Professional Recognition : Gain the recognition you deserve

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Professional Recognition: Gain the recognition you deserve Dr Sally Bradley Academic Lead (Accreditation and UK PSF) 2 April 2014

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Professional Recognition : Gain the recognition you deserve. Dr Sally Bradley. Academic Lead (Accreditation and UK PSF). 2 April 2014. Outline of the workshop. Introduction UK Professional Standards Framework (2011) and Professional Recognition in context - PowerPoint PPT Presentation

Transcript of Professional Recognition : Gain the recognition you deserve

Page 1: Professional Recognition : Gain  the recognition you deserve

Professional Recognition:Gain the recognition you deserve

Dr Sally Bradley

Academic Lead (Accreditation and UK PSF) 2 April 2014

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• Introduction

• UK Professional Standards Framework (2011) and Professional Recognition in context

• Value and impact of gaining recognition – national, institutional and individual

• Activity: Claiming and evidencing your practice

• Plenary - Vignettes of women who have gained professional recognition and used it their career enhancement and development.

Activity to identify to someone who does not know them what they do, why they do it and how they know it works.

Outline of the workshop

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Introduction

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2011

The UK Professional Standards Framework for teaching and supporting learningin higher education

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• Teach and support learning

• Assess and give feedback

• Design and plan learning activities

• Create environments in which students learn and are supported

• Engage in CPD

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What do we do as academics and student support?

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Continuing Professional Development

participating in meetings, conferences and seminars

presenting internal seminars

postgraduate study

discussion and networking

learning from students (feedback)

mentoring and supervision

peer supported review

updating, and delivery of teaching

critical review and preparation of teaching materials

reading and reviewing journal articles

secondment and work shadowing

consultancy activity

undertaking research and the presentation of papers

observing and reviewing teaching practice

extending range and scope of teaching practice – new activities

undertaking research ethics training

external examining.

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Design & plan (A1)

Teach/support learning (A2)

Assess & feedback (A3)

Evaluate & Develop (A5)

Environment Support

Guidance (A4)

The Areas of Activity

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Core Knowled

ge

Subject material (K1)

Methods for T&L (K2)

How students learn (K3)

Use and value of learning

technologies (K4)

Evaluating effectiveness of teaching

(K5)

Quality assurance

and enhancement implications

(K6)

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Value and impact of gaining recognition – nationally

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Value and impact of gaining recognition – institutionally

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Value and impact of gaining recognition – individually

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SFHEA

D3

PFHEA

D4Individuals are able to demonstrate: how they have met the

requirements of all of the seven elements of the Senior Fellow Descriptor (D3.I – D3.VII)

evidence of a sustained record of effectiveness, e.g. organisation, leadership, and/or management of L&T provision

evidence of wider impact, sustained success and record of effectiveness across provisions, teams /departments/schools/faculties

evidence of success across all Areas of Activity, Core Knowledge and Professional Values

how their claim is underpinned by successful engagement with D3.VII

Individuals are able to demonstrate:

• how they have met the requirements of all of the five elements of the Principal Fellow Descriptor (D4.I – D4.V)

• evidence that cover activities at institutional or wider (inter)national settings

• sustained effective strategic leadership in academic practice and development and the impact of their work

• how their claim is underpinned by and makes clear how they apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity set out in the UKPSF

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• Claim

• Personal

• Engagement

• Reflection

• Alignment

• Commitment

• Evidence based

• Quality

• Currency

• Sufficiency

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Key principles (1)

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• Applications should relate to your positive impact on student learning

• At D3 and D4, you must show sustained record of success/achievement

• Claims should evidence successful engagement with appropriate dimensions of UKPSF

• Learning may also take place through reflection on experiences which have not worked

• Claims should not be based on role, job description or status of individual

• Outcomes, impact and influence (and reflection of evidence of same) much more important than role, activities per se 14

Key principles (2)

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1. Tell a structured story in the first person, not necessarily chronological; consider using sub-headings; avoid it reading like an annotated cv

2. Choose a range of examples rather telling your life story;

3. Avoid being over descriptive; include analysis, rationale and reflection on what worked and equally important what lessons you took from things which did not work so well

4. Answer the so what question - what is the evidence of impact / difference made?

5. Make explicit where you have presented evidence of meeting each of the A (1-5), K (1-6) and V (1-4)

6. Include rationale / evidence based on SoTL literature – e.g. Gibbs, 2010 but don’t over do it.

7. Avoid disciplinary/institutional specific language and acronyms;

8. Choose your referees/ advocates with care.15

Applying for PSF Fellowships Key points for SF & PF

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Small group activity:

Claiming and evidencing your practice

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Vignettes of women who have

gained professional recognition and

used it their career enhancement and

development