Beyond PG Certs

1. Beyond PG Certs How do we build professional development schemes for the on-going development of our staff involved in L & T? Helen Thomas, Higher Education Academy Roni Bamber, Heriot-Watt

2. Outcomes • Consider environmental factors which influence professional development schemes • Share ideas on conceptual frameworks for development and on the practicalities of provision • Discuss thinking on possible provision

3. Scanning the horizon (1) • National framework agreement • UK PSF • Regulatory and statutory bodies (esp Health) • Scottish Enhancement themes • Bologna • Leitch Report • DDA SENDA

4. Scanning the horizon (2) • Internationalisation • Sustainability • Employer engagement • Enterprise • Access

5. Scanning the horizon (3) • Formative evaluation of accredited programmes • Literature review on reflective practice in programmes (Peter Kahn et al) • The effects of postgraduate certificates (Peter Knight) • The professional learning of teachers in higher education (Knight, Tait, & Yorke ) • Institutional Approaches to Staff Development (report for SFC on competency target) • Investigating capabilities of course and module leaders in departments (Paul Blackmore et al)

6. Framework examples from England and Wales • Essex • NEWI • Derby • Cambridge

7. Essex CPD Framework • Includes research, T & L (including supporting L), administration and management activity” • Uses CPD record – reviewed by local panels • Opportunity for staff to gain academic and prof. qualification, recognition, if appropriate • For HEI means of planning & evidencing PD across for QA and QE • Rationale building on existing expertise base of staff

8. NEWI: Professional development framework • Sits in HEI systems and structures – T & L strategy, HR systems • Grew from PG Cert • Enables staff to demonstrate SD1, SD2 and SD3 but… • Panels of ‘recognised’ staff in schools to assess CPD plans • Major cultural shift – developed over 4 years

9. SHED Data • Current frameworks • Provision for new staff • Lack of articulation of framework across staff groups • Some pg cert / pg dip / masters routes • But demand from experienced staff? • Not convincing framework for experienced staff? • Nat Standards Framework not significant in several institutions • Some satisfaction with current frameworks, but mainly work in progress

10. What should be in a CPD framework for experienced staff? • Definitions of ‘experienced’ + of CPD • SFC: range of responses re ‘competence’ • “Creative definitions” of CPD? • Content / focus • Discipline focus • Academic leadership (looking inwards + out) • SoTL / ped res • L, T and R • E-learning, and other ‘topical themes’

11. How do you frame CPD? • Form of development: • Course? • Formal, accredited programme? • F2f or online? • Work-based learning? • Community of practice? • Reflection on practice / inquiry? • Discipline-based or cross-institutional? • Single university or multi-institutional? • APEL?

12. Future Provision • Reward, recognition and / or requirement? • Prof dev and review processes • Links to promotion • Recognition for what? • Variety of roles / responsibilities / needs / denials • Who drives CPD? • Individual? • Institution? • Department? • National framework? • Accreditation?

13. The task … • In pairs / small groups: • You have 15 mins to design your ideal CPD programme for the experienced staff in your institution! • Put on a poster, and tour them over breaks • Any feedback / good ideas to Roni and Helen, for circulation on mailbase