Welcome [] · Web viewThe UK Professional Standards Framework (UK PSF) outlines what teachers and...

March 2017

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Edinburgh Teaching Award

Handbook

Welcome

Learning and teaching are unambiguous priorities of the University and form a central part of the duties of most academics. It is important that we embed a strong culture of reflection on how we teach, and on the skills and ideas which can enhance our practice as teachers. The Edinburgh Teaching Award, focuses on the values, knowledge and activities which inform the day-to-day life of a teaching academic and enables you to demonstrate your commitment to professionalism in teaching and learning in higher education.

The Edinburgh Teaching Award has been carefully developed to secure the accreditation of the Higher Education Academy. So working through the different levels of the Edinburgh Teaching Award brings the external recognition of Fellowship in the Higher Education Academy and with that a professional recognition which is both portable and widely recognised nationally and internationally, but also within the University.

Thank you to all of you who act as participants, mentors and panel members in the Edinburgh Teaching Award. It is an excellent programme organised by the Institute for Academic Development with growing input from Schools and Colleges.

Charlie JefferySenior Vice Principal The University of Edinburgh

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Contents

Welcome.........................................................................................................................................................................2

The Edinburgh Teaching Award.......................................................................................................................................5

What is the Edinburgh Teaching Award (EdTA) ?............................................................................................................5

What is the UK PSF?........................................................................................................................................................6

Why do people take part in the Edinburgh Teaching Award?.........................................................................................7

How can participants achieve HEA Fellowship?..............................................................................................................7

Reflective writing and presentation drafts......................................................................................................................7

Final submission..............................................................................................................................................................8

a) Reflective blog.................................................................................................................................................8

b) Oral presentation............................................................................................................................................8

References – needed within the final submission...........................................................................................................8

Expectations of participants on the EdTA……………………………………………………………………………………………………………………8

If I leave the University, what happens ? ……………………………………………………………………………………………………………………8

The Edinburgh Teaching Award Panel...........................................................................................................................10

Appeals and special circumstances...............................................................................................................................10

Key contacts..................................................................................................................................................................10

How are EdTA participants supported?.........................................................................................................................12

Frequently asked questions..........................................................................................................................................13

Why become a mentor?................................................................................................................................................14

Becoming a Mentor.......................................................................................................................................................14

Your role as Mentor......................................................................................................................................................14

Giving written feedback on reflective writing and presentation drafts.........................................................................15

How are Mentors supported?.......................................................................................................................................15

Tips for mentors............................................................................................................................................................16

Appendix 1: Level 1 of the Edinburgh Teaching Award (Associate Fellow)...................................................................17

Appendix 2: Level 2 of the Edinburgh Teaching Award (Fellow)...................................................................................18

Appendix 3: Level 3 of the Edinburgh Teaching Award (Senior Fellow)........................................................................19

Appendix 4: Level 4 of the Edinburgh Teaching Award (Principal Fellow).....................................................................20

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Appendix 5: application for Edinburgh Teaching Award Level 1 – Associate Fellow.....................................................21

Section 1: About you.............................................................................................................................................21

Section 2: Mapping your CPD points:....................................................................................................................22

Section 3: Demonstrating your relevant experience and success:........................................................................23

Section 4: Additional information:.........................................................................................................................24

Appendix 6: application for Edinburgh Teaching Award Level 2 – Fellow.....................................................................25





Appendix 7: application for Edinburgh Teaching Award Level 3 – Senior Fellow..........................................................29





Appendix 8: application for Edinburgh Teaching Award Level 4 – Principal Fellow.......................................................33





Appendix 9 Guidance for Referees………………………………………..……………………………………………………………………….…..… 37

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The Edinburgh Teaching Award

Associate MjFellow Mj

Introduction Mjto Academic Mj

Practice Mj

PG Cert in MjAcademic MjPractice Mj

Clinical MjEducator Mj

Programme Mj

PG Cert in MjClinical Mj

Education Mj

PG Cert in MjDigital Mj

Education Mj

Edinburgh MjTeaching MjAward L1 Mj




Individual Mjapplication Mj




University of Edinburgh Continuing Professional MjDevelopment Framework for Learning and Teaching Mj

Direct Mjapplication Mj

to MjHEA Mj

Fellow Mj

Senior MjFellow Mj

Principal MjFellow Mj

The Framework encompasses a range of credit bearing courses and programmes as well as non-credit bearing CPD opportunities. An overview of the full CPD Framework is provided here:

http://www.ed.ac.uk/schools-departments/institute-academic-development/learning-teaching/cpd

The Continuing Professional Development Framework for Learning and Teaching is part of a broader initiative within the University focused on academic and professional development for staff linked to the University’s People Strategy and Strategic plan. This covers all dimensions of an academic role and is linked to annual review, promotion, reward and recognition.

What is the Edinburgh Teaching Award (EdTA) ?The Edinburgh Teaching Award (EdTA) is designed to provide all staff involved in teaching and supporting learning with rich opportunities to reflect on and develop their practice throughout their careers. It is this developmental process that is at the heart of the EdTA.

The EdTA is a supported route towards the 4 different categories of Fellowship awarded by the Higher Education Academy (HEA) (http://www.heacademy.ac.uk/). These are:

Associate Fellow for those individuals who have a limited teaching and learning portfolio.

Fellow for those with substantive teaching and learning responsibilities.

Senior Fellow for those with responsibility for the organisation, leadership and/or management of specific aspects of teaching and learning provision.

Principal Fellow for experienced staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning.

The EdTA is accredited by the HEA, based on the UK Professional Standards Framework (UK PSF).

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http://www.heacademy.ac.uk/


What is the UK PSF?The UK Professional Standards Framework (UK PSF) outlines what teachers and supporters of learning in higher education need to know (K1,K2, K3, K4) what they need to be able to do (A1,A2,A3,A4,A5) and the values they need to engage with V1,V2,V3,V4).

Areas of Activity

A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support learning

A3 Assess and give feedback to learners

A4 Develop effective learning environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core Knowledge

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/ disciplinary area(s)

K4 The use and value of appropriate learning technologies

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

Professional Values

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

The Descriptors (DI-DIV) outline the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education.

DI, Associate Fellow, DII Fellow, DIII, Senior Fellow DIV, Principal Fellow

See HEA web pages http://www.heacademy.ac.uk/UKPSF for more information on the dimensions and descriptors.

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http://www.heacademy.ac.uk/UKPSF

Why do people take part in the Edinburgh Teaching Award?The EdTA is for colleagues who want to develop and improve their teaching and support for learning. It provides participants with opportunities not only to gain credit for what they have already achieved, but also to plan and work towards future development. The EdTA is open to all staff within the University who have roles which relate to teaching and/or supporting learning.

Becoming a Fellow of the HEA provides national recognition of commitment to professionalism in teaching and learning in higher education. Increasingly, HEA Fellowship is being taken into account in recruitment and promotion decisions here at the University of Edinburgh and in other higher education institutions in the UK and beyond.

How can participants achieve HEA Fellowship?In order to achieve any level of Fellowship of the HEA by the EdTA route, participants need to provide three sets of evidence:

1. Reflective blog or PresentationDemonstrates that they have reflected on their professional development in relation to teaching and learning.

2. Record of CPD Demonstrates that they have engaged in continuing professional development (CPD) related to teaching and learning. Relevant CPD activities include formal and informal courses, on-the-job learning, peer observation and all those experiences that have helped them to learn about teaching. This is evidenced further in the reflective blog. Participants need to achieve a minimum of 40 points (see appendices 1-4 for examples of what might count as CPD activities for what level of points) and to have engaged with CPD relating to each area of activity within the UK PSF (ie. at least one activity for each of the rows in the CPD summary pages appendices 1-4.

3. Record of relevant experience Provides examples of teaching roles, projects and activities where participants can show that they have been effective or successful.

Reflective writing and presentation drafts

Ask your mentor for feedback on early drafts: don’t wait until you have produced a polished piece of writing Start with something manageable. Some people find it easier to start with an introductory blog post; others

prefer to begin by recording their previous CPD activities. Remember you need to write in all three sections of your reflective journal (whether in pebblepad or

wordpress: blog posts (or draft presentations), CPD records and examples of experience and success In blog posts (and draft presentations) reflect on what you have done and learned rather than merely

describing it. It can be helpful to use a series of prompts: (eg What did I do? Why did I do that? What were the outcomes? What went well? What didn’t go well? What have I learned? How does this fit with what I have read in the research? What would I do differently next time? )

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In the CPD record, say what you have learned and how you are using that learning In the experiences and success section, give examples of effective teaching, and how you know it was

successful Make explicit links between what you have done and the UKPSF. Pay attention to your mentees’ feedback: where does s/he think you have done well? What suggestions has

s/he made for improvement? Show clearly where you have made revisions eg by using a different colour for new text.

Final submission Participants can choose between an oral presentation to the panel or a reflective blog which they have compiled over the duration of their engagement with the EdTA.

a) Reflective blog

Participants who choose this route will be expected to make at least eight blog posts in their PebblePad/Wordpress reflective journal, totalling 2500 words, spread over their time spent working on the award. The blog posts should be focused on their development in relation to Descriptor 1, 2 3 or 4 from the UK PSF. The mentor will give comments and feedback.

They will need to demonstrate successful engagement with the areas of activity, core knowledge and professional values set out in the UK PSF. The blog should be critically reflective on their own practice and make some reference to relevant literature.

b) Oral presentation

Participants who choose this route will make a presentation to an adjudication panel followed by questions and supplemented by an application form (that lists their record of CPD and record of relevant experience). The presentation will be 20 minutes for Associate Fellow and Fellow or 30 minutes for Senior Fellow and Principal Fellow. The presentation should be critically reflective on their own practice and make some reference to relevant literature.

In their presentation they must explain how they have developed in relation to Descriptor 1, 2, 3 or 4 from the UK PSF. They should also be ready to answer questions about any part of their application form and presentation.

They will need to demonstrate successful engagement with the areas of activity, core knowledge and professional values set out in the UK PSF by referring to them explicitly in their presentation as well as in their paperwork. Participants who choose this route do not need to engage with Pebblepad/Wordpress at all – they submit their paperwork in advance of the assessment panel, and then give their presentation on the day of the assessment.

References – needed within the final submission

Along with the final submission you need to provide the number of references set out in the table below. Your referee should normally be at minimum Fellows of the HEA and be able to comment on your teaching or support for learning in higher education. You should collect your own references and submit them with your application (for oral and presentation route submissions) or within the CPD section of the Pebblepad/Wordpress reflective blog. Guidance notes for referees are provided in Appendix 9 of the EdTA Handbook. Normally mentors do NOT provide references for their their own mentees.

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Level 1 - Associate Fellow 1

Level 2 - Fellow 2

Level 3 - Senior Fellow 2

Level 4 – Principal Fellow 2*

* for Principal Fellow at least one of these must be external to the University of Edinburgh

Expectations of those participating in the Edinburgh Teaching Award

To remain enrolled in a level of the Edinburgh Teaching Award, participants will be expected to show ongoing progress in their work for the award. The minimum commitment is that participants provide their mentor with two pieces of work every 3 months. These could be, for example: blog posts; drafts of an oral presentation; or short accounts of an aspect of teaching practice. If this timescale is sometimes problematic for you, perhaps because you are on fieldwork, please negotiate a change to this pattern with Daphne Loads. If your ongoing work is missing without an extension being agreed with Daphne Loads then you will be issued with an email reminder. If ongoing progress is still not apparent after one month from the reminder then we will assume you have left the Award.

It would be really helpful if you would let us know if you find you are unable to continue with the Award for any reason as we are beginning to build up waiting lists of colleagues who would like to participate.

If you leave the University, what happens ?

If you gain another position at a different University and have been unable to complete your EdTA before you leave, we are unable to support you – our mentors and staff need to prioritise those who are staff or doctoral students at the University of Edinburgh. If your work has been through Pebblepad/wordpress you should be able to keep your own golden copy of that (contact [email protected] before you leave). A majority of UK higher education insitutions are members of the HEA, so your work may be used in an accredited provision in your new institution. This is also true of a number of globally based higher education institutions, so worth investigating before you start a new role.

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mailto:[email protected]

The Edinburgh Teaching Award PanelYour final submission will be evaluated by three of the seven members of the Edinburgh Teaching Award Panel. Four members of the panel will meet to form each adjudication panel so that if the participant’s mentor is on the panel they will not be involved in evaluating their mentee’s submission. At any given time the full panel will include:

One external member who has Fellowship of the HEA.

A member of staff from the Institute for Academic Development.

Four further Fellows (or higher) of the HEA from within the University.

One Principal Fellow.

Normally 2 members will act as assessors for Level 1 and Level 2 submissions; 3 panel members would normally assess Levels 3 and 4 submissions – one of the three normally being the external.

The panel will also be responsible for deciding which CPD activities can count for points against the different areas of activity of the UKPSF.

The panel will respond to your submission with one of these categories of response:

Award granted

Advise resubmission with amendments for same level of Award

Exceptionally, advise restarting a different level of Award.

You can make one resubmission for each level of the Award. If you are unsuccessful after that point you would need to restart the level from the beginning.

Appeals and special circumstancesIt is your responsibility to notify Daphne Loads of any circumstances beyond your control that may have had a significant adverse impact on your blog or oral presentation. This should be done as soon as possible, and in any event, before the Award Panel makes a decision on your blog or oral presentation.

If you are unhappy with the final decision of the Award Panel, you may have grounds for appeal. For further details of how to appeal and grounds for appeal please see the Edinburgh Teaching Award web pages:

http://www.ed.ac.uk/institute-academic-development/learning-teaching/cpd/teaching-award

Key contacts

Daphne Loads, Academic Lead on the Edinburgh Teaching Award

Daphne.Loads @ed.ac.uk

Emily Salvesen and Rosie Bree

[email protected]

0131 651 6661 or 0131 651 4514

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Additional Information for Panel Members

By taking part as an EdTA Panel member, you are helping to ensure the quality and standards of assessments submitted by your peers at the University as they seek professional recognition by the nationally-recognised Higher Education Academy (HEA) for their work in teaching and supporting learning.

Your role is to assess the quality of submissions against the UK PSF Descriptors (see page 7 for link). Panel meetings are normally held throughout the year to respond to the growing number of submissions. The decision-making process will involve initially the use of the evaluation pro-forma sheets appropriate to the Descriptor under consideration, which are to be read in conjunction with the relevant section of the UK PSF.

Typically the Panel members will receive access to the online e-portfolios that have been submitted (or be emailed the applications for oral presenters) at least 2 weeks before the adjudication meeting. Two assessors are assigned to EdTA Levels 1 and 2 submissions and three assessors to EdTA Levels 3 and 4 submissions. The submissions are assessed by panel members independently using the proformas. At the Panel Meeting, professional dialogue is held relating to each submission with the outcome being one of 3 categories of response (shown above). Feedback for each candidate is also provided.

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How are EdTA participants supported?

1. Mentors Each participant is allocated an individual mentor, who supports their progress and gives feedback on their work. Mentors are Fellows of the HEA and work with their mentees to help them understand what matters to them about how they teach and support learning and what development opportunities make most sense in that context.

Sometimes it happens that a mentor and mentee find it difficult to work together either for practical reasons to do with diaries or because they have rather different perspectives on the process. This being the case it is fine to contact Daphne Loads to request a change in mentor.

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1. The Institute for Academic DevelopmentOn the MyEd events booking channel you will find information about IAD events, resources and networks that are relevant to the EDTA. In particular, the “Practical strategies for……” series includes short workshops on a range of learning and teaching topics.

The EdTA is supported by Daphne Loads, Emily Salvesen and Rosie Bree. If you cannot find what you need, or would like to discuss any aspect of the EdTA, please contact us: [email protected]

2. Group Meetings All participants are invited to regular group meetings at least twice a year. These meetings are not mandatory, but can be a valuable source of support, advice and ideas. Each 2 hour meeting usually includes time for questions and discussion, a short reading or activity and a period of quiet time set aside for writing. Mentors are welcome to attend these meetings.

Some mentors and mentees organise their own small group meetings for mutual support, discussion and/or writing.

3. Writing Retreats Writing retreats are offered at least twice a year. These retreats offer protected time and space to write in the company of other EdTA participants.

Some mentors and mentees organise their own mini-retreats.

4. Online Resources On the IAD website can be found electronic copies of the EdTA handbook, Pebblepad handbooks, reading lists for each of the 4 levels of fellowship, electronic direct link to the UK Professional Standards Framework (UKPSF), exemplars of blog posts, CPD records and accounts of experience and success. See the EdTA webpages at http://www.ed.ac.uk/institute-academic-development/learning-teaching/cpd/teaching-awardOn MyEd and the HEA websites there are details of courses and events that are relevant to CPD records.

5. Schools and Departments Some Schools and Departments run their own version of the EdTA, with additional in-house activities and events.

6. Information Services For help with PebblePad, please contact the IS Helpline at [email protected] It is helpful if you put ‘Pebblepad for Edinburgh Teaching Award’ in the subject line.

Frequently asked questionsPlease see our webpages for the latest version of FAQs for participants at http://www.ed.ac.uk/schools-departments/institute-academic-development/learning-teaching/cpd/cpd

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http://www.ed.ac.uk/schools-departments/institute-academic-development/learning-teaching/cpd/cpd




Information for mentors

Why become a mentor?Becoming a mentor on the EdTA provides evidence of your commitment to learning and teaching in higher education and of your willingness to share your experience, understanding and ideas with colleagues who are newer to teaching. You can reflect on and write about your mentoring as part of your own EdTA submission for Associate Fellowship, Fellowship, Senior Fellowship or Principal Fellowship.

Becoming a MentorYou can become a mentor if:

you are a Fellow of the HEA you are at a level of Fellowship at least equal to the level which your mentees are working towards you have completed an induction session you meet any requirements relating to local schemes

You will be asked if you prefer to work with mentees in a particular discipline or location (eg KB) and you will be allocated a number of mentees to suit your workload and experience.

Your role as MentorYou will be allocated a small number of colleagues to support, and it’s your job to help them in 3 key areas:

1. reflecting on and writing about their continuing development as teachers2. compiling a record of how they have made use of teaching-related CPD3. identifying and evidencing their effectiveness in teaching and supporting learning

You can do this by:

arranging an initial meeting with your mentee to confirm the level that s/he is working towards and a timescale for submission

agreeing the kind of support you can offer and that s/he requires offering ongoing written feedback on blog posts, CPD records, examples of experience and success and draft

presentations (see guidelines below) helping them to identify CPD opportunities recommending reading and other resources putting them in touch with networks of supportive colleagues helping them to make sense of the UK Professional Standards Framework that specifies the core knowledge,

areas of activity and professional values relevant to a university teacher

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In addition, we ask you to:

Attend training and development sessions as required Keep in regular contact with your mentee Contact [email protected] or your local organiser if you have any questions or concerns

Giving written feedback on reflective writing and presentation drafts

Encourage your mentees to send you drafts via PebblePad/Wordpress, and not to wait until they have produced a polished piece of writing

Suggest a manageable place to start. Some mentees find it easier to start with an introductory blog post; others prefer to begin by recording their previous CPD activity.

Give feedback promptly : agree manageable timeframes in advance and let mentees know if there is going to be a delay

Comment on all three sections of the reflective journal (either in pebblepad or wordpress): blog posts (or draft presentations), CPD records and examples of experience and success

In blog posts (and draft presentations) look for reflection rather than mere description. It can be helpful to suggest a series of prompts: (eg What did you do? Why did you do that? What were the outcomes? What went well? What didn’t go well? What have you learned? How does this fit with what you have read in the research? What would you do differently next time? )

In the CPD record, look for what they have learned and how they are using that learning In the experiences and success section, look for examples of effective teaching, and how they know it was

successful Encourage your mentee to make explicit links between what they have done and the UKPSF. Read through your feedback: is it both supportive and appropriately challenging? Have you indicated where

they’ve done well? Have you suggested how they could do better? Ask your mentees to show clearly where they have made revisions following your feedback, eg by using a

different colour for new text.

How are Mentors supported?You will be invited to regular mentor updates and training and development sessions. Some Schools organise discipline-specific EdTA schemes. You are encouraged to keep in touch with other mentors in your School (see list at http://www.ed.ac.uk/institute-academic-development/learning-teaching/cpd/teaching-award ) and throughout the university. If you have any questions or concerns, please contact your local EdTA organiser or Daphne, Emily or Rosie on [email protected]

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Tips for mentors

a) PebblepadPebblepad has some special characteristics and we have some quick tips that have proved useful to our mentors : - Use of different colours by mentees. Get your mentee to change the colour of the text used for any

‘new today’ stuff so that you can see it quickly in the text. Once you’ve agreed it, change it to black so you only have two or three colours in use.

- Remember to ‘save and exit’ when you make comments or feedback or it won’t be published and you’ll be the only one who can see it – not your mentee!

- Sometimes, if you have been working off-pebblepad and want to copy and paste across, the highlight and click method of copy and paste doesn’t work. Highlight and then CTRL-C to copy, CTRL-V to paste.

- Get in the habit of using email prompts – the notification system in pebblepad isn’t brilliant and it’s easier to email your mentee to say ‘feedback/comments now available’ and get them to email you with ‘just updated my pebblepad journal, ready for your comments’.

- Put a note in your diary to gently nudge your mentees once a month – or ask them how they want to work at the beginning. Any problems or non-response, email [email protected] for some help in nudging. They should be adding in material at least once every 3 months and complete their EdTA in 2 years maximum.

b) WordpressIf your mentee is blogging via Wordpress, all you need to do is to publish your feedback under “comments” and s/he will be able to see it. Ask your mentee to use a different colour of text when making revisons so that you can see what has been changed.

c) EdTA Handbook and UK PSFBest to familiarise yourself a bit with what your mentee is doing and be able to find your way around this handbook and the UK PSF.

d) It’s about them : the submissions are to show that your mentees meet the UK PSF in the relevant descriptor. They are talking about their excellence and abilities, not their team, their colleagues, their students (although those are good examples of interactions).

e) References – normally mentors do NOT write references for their menteesf) Mentors’ Meetings – quite often come up with other tips for each other, attend them if you can !

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Appendix 1: Level 1 of the Edinburgh Teaching Award (Associate Fellow)

UKPSF Mj AA1 Mj

Design and plan Mjlearning activities Mj

and or Mjprogrammes of Mj

study Mj

UKPSF Mj AA2 Mj

Teach and or Mjsupport learning Mj

UKPSF Mj AA3 Mj

Assess and give Mjfeedback to Mj

learners Mj

UKPSF Mj AA4 Mj

Develop effective Mjlearning Mj

enviroments Mj and Mjapproaches to Mjstudent support Mjand guidance Mj

UKPSF Mj AA5 Mj

MjCPD Mj in subjects/ Mjdisciplines and Mjtheir pedagogy, Mj

research, Mjscholarship, Mjevaluation of Mj

practice Mj

Final submission Mjshowing learning Mjand experience Mjmapped against Mj

UKPSF Mj descriptor Mj1 (chose 1 option) Mj

Complete 40 points in total across at least two rows plus one final submission Mj

Short account of Mjdesign of a Mj

learning activity for Mjstudents or peers, Mjor of involvement Mj

in a relevant MjUniversity initiative Mj

(10) Mj

Short reflection on Mjpeer observation of Mj

teaching, or of Mjinvolvement in a Mj

relevant University Mjinitiative (10) Mj

Co-I on a relevant Mjsuccessful MjPrincipal's Mj

Teaching Award MjScheme Project (5) Mj

Successful Mjcompletion of Mj

external examiner Mjrole (5) Mj

Relevant MjIAD Mj Mjtutors and Mjdems Mj Mj

course (5). Mj

Application form Mjplus 20 minute Mj

presentation with Mjquestions to a panel Mj

Application process Mjwithin reflective Mj

blog Mj 2 Mj


course (5). Mj

Short account of Mjan improvement to Mjown assessment, Mjfeedback practice, Mjor of involvement in Mj

a relevant MjUniversity initiative Mj

(10) Mj

Short account of Mjperspectives on Mj

giving guidance to Mjstudents or fellow Mj

tutors, or of Mjinvolvement in a Mj


Write up of an Mjevaluation of Mjpractice (20) Mj

Write up of a Mjpersonal teaching Mjdevelopment plan Mj

(10) Mj

Relevant refereed Mjpublication (10), Mj

relevant Mjconference Mj

presentation (5), MjRelevant digital Mj

profile (5) Mj

Relevant MjEUSA Mj Mjteaching award Mj

nomination (2.5) or Mjaward (5) Mj

Relevant MjEUSA Mj Mjteaching award Mjnomination (2.5) Mj

or award (5) Mj





Event attended Mj(2.5) or organised Mj

(5) digital Mjengagement (2.5) Mj

or completed MjMOOC Mj (5) Mj

relevant School Mjbriefing and Mj

guidance event (5) Mj

Event attended Mj(2.5) or organised Mj(5) relevant digital Mjengagement (2.5) Mj

or completed MjMOOC Mj (5), School Mjevent (5), student Mj

internship (10) Mj


course (5). Mj


course (5). Mj


course (5). Mj



















or completed MjMOOC Mj (5) School Mjbriefing event (5) Mj

online tutoring Mjcourse (10) Mj











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Appendix 2: Level 2 of the Edinburgh Teaching Award (Fellow)

UKPSF Mj AA1 Mj



study Mj

UKPSF Mj AA2 Mj


UKPSF Mj AA3 Mj


learners Mj

UKPSF Mj AA4 Mj



UKPSF Mj AA5 Mj



practice Mj



Complete 40 points in total with at least 1 option from each row plus one final submission Mj

Short account of Mjcourse or Mj

programme design Mjrole, or of Mj

involvement in a Mjrelevant University Mj

initiative (10) Mj

Short reflection on Mjpeer observation of Mj

teaching, or of Mjinvolvement in a Mj


For each relevant Mjevent attended Mj

(2.5) or organised Mj(5), relevant digital Mjengagement (2.5), Mjcompleted MjMOOC Mj Mj(5), online tutoring Mj

course (10) Mj


(2.5) or organised Mj(5), relevant digital Mjengagement (2.5) Mjcompleted MjMOOC Mj Mj

(5) Mj


relevant Principal's MjTeaching Award Mj

Scheme project as MjPI (30) Mj

or as Co-I (5) Mj

Successful Mjcompletion of Mjrelevant MjIAD Mj Mj

secondment (30) MjSuccessful Mj

completion of Mjexternal examiner Mj

role (5) Mj




role (5) Mj




role (5) Mj




role (5) Mj




role (5) Mj

Relevant MjPGCAP Mj Mjcourse including Mj

asignment Mj(10) Mj


asignment Mj(10) Mj


asignment Mj(10) Mj


asignment Mj(10) Mj




blog Mj 2 Mj


asignment Mj(10) Mj

Short account of an Mjimprovement to Mj

assessment, Mjfeedback, or of Mj

involvement in a Mjrelevant University Mj

initiative (10) Mj

Short account of Mjlearning in a Mj

relevant role, or of Mjinvolvement in a Mj



Write up of a Mjpersonal teaching Mjdevelopment plan Mj

(10) Mj


relevant MjPrincipal's Mj

Teaching Award MjScheme project as Mj

PI (30) Mjor as Co-I (5) Mj






relevant Principal's MjTeaching Award Mj

Schemeproject Mj as MjPI (30) Mj

or as Co-I (5) Mj







presentation (5), MjRelevant digital Mj

profile (5) Mj




or award (5) Mj




or award (5) Mj


(2.5) or organised Mj(5) relevant digital Mjengagement (2.5) Mj



(2.5) or organised Mj(5) relevant digital Mjengagement (2.5) Mjcompleted MjMOOC Mj Mj

(5) Mj


(2.5) or organised Mj(5) relevant digital Mjengagement (2.5), Mjcompleted MjMOOC Mj Mj

(5) Mj

18

Appendix 3: Level 3 of the Edinburgh Teaching Award (Senior Fellow)

UKPSF Mj AA1 Mj



study Mj

UKPSF Mj AA2 Mj


UKPSF Mj AA3 Mj


learners Mj

UKPSF Mj AA4 Mj



UKPSF Mj AA5 Mj



practice Mj



Complete 40 points in total with at least 1 option from each row plus one final submission. Mj



Short account of Mjcourse or Mj

programme Mjdesign role, or of Mjinvolvement in a Mj


Short reflection on Mjleadership activity Mjrelating to learning Mjand teaching, or of Mjinvolvement in a Mj




(5) Mj




role (5) Mj




role (5) Mj




role (5) Mj



presentation (5), Mjrelevant digital Mj

profile (5) Mj




role (5) Mj




role (5) Mj




blog Mj 2 Mj

Short account of Mjassessment and Mj

feedback strategy, Mjor of involvement Mj

in a relevant MjUniversity initiative Mj

(10) Mj

Short account of Mjstudent support Mjleadership e.g. Mj

senior tutor role, or Mjof involvement in a Mjrelevant University Mj

initiative (10) Mj


Write up teaching Mjleadership Mj

development plan Mj(20) Mj

Write up of Mjdevelopment work Mj

offered to Mjcolleagues (20) Mj

Board of Mjexaminers chair Mj

training (10) Mj

Board of Studies Mjchair training (10) Mj

Action Learning Set Mjparticipation for Mj

relevant leadership Mjrole (20) Mj

Successfully lead a MjTPR Mj or MjPPR Mj* for a Mjsubject area (20) Mj

TPR Mj or MjPPR Mj Mjtraining (5) Mj



(5) Mj



(5) Mj



(5) Mj



(5) Mj



Teaching Award MjScheme project as MjPI (30) or Co-I (5) Mj






Teaching Award MjSchemeproject Mj as MjPI (30) or Co-I (5) Mj













* MjTPR Mj = teaching programme review Mj

PPR Mj = postgraduate programme review Mj

19

Appendix 4: Level 4 of the Edinburgh Teaching Award (Principal Fellow)

Active commitment Mjto and Mj

championing all Mjdimensions of the Mj

UKPSF Mj

Successful Mjstrategic Mj

leadership to Mjenhance student Mj

learning Mj

Establish effective Mjorganisational Mjstrategies for Mj

supporting and Mjpromoting others Mjin delivering high Mjquality teaching Mjand support for Mj

learning Mj

Championing an Mjintegrated Mj

approach to Mjacademic practice Mj

A sustained and Mjsuccessful Mj

commitment to, Mjand engagement Mj

in, continuing Mjprofessional Mjdevelopment Mj



Complete 40 points in total with at least 1 option from each row plus one final submission Mj

Short account of Mjwork championing Mjthe MjUKPSF Mj within Mjand/or beyond the Mj

University (10) Mj

Short account of Mjrelevant strategic Mjleadership role Mj

(10) Mj


(2.5) or organised Mj(5) Mj

relevant digital Mjengagement (2.5) Mj





profile (5) Mj




blog Mj 2 Mj

Short account of Mjrole in establishing Mj

organisational Mjstrategies to Mjsupport high Mj

quality teaching Mjand learning (10) Mj

Short account of Mjwork championing Mjthe integration of Mj

teaching, Mjresearch, Mj

scholarship and Mjadministration (10) Mj

Write up of an Mjevaluation of Mjpractice at a Mj

strategic level (20) Mjor of development Mj

offered to Mjcolleagues (10) Mj

Action Learning MjSet participation Mj

for relevant Mjleadership role Mj

(20) Mj

















Action Learning MjSet participation Mj

for relevant Mjleadership role Mj

(20) Mj




profile (5) Mj




profile (5) Mj




profile (5) Mj




profile (5) Mj







20

NB: You only need to fill in this application form if you are submitting via the oral presentation route.

Appendix 5: application for Edinburgh Teaching Award Level 1 – Associate Fellow

Associate Fellowship is awarded to individuals able to provide evidence of effectiveness in roles which include some teaching and/or support for learning such as early career researchers with some teaching responsibilities or staff in tutoring or demonstrating roles.

Section 1: About you

Name:

Staff number:

College/support service:

Current learning and/or teaching roles held (e.g. tutor, demonstrator):

Additional learning and teaching roles in the past 5 years:

Any relevant qualifications or awards relating to learning and teaching already held:

21

Section 2: Mapping your CPD points:In this section please list the CPD activities relating to learning and teaching which you would like to be taken into account within your submission. You need 40 points in total from at least two areas of activity, as set out in Appendix 1. You can count back up to five years but some of your points need to come from the academic year in which you submit for the award. An example is given to get you started. If you are seeking points for events or activities completed outwith the University, please append evidence of your participation when you submit your form.

CPD activity Points Date A1 A2 A3 A4 A5

Attended an IAD workshop on encouraging effective group work with culturally diverse audiences. 2.5 26.11.13

X X

22

Total

23

Section 3: Demonstrating your relevant experience and success:In this section please give examples of your involvement and success in teaching and support of learning during your career so far, with a particular emphasis on the most recent three years. You should select examples which demonstrate the breadth and depth of your engagement and achievements addressing all of the elements of Descriptor 1 (i.e.D 1.1 – D 1.6) including all the relevant areas of activity, core knowledge and professional values. You may be asked to elaborate on any of these examples in your oral presentation. An example is given to get you started.

Brief description of the teaching or support for learning Dates Used as evidence for descriptor

D1.I D1.II D1.III D1.IV D1.V D1.VI

As a tutor on Psychology I was required to have a good grasp of the topics taught (K1) and to lead effective group work activities (K2)

1.9.12 - present X

24

Section 4: Additional information:

Please include here any additional information you would like the Edinburgh Teaching Award Panel to take into account when considering your application.

25


Appendix 6: application for Edinburgh Teaching Award Level 2 – Fellow

Fellowship is awarded to individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s) such as some early career academics or support staff holding substantive responsibility for teaching/supporting learning.


Name:

Staff number:


Current learning and teaching roles held (e.g. course organiser, e-learning advisor):



26

Section 2: Mapping your CPD points:In this section please list the CPD activities relating to learning and teaching which you would like to be taken into account within your submission. You need 40 points in total with at least one from each area of activity, as set out in Appendix 2. If you have completed the EdD in the Moray House School of Education or the course Introduction to Digital Environments for Learning in the past 5 years then you only require 20 points with at least one from each area of activity. You can count back up to five years but some of your points need to come from the academic year in which you submit for the award. An example is given to get you started. If you are seeking points for events or activities completed outwith the University, please append evidence of your participation when you submit your form.



X X

Total

27



D2.I D2.II D2.III D2.IV D2.V D2.VI

Course organiser for a successful 10 credit M-level course on Assessing Students which involved effective engagement across A1-A4

1.9.11 - present X

28



29


Appendix 7: application for Edinburgh Teaching Award Level 3 – Senior Fellow

Senior Fellowship is awarded to individuals able to provide evidence of a sustained record of effectiveness in relation to teaching and learning, including for example the organisation, leadership and/or management of aspects teaching and learning provision. These would be more experienced staff who might be leading programmes or supporting those new to teaching.


Name:

Staff number:


Current learning and teaching roles held (e.g. programme director, senior tutor):



30

Section 2: Mapping your CPD points:In this section please list the CPD activities relating to learning and teaching which you would like to be taken into account within your submission. You need 40 points in total with at least one from each area of activity, as set out in Appendix 3. If you have completed the EdD in the Moray House School of Education in the past 5 years then you only require 20 points with at least one from each area of activity. You can count back up to five years but some of your points need to come from the academic year in which you submit for the award. An example is given to get you started. If you are seeking points for events or activities completed outwith the University, please append evidence of your participation when you submit your form.



X X

31

Total

32



D3.I D3.II D3.III D3.IV D3.V D3.VI D 3.VII

Programme director for a successful PGT programme which involved effective engagement across A1-A4

1.9.11-present

X X

33



34


Appendix 8: application for Edinburgh Teaching Award Level 4 – Principal Fellow

Principal Fellowship is awarded to individuals able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning. These would be highly experienced and/or senior staff with strategic responsibility within the institution and/or strategic impact beyond their institution.


Name:

Staff number:


Current learning and teaching roles held (e.g. Dean of Learning and Teaching, Dean of Students):



35

Section 2: Mapping your CPD points:In this section please list the CPD activities relating to learning and teaching which you would like to be taken into account within your submission. You need 40 points in total with at least one from each aspect of the descriptor, as set out in Appendix 4. You can count back up to five years but some of your points need to come from the academic year in which you submit for the award. An example is given to get you started. If you are seeking points for events or activities completed outwith the University, please append evidence of your participation when you submit your form.

CPD activity Points Date D4.I D4.II D4.III

D4.IV D4.V


X

36

Total

37

Section 3: Demonstrating your relevant experience and success:In this section please give examples of your involvement and success in teaching and support of learning during your career so far, with a particular emphasis on the most recent three years. You should select examples which demonstrate the breadth and depth of your engagement and achievements addressing all of the elements of Descriptor 4 (i.e.D 4.1 – D 4.5) signalling how you champion the areas of activity, core knowledge and professional values from the UKPSF. You may be asked to elaborate on any of these examples in your oral presentation. An example is given to get you started.


D4.I D4.II D4.III D4.IV D4.V

As Dean of Students in the College of Science and Engineering part of my role included mentoring of colleagues in how best to support diverse learners and promote equality (V1, V2)

1.9.11 - present X X

38



39

Appendix 9: Information for referees

Thank you for supporting the Edinburgh Teaching Award by agreeing to provide a reference. More details about the Award and the University’s wider CPD Framework for Learning and Teaching can be found here:


The purpose of this reference is to provide a peer review of the participant’s experience to supplement the final submission that they make to the Edinburgh Teaching Award Panel. It is helpful for you to see a copy of the submission (ie PebblePad workbook, Wordpress site or presentation slides and notes) in order to make an informed comment. Your reference should focus on the participant’s experience and achievements in teaching and support for learning. Please base you reference on the UK Professional Standards Framework (UKPSF):

http://www.heacademy.ac.uk/ukpsf

If you are not already familiar with the UK PSF, you will see that it sets out Dimensions which are the areas of activity, core knowledge and professional values which are expected to underpin participants’ practice. Then there are Descriptors for each level of Fellowship. Please refer explicitly to these aspects of the UK PSF within your reference. It is the participant’s responsibility to collect the reference from you and they will tell you which level of Fellowship they are seeking. Please include your name, job title, organisation and email address with the reference.

If you would like further guidance please contact: [email protected]

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http://www.heacademy.ac.uk/ukpsf


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