SEDA Professional Development Framework Dr Stephen Bostock FHEA, SFSEDA, NTF Chair of the SEDA...
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Transcript of SEDA Professional Development Framework Dr Stephen Bostock FHEA, SFSEDA, NTF Chair of the SEDA...
SEDA Professional Development Framework
Dr Stephen BostockFHEA, SFSEDA, NTF
Chair of the SEDA Professional Development Framework Committee
SEDA email: [email protected]
Head of the Centre for Learning, Teaching and Assessment Glyndẅr University, Wrexham
SEDA Recognition (accreditation)Staff & Educational Development Association
SEDA’s Professional Development Framework‘Named Awards’ e.g. Learning, Teaching and Assessing
An Institution’s programmee.g. a PG Certificate
Participants from institution and elsewhere
Institutional aspect(institutional mapping document)
An institution demonstrates:• How professional needs are identified• How courses and pathways are developed to
meet these needs• Location of course within the institution• Links between the course and institutional
strategies• A review of the institution’s approach to
professional development
Programme aspect(programme mapping document)
1. SEDA Values
2. Common core development outcomes based on the professional development cycle:
3. Different specialist outcomes for each award, related to role, function, or need
Plan
Review
Identifyneeds
Implement
SEDA PDF Named Awards• Supporting Learning • Learning, Teaching and
Assessing• Leading and Developing
Academic Practice• Developing Professional
Practice • Developing Leaders• Embedding Learning
Technologies• Supporting Learning with
Technology• Action Research • Mentoring and coaching• Leading programmes
• Staff and Educational Development
• Leading Staff and Educational development
• Student Support and Guidance
• Supervising Postgraduate Research
• Enhancing Research Practice
• Responding to Change in HE • Enhancing Academic
Practice in XXX• External Examining
Example of Named Award Specialist Outcomes: Mentoring and Coaching
1. Recognise where mentoring/coaching may be beneficially used for staff development
2. Develop and implement strategies and plans for mentoring/coaching schemes or for the mentoring/coaching of individuals
3. Demonstrate understanding of mentoring/coaching theory and process in order to effectively mentor/coach colleagues in connection with one or more specific professional development objectives
4. Analyse and apply information from the relevant literature and from other sources (e.g. experience, peers) to inform and enhance mentoring/coaching practice.
Characteristics of PDF Recognition
• Mentored, supportive and developmental• Universities in the UK and elsewhere, and some
national organisations • Values and outcomes-driven programme
recognition; no academic levels or credits• Review every 5 years• Course leaders often become trained Recognizers
and mentors – a community of practice• Interested in becoming a SEDA Recogniser?
1992 SEDA
Institute of Learning and Teaching(Membership of ILT)
1999
Higher Education Academyaccreditation of IPD(‘Fellowship’ of HEA)
Teacher Accreditation(IPD)
2002
1974
Fellowship of SEDA
IPD
CPD
ProfessionalDevelopment
Framework
16 PDF Awardsaccreditationlevels 1,2,3
UK ProfessionalStandardsFrameworklevels 1,2,3
History of UK accreditation
Dearing Report
Teacher accreditation,levels 1,2
9
Example SEDA recognition at Keele U.
Supporting Learning (TAs) – UKPSF1Learning, Teaching and Assessing*
(faculty) – UKPSF2Embedding Learning Technology*Action Research* Enhancing Research PracticeExternal ExaminingRecognised Teacher (pathway)
* three parts of an MA