The UK Professional Standards Framework for …

1 The UK Professional Standards Framework for teaching and supporting learning in higher education20112 UKPSF 2011 Aims of the FrameworkThe UK Professional Standards Framework :1. Supports the initial and continuingprofessional development of staff engagedin teaching and supporting learning2. Fosters dynamic approaches to teachingand learning through creativity, innovationand continuous development in diverseacademic and/or Professional settings3. Demonstrates to students and otherstakeholders the professionalism thatstaff and institutions bring to teaching andsupport for student learning4. Acknowledges the variety and quality ofteaching, learning and assessment practicesthat support and underpin student learning5.

2 Facilitates individuals and institutions ingaining formal recognition for quality-enhanced approaches to teaching andsupporting learning, often as part of widerresponsibilities that may include researchand/or management activitiesAreas of ActivityCore KnowledgeProfessional ValuesUKPSF 2011 3 Areas of ActivityA1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidanceA5 Engage in continuing Professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of Professional practicesDimensions of the Framework Core Knowledge K1 The subject materialK2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programmeK3 How students learn, both generally and within their subject/disciplinary area(s)

3 K4 The use and value of appropriate learning technologiesK5 Methods for evaluating the effectiveness of teachingK6 The implications of quality assurance and quality enhancement for academic and Professional practice with a particular focus on teachingProfessional ValuesV1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learnersV3 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 practice4 UKPSF 2011 Descriptor 1 Typical individual role/career stageRelated HEA recognition'HPRQVWUDWHV DQ XQGHUVWDQGLQJ RI VSHFL F aspects of effective teaching, learning support methods and student learning.

4 Individuals should be able to provide evidence of: I. Successful engagement with at least WZR RI WKH YH $UHDV RI $FWLYLW\ II. Successful engagement inappropriate teaching and practicesrelated to these Areas of ActivityIII. Appropriate Core Knowledge andunderstanding of at least K1 and K2IV. A commitment to appropriateProfessional Values in facilitatingothers learningV. Relevant Professional practices,subject and pedagogic researchand/or scholarship within the aboveactivitiesVI. Successful engagement, whereappropriate, in professionaldevelopment activity related toteaching, learning and assessmentresponsibilitiesIndividuals able to provide evidence of effectiveness in relation to their Professional role(s), which, typically, will include at least some teaching and/or learning support responsibilities.

5 This teaching and learning role may sometimes be undertaken with the assistance of more experienced teachers or mentors. Typically, those likely to be at Descriptor 1 (D1) include: a. Early career researchers withsome teaching responsibilities ( students, GTAs, contractresearchers/post doctoralresearchers etc.)b. Staff new to teaching (includingthose with part-time academicresponsibilities)c. Staff who support academicprovision ( learningtechnologists, learning developersand learning resource/library staff)d. Staff who undertake demonstrator/technician roles that incorporatesome teaching-related responsibilitiese. Experienced staff in relevantprofessional areas who may benew to teaching and/or supportinglearning, or who have a limitedteaching portfolioAssociate Fellow UKPSF 2011 5 Descriptor 2 Typical individual role/career stageRelated HEA recognitionDemonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.

6 Individuals should be able to provide evidence of: I. Successful engagement across all YH $UHDV RI $FWLYLW\II. Appropriate knowledge and understanding across all aspects of Core KnowledgeIII. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of ActivityV. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practiceVI. Successful engagement in continuing Professional development in relation to teaching, learning, assessment and, where appropriate, related Professional practicesIndividuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s).

7 Such individuals are likely to be established members of one or more academic and/or academic-related teams. Typically, those likely to be at Descriptor 2 (D2) include: a. Early career academics b. Academic-related and/or support staff holding substantive teaching and learning responsibilitiesc. Experienced academics relatively new to UK higher education G 6 WDII ZLWK VRPHWLPHV VLJQL FDQW teaching-only responsibilities including, for example, within work-based settingsFellow6 UKPSF 2011 Descriptor 3 Typical individual role/career stageRelated HEA recognitionDemonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.

8 Individuals should be able to provide evidence of: I. Successful engagement across all YH $UHDV RI $FWLYLW\II. Appropriate knowledge andunderstanding across all aspects ofCore KnowledgeIII. A commitment to all theProfessional ValuesIV. Successful engagement inappropriate teaching practicesrelated to the Areas of ActivityV. Successful incorporation of subjectand pedagogic research and/or scholarship within the aboveactivities, as part of an integratedapproach to academic practiceVI. Successful engagement in continuingprofessional development inrelation to teaching, learning,assessment, scholarship and, asappropriate, related academic orprofessional practicesVII.

9 Successful co-ordination, support,supervision, management and/or mentoring of others (whetherindividuals and/or teams) in relationto teaching and learningIndividuals able to provide evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or PDQDJHPHQW RI VSHFL F DVSHFWV RI WHDFKLQJ and learning provision. Such individuals are likely to lead or be members of established academic teams. Typically, those likely to be at Descriptor 3 (D3) include: a. Experienced staff able toGHPRQVWUDWH LPSDFW DQG LQ XHQFH through, for example, responsibilityfor leading, managing or organisingprogrammes, subjects and/ordisciplinary areasb.

10 Experienced subject mentors andstaff who support those new toteachingc. Experienced staff withdepartmental and/or wider teachingand learning support advisoryresponsibilities within an institutionSenior FellowUKPSF 2011 7 Descriptor 4 Typical individual role/career stageRelated HEA recognitionDemonstrates a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of: I. Active commitment to and championing of all Dimensions of the Framework , through work with students and staff, and in institutional developments II. Successful, strategic leadershipto enhance student learning, witha particular, but not necessarilyexclusive, focus on enhancingteaching quality in institutional, and/or (inter)national settingsIII.