specific roles at Griffith (those of Educator, Course Convenor and Program Director). The GLTCF is also useful in guiding institutional conversations around Academic Staff Career Development (ASCD), especially in association with appraisal and career planning. The GLTCF was developed using the UKPSF as a reference, and has been aligned to the UKPSF. For further details on this alignment, and use of the GLTCF, please see the GLTCF website. The UKPSF is the framework on which HEA Fellowships are grounded.


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The Teaching for Learning Program

General Program Information The Teaching for Learning Program explores some of the key components of successful learning and teaching in higher education. The program fosters your development as a reflective and intentional practitioner; and will support the development of knowledge, skills and values required of a contemporary university educator.

The Teaching for Learning program has three aims:

1. To support the development of key Educator capabilities outlined in the Griffith Learning and Teaching Capabilities Framework. They are:

o Understanding the learning context

o Designing for learning

o Facilitating and teaching for learning

o Managing assessment for learning

o Practising reflection and evaluation

2. To provide a pathway into the Graduate Certificate in University Learning and Teaching via the application for credit into the core course 7031LFC University Teaching for Learning.

3. To provide recognition of staff commitment to professionalism in learning and teaching and continuous professional development through AFHEA Fellowship. These fellowships are globally recognised and portable across universities, and are increasingly considered by universities as part of the appointment and promotion process.

This diagram shows the possible outcomes of successful completion of the Teaching for Learning Program.


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Program Staff You will be guided and supported through the program by a number of Learning Futures staff.

Name Role Contact details

Dr. Jude Williams (SFHEA) Program Coordinator [email protected]

Ms Tina Hodson Program Administrator [email protected]

Louise Maddock PhD (Candidate) (SFHEA pending) Teaching Team [email protected]

When will the program be offered? The program is offered in both Trimester 1 and Trimester 2 of each academic year.

Why would you choose this program? The Teaching for Learning Program is a taught program. It provides a structure pathway to the development of key learning and teaching capabilities as well as a pathway to AFHEA. The program is facilitated by experienced Learning Futures staff who will support your development of the knowledge, skills and values that are important for student learning. Activities in the program will mirror the practices of educators who are new to teaching or have limited teaching experience.

Is the Teaching for Learning Program the appropriate program for you? The program is suitable for people who have some experience of teaching and/or supporting learning - usually this is two trimesters of experience. Typical participants are likely to be:

• Early career researchers, with some teaching responsibilities (e.g. PHD students)

• Staff new to teaching (including those with part-time academic responsibilities)

• Experienced staff in relevant professional areas who may be new to teaching and/or supporting learning, or who have a limited teaching portfolio

• Staff who support academic provision (e.g. educational designers, learning resource/library staff)

• Staff who undertake demonstrator/technician roles and incorporate some teaching-related responsibilities

Prior to enrolling in the program you should read the information on the Griffith HEA Fellowship Scheme website. This information unpacks the UKPSF and details the requirements for each of the four HEA Fellowship categories. It provides information about each accredited professional learning program that leads to fellowship; support provided; and includes video clips of previous applicants. It includes a short self-reflection tool to help you decide whether the program is appropriate for you.


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The link between the program and HEA Associate Fellowship The Teaching for Learning Program is an Advance HEA accredited program, with successful completion leading to the award of Associate Fellow, Higher Education Academy (AFHEA).

Advance HE Fellowships are based on the United Kingdom Professional Standards Framework (UKPSF). The UKPSF contains descriptors for four categories of HEA Fellowship. Associate Fellowship is one of these four categories.

The program has been purposefully designed to support the development of evidence to demonstrate you meet the requirements of Descriptor 1 of the UKPSF (Associate Fellow, HEA).

Descriptor 1.

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:

Successful engagement with at least two of the five Areas of Activity in the PSF

Successful engagement in appropriate teaching and practices related to those Areas of Activity

Appropriate Core Knowledge and understanding of at least K1 and K2

A commitment to appropriate Professional Values in facilitating others’ learning

Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities

Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibility

The link between the Teaching for Learning Program and 7031LFC University Teaching for Learning If you successfully complete the Teaching for Learning Program you will be eligible to apply for credit to 7031LFC University Teaching for Learning, which is a core course in the Graduate Certificate in University Learning and Teaching (GCULT). Successful completion requires you to produce evidence of your learning. This evidence of learning is the same as the assessment tasks required for recognition of AFHEA (see assessment section of this handbook) and is also the same as the summative assessment in 7031LFC University Teaching for Learning.


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To be eligible for credit you must also meet the University’s requirement for completing/attending at least two of the Teaching for Learning workshops.

Here is a summary of the assessment requirements for HEA Fellowship and to be eligible to apply for credit to 7031LFC University Teaching for Learning. Your responses will be the same for both AFHEA and credit requirements. We suggest you write one plan for your continuing professional development and in it address both the UKPSF and the GLTCF.

Evidence of learning for AFHEA Evidence of learning to be eligible to apply for credit to 7031LFC University Teaching for Learning

Teaching Philosophy Statement (1000 words)

At least two learning and teaching session plans and rationale (500 words)

A recording of at least 20 minutes of an aligned teaching session

A critical self-reflection of the recorded teaching session (500 words)

A plan for continuing professional learning that is aligned to Descriptor 1. of the UKPSF and to Griffith Learning and Teaching Capabilities Framework

(500 words)

Completion of at least two modules


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Program aim and learning outcomes The Teaching for Learning Program is a practice-based program that is designed to enhance student learning by supporting you in your role as an intentional, purposeful and knowledgeable educator. It explores some of the key components of being an educator – designing activities that engage students in learning; facilitating and teaching for student learning; marking and giving feedback.

The aim of the program is to provide you with the opportunity to: explore your ideas about learning and teaching; enhance and evaluate your practice; and build a supportive network of colleagues.

What are the learning outcomes for the program? At the end of the program, you will be able to:

1. Articulate your philosophy of learning and teaching

2. Design learning activities that align with course learning outcomes and course assessment

3. Establish a learning environment that supports learning

4. Facilitate learning using active learning strategies

5. Provide timely feedback to students to enhance their learning

6. Apply a scholarly model of critical reflection to your learning and teaching practice

The structure of the program The Teaching for Learning Program consists of six core modules and Teach Online which is an optional MOOC that consists of three topics. The diagram below shows these modules. Two of the modules are part of the Foundations of University Teaching – a one day workshop offered to all staff new to teaching. This workshop is only offered in face-to-face mode. The Writing a Teaching Philosophy Statement module and the optional Teaching Online module are only offered online. In 2019 the other modules will be offered face-to-face but from 2020 will also be offered online.


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What do the Teaching for Learning modules involve? Module title Module details Module

timing Descriptor 1

Dimensions of UKPSF

Module 1. Understanding the learning Context Part of Foundations of University Teaching)

In the modules you will explore: Who our students are Factors that impact on their learning The module explores the idea of becoming an intentional leader of student learning. It examines the context in which learning occurs

3 hour workshop offered face to face in Trimester 1 and 2

I II III IV

A1, A4, K1, K2, K3, K4, K5 V1,V3, V4

Module 2. Designing for Learning (both modules are offered during the Foundations of University Teaching Workshop)

In this module you will examine: The relationship between learning and teaching - how we teach impacts how students learn How to design strategies that are appropriate for your context and which promote meaningful learning for students. The module focuses on practical knowledge and supports you in developing a learning and teaching session plan that is well structured and details how you intend your students to engage with course content and each other.

3 hour workshop offered face to face in Trimester 1 and 2

I II III IV V VI

A1, A3, A4 K1, K2, K3, K4, K5 V1, V2, V3

Module 3. Facilitating and teaching for learning

In this practice-based module you will explore how you can use active learning to establish an environment that motivates and supports student engagement. We will also design and develop active learning strategies to use in individual teaching sessions. You will be given the opportunity to practice your teaching and receive constructive feedback from peers.

3 hour workshop offered in Trimester 1 and 2

I II III IV V VI

A1, A2. A4 K1, K2, K3, K4, K5 V1, V2, V3, V4

Module 4. Implementing assessment for learning

Students consistently tell us through student surveys that assessment is the most significant aspect of their university experience. Therefore how we mark student work and the feedback we provide them with is of great importance to their learning. In this practice-based module you will explore some key components of our role as assessors. Specifically you will:

• Apply a marking rubric to student work

• Identify the role of feedback in student learning


III IV V VI

A3 K1, K2, K3


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• Review the essential principles of effective feedback in the higher education context

• Analyse examples of written feedback and practice rewriting to promote effective student feedback

You will have the opportunity to write effective feedback based on the knowledge gained through the module.

Module 5. Practising reflection and evaluation of learning and teaching

As educators, it is important for us to develop as reflective practitioners, to ensure that we are constantly seeking ways of enhancing student learning through our teaching practices. A key way to do this is through an evaluation of our teaching. In this module you will explore four perspectives we can use to help us reflect on our teaching:

• Self

• Peer

• Student

• Literature

You will find out how to collect, interpret and act on evaluation data from each of these perspectives. You will have an opportunity to develop your own evaluation approaches to your teaching.


I II III IV V VI

A3, A5 K1, K2, K5 V1, V2, V3, V4

Module 6. Developing a Teaching Philosophy Statement

A Teaching Philosophy Statement is a useful way to capture the beliefs and values that underpin your teaching practice. It is also becoming an important component of an academic portfolio for promotion and is commonly included in applications for teaching grants and awards. In this module you will explore the benefits of developing these statements, identify the components of a good statement and analyse exemplars. . You will also be given the opportunity to draft your teaching philosophy statement.

3 hour online module offered anytime

III IV V VI

A2, A5 K1, K2, K3, K5 V3, V4

Module 7. Teach Online (Optional)

This Module is included as an optional professional learning exercise to participants in the program. Teach Online has been

Three X 12 Hours Online Topics


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developed as a MOOC by Griffith Online. It consists of three Units of study:

• Conversation Matters

• Assessment Matters

• Design Matters

The units have not been aligned with the UKPSF and they DO NOT directly contribute to evidence of learning required for Associate Fellowship or credit towards 7031LFC University Teaching for Learning. However, they do provide opportunities to develop capabilities for educators who teach online.

What does the Teaching for Learning Program process look like? The diagram below shows the stages in the process

Assessment The same assessment tasks can be used to meet the assessment requirements of AFHEA and for the application of credit to 7031LFC University Teaching for Learning. Although for 7031LFC credit purposes, you must also attend at least two of the Teaching for Learning Modules.


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What is the evidence of learning required for Associate Fellowship through the Teaching for Learning Program? If you meet the evidence of learning for the Teaching for Learning Program you will also meet the requirements for Descriptor 1 of the UKPSF and will be recognised as an Associate Fellow of the Higher Education Academy (AFHEA). You must address certain dimensions of the UKPSF. All the dimensions are shown in this table.

Evidence of learning Alignment of evidence of learning to the descriptor for (AFHEA)

Alignment of evidence of learning to the dimensions of the UKPSF (AFHEA)

Teaching for Learning Program modules that support development of evidence of learning

1. A Teaching Philosophy Statement (1000 words)

III, IV, V, VI A2, A5 K1, K2, K3, K5 V3, V4

Practising reflection and evaluation of learning and teaching

Writing a Teaching Philosophy Statement Online Module

2. A teaching/learning support session plan and rationale (which will be the plan for the recorded and observed session) (500 words)

I , II, III , IV, V, VI

A1, A3, A4 K1, K2, K3, K4, K5 V1, V2, V3

Understanding the learning context Designing for learning

Teach Online

3. A recording of at least 20 minutes of one of the planned teaching/learning support sessions

I, II, II, , IV, V, VI A1, A2. A4 K1, K2, K3, K4, K5 V1, V2, V3, V4

Understanding the learning context Designing for learning Facilitating and teaching for learning

4. A self-reflection of the recorded and observed teaching/learning support session (500 words)

I, II, III, IV, V, VI A3, A5 K1, K2, K5 V1, V2, V3, V4


5. A plan for continuing professional learning that is aligned to the PSF and the Griffith Learning and Teaching Capabilities Framework, that is based on the self-reflection and information from the Authentication of Practice Form

(500 words)

VI A1, A2, A4, A5 K1, K2, K3, K4 V1, V3


Observation of Practice


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Assessment tasks, assessment rubrics and assessment cover sheet Details about the assessment tasks (also called evidence of learning) and the accompanying rubrics are provided as attachments to this handbook (Appendix 3). There is also an assessment cover sheet that is to be filled in (Appendix 2). The cover sheet requires you to do three things:

1. agree that the evidence of learning you are submitting is your own work

2. check off that you have included all pieces of evidence, including the Authentication of Practice form signed by the observer of your practice

3. agree that you will maintain good standing as an HEA Fellow and a member of the Griffith Learning and Teaching Academy, and that you will uphold the HEA Code of Practice.

Assessment includes mechanisms to authentic practice When you submit your portfolio of evidence (assessment pieces) you must also submit a completed Authentication of Practice Form. This is completed as part of an observation of your teaching by an experienced educator who is familiar with the UKPSF. A list of potential observers is available from the Griffith HEA Fellowships website. The list is organised by Academic Group.

Engaging in an observation process can be a rewarding developmental activity. It will provide you with the opportunity to discuss your intentions for your session as well as receive valuable feedback from an experienced colleague about the strengths in your teaching and how your teaching can be enhanced. The Authentication of Practice Form shows the aspects of practice that will be observed and how these aspects align with both the UKPSF and also the GLTCF. It provides structure to the observation.

You are to arrange the observation at a time that is mutually suitable with your colleague. The observation should be for at least one hour. The Authentication of Practice Form is attached as Appendix 1. The purpose of the form is for the observer to verify for the program assessors that your session is evidence of effective teaching practice. The form is to be included with the evidence of learning at the end of the program.

If you are not in a position to undertake a teaching session (for example you are learning support staff or you do not have the opportunity to teach during the enrolment of the program) you may plan, record and evaluate either a learning support session or an online tutorial that is appropriate for your context.

Assessment judgements There are two tangible outcomes for successful completion of the Teaching for Learning Program - HEA Associate Fellow and eligibility for credit into 7031LFC University Teaching for Learning. The people assessing your evidence will be the same for both outcomes. Assessors need to meet the following requirements for each outcome, as shown in the table below.

Recognition type Number of assessors Frequency of assessor judgements

Assessment judgements

Associate Fellowship

Two internal assessors

each with FHEA as a minimum requirement

Once per trimester Each piece of assessment is marked by one of the internal assessors


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One external assessor who is a SFHEA

Sample assessment pieces will be moderated internally by the second internal assessor

Confidence in the assessment judgements will be achieved through external moderation of a sample of successful and unsuccessful assessment pieces

Credit for 7031LFC

University Teaching for Learning

Two assessors who are members of the 7031 teaching staff and the GCULT Program Director who is a PFHEA

Once per trimester

You may submit your evidence of learning during a two week period at the end of Trimester 1 and the end of Trimester 2, each year. These two week will be in weeks 11 and 12 of the Griffith Academic year. Assessment judgments will be made during the following 4 week period and will follow the process detailed below.


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What is the process for appealing an assessment decision You have the right to appeal the decisions made by the assessors in line with University complaints and appeals policies and process. In summary this means that you must write to the Program Coordinator stating your reasons for a review of the assessor judgement. The Program Coordinator will determine the merit of your appeal and must inform you of the outcome of your appeal within 14 days. The diagram below shows the University Complaints and Appeals Process.


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Support resources You will be supported throughout the program by the Program Coordinator and the Program Team. These people can provide advice and guidance on course materials, and evidence of learning. You will also have support from the Program Administrator on timelines, enrolment processes and submission of evidence of learning.

Throughout the program you will have access to numerous course materials and activities that will scaffold your successful gathering of evidence of learning.


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Appendix 1: Authentication of Practice Form

Authentication of Practice Form

The following form is designed to obtain feedback on your teaching and/or learning supporting via an observation of your practice by an experienced peer. The structure of the form builds on the processes and language introduced within the “Teaching for Learning Program”, and includes cross-references to the UK Professional Standards Framework (UKPSF). The form will be used to authenticate your practice, a requirement for HEA Associate Fellowship

Observation Details

Name of participant:

Name of observer:

Date of observation:

Brief description of the teaching/learning support session being observed (year level, group size, course/topic, time of day)

Essential Elements Observed Evidence SET/Introduction

How was the session introduced? E.g. Were the learning outcome/s clearly articulated for student Was the relevance of topic explained? Were links to prior learning explored? Were attempts made to motivate the students’ to learn? (interaction)

UKPSF: A1, A2, K1, K2

DIALOGUE/Body


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Content E.g. Was the content relevant to the learning outcomes? Was the amount of content appropriate for the time available? UKPSF: A1, A2, K1, K2

Active Learning E.g. Were active learning strategies used and clearly explained? Were the activities linked to the learning outcomes? Were the students engaged on the activities? UKPSF: A1, A2, K1, K2

Structure E.g. Was the structure of session well sequenced? Was it well paced? Was there a demonstrable understanding of the varying needs of individual students?

UKPSF: A2, K2, V1

Interaction Were explanations clear and concise? Was there evidence of behaviour that was motivating, interesting, enthusiastic, encouraging, approachable? Was the delivery (verbal and non-verbal) clear, respectful? UKPSF: A2

Resources E.g Were the resources clear, relevant and used to enhance the learning experience? If used, were PowerPoint slides clear? What other resources were used? Were they


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effective? UKPSF: A2, K1, K2 Evaluation/Assessment E.g Was there evidence of some means of checking student’s learning/understanding? UKPSF: A2, A3, K1, K2, K5

CLOSURE/Conclusion How was the session summarised and concluded? E.g Was a review of learning outcomes discussed? Were links to future learning made? Were follow up activities for students suggested?

UKSPF: A1, A2, K1, K2

Comments Please make an overall comment to authenticate the learning and teaching practices of the HEA Associate Fellow applicant

The participant has met all the required outcomes of the observation Yes / No

A further observation is required Yes / No

Signed


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Reflection on Feedback

Having received feedback from an experienced educator, consider your reactions and future actions. The following questions are offered as a guide to your reflection.

What was the most valuable aspect of the feedback? How did the feedback differ from your own reflections in your practice? How might you act on the feedback? What goals might you set to further develop your learning and teaching capabilities? What professional learning might you undertake to reach your goals?


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Appendix 2: Program Cover Sheet

TEACHING FOR LEARNING PROGRAM - HEA ASSOCIATE FELLOWSHIP Cover Sheet

The Griffith HEA Fellowship Scheme is accredited to award associate fellowship to participants who successfully complete the Teaching for Learning Program. Please consolidate all components of your evidence of learning into a single PDF including this cover sheet (completed, signed and scanned) as the front page. Email to Tina Hodson ([email protected]).

Your Details

Gender Female ☐ Male ☐ Other/prefer not to say ☐

Title Professor ☐ A/Professor ☐ Dr ☐ Ms ☐ Mr ☐

First name

Family name

Email address

Griffith Group

Your Position / Level at Griffith (You must be an employee of Griffith when you submit)

Employment Continuing ☐ Contract ☐ Sessional (Casual) ☐

Academic

Professional

Statement I hereby certify that:

☐ I am an employee of the above-named institution. ☐ The information I have provided in this application is true and correct, meets all standards of academic integrity, and does not breach anyone’s rights to privacy or confidentiality. If I am successful in this application, I will commit to: ☐ Upholding the HEA Code of Practice; ☐ Remain in good standing as an HEA fellow by continuing my professional development and the enhancement of my teaching skills, knowledge and practice; and ☐Contributing to the Griffith University HEA Scheme (e.g. as a mentor/assessor) as appropriate.

I have included the following evidence of learning

A Teaching Philosophy Statement


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A teaching/learning support session plans and rationale

A recording of at least 20 minutes of one of the planned teaching/learning support sessions

A self-reflection of the recorded and observed teaching/learning support session

A plan for continuing professional learning that is aligned to the PSF and the Griffith Learning and Teaching Capabilities Framework that is based on the self-reflection and information from the Authentication of Practice Form

Signature

Date


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Appendix 3: Evidence of Learning and Rubrics

Evidence of Learning and Rubrics

Recognition for HEA Associate Fellowship Application for credit into 7031LFC University Teaching for Learning

The following information is offered to support your development of evidence of learning for two possible outcomes from the Teaching for Learning program:

1. Your recognition as Associate Fellow (AFHEA) 2. Your application for credit into 7031LFC University Teaching for Learning.

For recognition as an AFHEA you must meet the requirements of Descriptor 1 of the UKPSF (including the dimensions of the descriptor). To apply for credit to 7031LFC University Teaching for Learning your evidence of learning must cover all the course learning outcomes. The table below provides a summary of the evidence you need to compile for these two outcomes Below the table you can find the assessment tasks for the first four pieces of evidence of learning and their accompanying rubrics

Evidence of learning Descriptor 1

AFHEA

Dimensions of AFHEA

Alignment to 7031LFC course learning outcomes

1.A Teaching Philosophy Statement

(1000 words)

III, IV, V, VI A2, A5

K1, K2, K3, K5

V3, V4

1, 3

2. A teaching/learning support session plans and rationale (which will be the plan for a recorded and observed session)

(500 words)

I , II, III , IV, V, VI

A1, A3, A4

K1, K2, K3, K4, K5

V1, V2, V3

1, 3, 4

3. A recording of at least 20 minutes of one of the planned learning and teaching sessions

I, II, III, IV, V, VI

A1, A2. A4

K1, K2, K3, K4, K5

2, 4, 5


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V1, V2, V3, V4

4. A self-evaluation of the recorded and observed teaching/support of learning session

(500 words)

I, II, III, IV, V, VI

A3, A5

K1, K2, K5

V1, V2, V3, V4

2, 4,5

5. A plan for continuing professional learning that is aligned to the PSF and the Griffith Learning and Teaching Capabilities Framework and based on the self-reflection and information from the Authentication of Practice Form

(500 words)

VI A1, A2, A4, A5 K1, K2, K3, K4 V1, V3

Assessment Tasks

1. Teaching Philosophy Statement (approx 1000 words )

What are your beliefs about teaching/learning support? In this section you should describe beliefs and conceptions about teaching/learning support. You should reflect on experiences as a teacher, refer to the modules and the literature, and consider these indicative questions: Why do you teach/engage in learning support? What are you trying to achieve as a teacher or someone who supports learning? What is your conception of teaching/learning support? What values underpin your teaching/support of learning? What is the purpose of your teaching/support of learning? Ensure that belief statements are supported by the literature.

How do you teach/support learning? In this section you should describe what and where your teach or support learning and how your teaching or support of learning is influenced by your beliefs. Underpinning beliefs and theoretical knowledge (ensure you refer to the current literature) should be linked to your teaching/learning support practice. Indicative questions are: What are the specific courses and programs that you teach? How do you give expression to your beliefs and conceptions in your practice? How do you encourage deep learning? What types of assessments do you use and why? How do you manage student diversity?

How do you know if your teaching/support of learning is effective? In this section you should describe how you evaluate your practice to judge the effectiveness.

The future End the statement with a brief consideration of how you are growing and developing as an educator and practitioner and your goals for the future.


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2. Teaching/Learning Support Session Plan and rationale (500 words) Identify an aspect of your teaching/ facilitation/learning support where you might apply your knowledge of effective teaching to improve student learning. Plan your session using the Set/Dialogue/Closure structure and include the learning outcomes and how you intend to achieve them. Your plan should include a schedule of activities and the time you will allocate to each activity and should make appropriate reference to the literature to justify your planning. Your plan should cover the whole of your session. 3. Recording of at least 20 minutes of your teaching session. You are to record at least 20 minutes of a teaching/learning support session that is aligned to one of your session plans, for example, from a lecture, a tutorial, or a laboratory session. If you support learning rather than teach, your recording should be of your learning support practice. The recording should be of a quality where your teaching can be clearly seen and heard.

4. Self-reflection (250 words) You should write a self-evaluation of your planned and recorded teaching/learning support session. It should demonstrate your application of the knowledge you have acquired regarding learning and teaching practice and your critical reflection on this practice. It should align with your teaching/learning support session plan.

5. Continuing professional development plan (250 words) Based on your learning over the course of the Teaching for Learning program, and your understanding of the UKPSF and the feedback from your Authentication of Practice to provide a brief plan of your professional learning priorities for the next 12 months.

Rubric for Teaching Philosophy Statement Unsatisfactory

Satisfactory

Introduction to Teaching Philosophy Statement

No introduction or the introduction is unclear and/or incomplete. No explanation of the purpose of a Teaching Philosophy Statement. No mention of teaching context.

Introduction explains the purpose of a Teaching Philosophy Statement and describes the benefits to the teacher of writing one. Description of teaching context and its link to the development of a personal teaching philosophy.

Personal teaching philosophy Statement

1. What are your beliefs about teaching/supporting learning?

2. How do you teach/support learning?

3. How do you know if your teaching/learning support is effective?

Incomplete description of philosophy, or with major inconsistency/ misalignments between the responses to the three questions

Detailed description of teaching/learning support philosophy with responses to all three questions. Includes some examples from practice. Responses to questions include many links between teaching and learning.

Use of references No references. Makes some reference to the course literature.


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Presentation, written communication

Many spelling or grammatical errors, lacks clarity, some problems in the structure / sequencing.

No spelling or grammatical errors, clear, well structured.

Rubric for Teaching/Learning Support Session Plan, Recording of Session & Self Reflection Unsatisfactory Satisfactory

Teaching/learning support session plan

• Teaching and learning context • Learning outcomes • Introduction or closure • Teacher Activity • Learner Activity • Timing

Misses some key components of the plan

Covers all components of the plan

Recording Teaching/learning strategies to be included as relevant to the teaching/learning support session

• Learning Outcomes or summary of Learning Outcomes or key messages

• Set up of physical environment

• Relevance of content to student learning

• Student engagement/motivation/ interaction

• Structure of session – pace, activities, use of resources

• Teacher interpersonal behaviour • questioning • verbal / non-verbal

behaviour • explanation • feedback

Lacks evidence of, or poorly implements, teaching strategies/behaviours and/or does not reflect the planned session

Demonstrates most of the relevant teaching and learning strategies/behaviours. The teaching and learning strategies are implemented effectively (clearly, relevant to purpose).

The recording reflects the planned session.

Self-Reflection Lack of alignment between self-evaluation and:

Self-evaluation is strongly aligned with: • Plan


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• Plan • Teaching/learning support

session Self-evaluation lacks structure and/or detail.

• Teaching/learning support session

A critical self-evaluation is provided with clear structure.

Continuing professional learning plan • Capabilities and PSF descriptors • Learning goals • Professional learning opportunities • Authentication of Practice

Using information from the self-reflection and the Authentication of Practice Form to Identify relevant capabilities and PSF descriptors; describe learning goals that are relevant learning goals; identify relevant professional learning opportunities.

Makes limited use of information from the self-reflection and the Authentication of Practice to identify few relevant capabilities and PSF descriptors; describe learning goals that are not all relevant learning goals; identify limited professional learning opportunities.

Use of references

No references. Makes some reference to the literature.

Presentation, written communication

Many spelling or grammatical errors, lacks clarity, some problems in the structure / sequencing.

Minor spelling or grammatical errors, clear, well structured and presented.

If you have any questions about the evidence of learning or the rubric, please contact [email protected]

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