Professional Recognition : Gain the recognition you deserve

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

2. Outline of the workshop • 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.

3. Introduction

4. The UK Professional Standards Framework for teaching and supporting learning in higher education 2011 UKPSF 2011

5. What do we do as academics and student support? • 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

6. 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.

7. The Areas of Activity Design & plan (A1) Environment Support Guidance (A4) Evaluate & Develop (A5) Teach/support learning (A2) Assess & feedback (A3)

9. Value and impact of gaining recognition – nationally

10. Value and impact of gaining recognition – institutionally

11. Value and impact of gaining recognition – individually

13. Key principles (1) • Commitment • Evidence based • Quality • Currency • Sufficiency • Claim • Personal • Engagement • Reflection • Alignment

14. Key principles (2) • 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

15. Applying for PSF Fellowships Key points for SF & PF Tell a structured story in the first person, not necessarily chronological; consider using sub-headings; avoid it reading like an annotated cv Choose a range of examples rather telling your life story; 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 Answer the so what question - what is the evidence of impact / difference made? Make explicit where you have presented evidence of meeting each of the A (1-5), K (1-6) and V (1-4) Include rationale / evidence based on SoTL literature – e.g. Gibbs, 2010 but don’t over do it. Avoid disciplinary/institutional specific language and acronyms; Choose your referees/ advocates with care.

16. Small group activity: Claiming and evidencing your practice

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