FHEA portfolio

Transcription

FHEA portfolio

Centre for
Professional
Development
Routes to HE Academy
Fellowship
Marj Spiller and Kathryn McFarlane, 2012
Routes to HE Academy Fellowship
Contents
Page
Welcome and Introduction
3
Staff contact details
3
How to start
4
What are the levels?
5
What are the routes?
6
Qualification-based routes
6
Portfolio route
7
Portfolio for AFHEA (Associate Fellow of the HE Academy)
8
Portfolio for FHEA (Fellow of the HE Academy)
12
Portfolio for SFHEA (Senior Fellow of the HE Academy)
16
Portfolio for PFHEA (Principal Fellow of the HE Academy)
21
How to submit your portfolio
28
Approval process
29
Approval Panel composition
30
Appeals procedure
30
Frequently asked questions
31
Appendix 1: Personal details form for AFHEA applications
33
Appendix 2: Personal details form for FHEA applications
36
Appendix 3: Personal details form for SFHEA applications
39
Appendix 4: Personal details form for PFHEA applications
42
2
Welcome and introduction
Higher Education Academy Fellowships provide an opportunity to
reflect upon and demonstrate your professional standing. In this
handbook we aim to explain the different levels of Fellowship available,
and routes to attaining these Fellowships.
The HE Academy launched the Professional Standards Framework in
2011, to provide the basis for the new scheme of professional
recognition. Through the scheme, the Academy aim to professionalise
learning and teaching in HE, to provide individuals with opportunities
to gain national recognition of their professionalism, to ensure that
their practice is aligned to the Professional Standards Framework, and
to provide an indicator of professional identity (HE Academy, 2012).
Meanwhile, the Staffordshire University Plan (2012-17) includes a
focus on partnership with staff, encompassing excellence in teaching
and learning support, ensuring appropriate development opportunities
are available and enhancing the qualifications of staff.
The University is piloting an internally managed accreditation route for
all four levels of HE Academy Fellowship, in order to capitalise on the
individual and institutional benefits outlined above. Conferment of HE
Academy Fellowships will be awarded at the annual “Celebrating Staff
Success” event. Furthermore, discipline-based teams where 50% of
the staff are engaged with a suitable Fellowship route will gain an
investment fund of £5,000 to spend on a project within their area to
support student learning. The funds will be awarded once the team
members have gained their fellowship. Teams where 100% of the staff
already possess an appropriate level of fellowship will automatically
have an entitlement to access the investment fund.
Staff contact details
Marj Spiller
 4403
 [email protected]
Kathryn McFarlane
 5792
 [email protected]
3
How to start
Step 1
Identify what level of Fellowship you wish to apply for. See “What are
the levels?” on p. 5.
Step 2
Explore which route is suitable for you - qualification based, portfolio,
or direct application. These are explained on p.7.
Step 3
For qualification-based routes, contact Kathryn McFarlane for further
details (see contact details above).
For the portfolio-based route, contact Marj Spiller or Kathryn
McFarlane at the Centre for Professional Development, or your Faculty
/ Service contact. We will be able to discuss the level of Fellowship,
routes to Fellowship and starting to select your evidence.
For the direct application route, please visit the HE Academy website
at http://www.heacademy.ac.uk/professional-recognition
Step 4
If you are following the portfolio route, start collecting evidence for
your portfolio. Full details are available later in the handbook. This can
be collated as an electronic or paper-based portfolio, and should be
submitted as shown in the section on “How to submit your portfolio”
later in the handbook.
4
What are the levels?
Title, post
nominal
letters and
Descriptor1
Examples of the staff this level is aimed at
Please see
http://www.heacademy.ac.uk/professionalrecognition for more details
Associate Fellow
of the Higher
Education
Academy
1. Early career researchers with some teaching
responsibilities (e.g. PhD students, GTAs, contract
researchers/post-doctoral students etc.)
2. Staff new to teaching (including those with part-time
academic responsibilities)
3. Staff who support academic provision (e.g. learning
technologists, learning developers and learning
resource/library staff)
4. Staff who undertake demonstrator/technician roles that
incorporate some teaching-related responsibilities
5. Experienced staff in relevant professional areas who may
be new to teaching and/or supporting learning, or who
have a limited teaching portfolio
1. Early career academics
2. Academic-related and/or support staff holding
substantive teaching and learning responsibilities
3. Experienced academics relatively new to UK higher
education
4. Staff with (sometimes significant) teaching-only
responsibilities including, for example, within workbased settings
1. Experienced staff able to demonstrate, impact and
influence through, for example, responsibility for
leading, managing or organising programmes, subjects
and/or disciplinary areas
2. Experienced subject mentors and staff who support
those new to teaching
3. Experienced staff with departmental and/or wider
teaching and learning support advisory responsibilities
within an institution
1. Highly experienced and/or senior staff with wide-ranging
academic or academic-related strategic leadership
responsibilities in connection with key aspects of
teaching and supporting learning
2. Staff responsible for institutional strategic leadership and
policymaking in the area of teaching and learning
3. Staff who have strategic impact and influence in relation
to teaching and learning that extends beyond their own
institution
AFHEA
Descriptor 1
Fellows of the
Higher Education
Academy
FHEA
Descriptor 2
Senior Fellow of
the Higher
Education
Academy
SFHEA
Descriptor 3
Principal Fellow of
the Higher
Education
Academy
PFHEA
Descriptor 4
See The UK Professional Standards Framework for teaching and supporting learning
in higher education 2011 at
http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf
1
5
What are the routes?
There are three routes to Fellowship – a qualification based route, via
our academy-accredited professional development provision; a
portfolio route, via our internally managed accreditation procedures;
and the direct application route, which involves applying directly to the
HE Academy. The qualification-based route and the portfolio route are
outlined below. Please visit the HE Academy website for more
information on the direct application route; fees will be paid for you
during the 2012-2013 academic year.
Qualification-based routes
Our well-established qualification-based provision is already accredited
by the HE Academy to AFHEA and FHEA level, as follows:
Associate Fellowship of the HE Academy (AFHEA) via the
Facilitating Learning Award
To gain the Facilitating Learning Award, participants must complete
the Effective Teaching in Higher Education module and one additional
module from the following: Contemporary Issues in Higher Education,
Supporting Learning, Enhancing Academic Practice through Classroom
Innovation, and Principles for E-learning. Successful participants are
awarded an Associate Fellowship by the Higher Education Academy
and may use the letters AFHEA after their name.
Fellowship of the HE Academy (FHEA) via the Postgraduate
Certificate in Higher and Professional Education (PGCHPE)
To complete the PGCHPE participants must complete the 3 core
modules: Effective Teaching in Higher Education, Contemporary Issues
in Higher Education, Supporting Learning. They must also complete
either Principles for E-learning or Enhancing Academic Practice through
Classroom Innovation. Successful participants are awarded a
Fellowship by the Higher Education Academy and may use the letters
FHEA after their name. Participants are also awarded a certificate in
Learning, Teaching & Assessment by the Staff Educational
Development Association (SEDA) and for those working in Nursing or
Midwifery, NMC accreditation is awarded on production of an additional
portfolio.
For more details of these courses, please contact Kathryn McFarlane
(see contact details above).
6
Portfolio route
If you pursue this route, you will select the level (AFHEA, FHEA, SFHEA
or PFHEA), develop a portfolio to illustrate your achievements in
relation to the criteria, and explain its contents via a reflective
discussion (verbal or written). All portfolios will be assessed by staff
from the Centre for Professional Development and from the
candidate’s faculty or service. Portfolio submissions which meet the
criteria go forward to a University Panel for verification. Full details of
the accreditation process are included later in this handbook.
Suggested content for the portfolios at different levels is outlined on
the following pages. These are all based around the Dimensions of the
UK Professional Standards framework, which are summarised below as
you will need to refer to them as you reflect upon the contents of your
portfolio. The framework is available at:
http://www.heacademy.ac.uk/ukpsf.
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 and learning 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
7
Portfolio for AFHEA (Associate Fellow of the HE Academy):
Checklist
Have you included?....please tick:
Overview of role: a brief introduction and context setting section
Areas of Activity
Select two from the following list of Areas of Activity (UK PSF):
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
Evidence
Identify at least one piece of evidence to illustrate each of the two
Areas of Activity you selected above. Your evidence might include, for
example:
Scheme of work
Session plan
Teaching aid
Anonymised assessment feedback
Evaluation of sessions
Your reflection on National Student Survey results for your area
Evidence of your engagement in professional development in own
discipline
Evidence of your development of a learning environment, e.g.:
Examples of an online environment
Mentoring or tutoring plans and notes
Photos of equipment set up in a relevant setting
Reflective discussion – please select one
Preparation to elaborate on portfolio contents verbally
Written reflective discussion - maximum 1400 words
(Further details below)
Annotated the portfolio to demonstrate examples of the Core
Knowledge (at least K1 and K2) and each element of the Professional
Values (see p. 7)
Action plan
References
Personal details form for AFHEA applications (Appendix 1)
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Further guidance – AFHEA portfolio
Through the portfolio, you should demonstrate an understanding of
specific aspects of effective teaching, learning support methods and
student learning. The portfolio can be paper-based or electronic; a
template has been set up in PebblePad which you may choose to use.
You can continue to build on your portfolio as you progress to the next
stage in the Fellowship process.
Reflective discussion (verbal or written)
You can develop a written or verbal reflective discussion, which should
explain your two selected Areas of Activity and how they are illustrated
by the contents of your portfolio. The written account should be a
maximum of 1400 words, although this should be regarded as a
maximum rather than a target, since the portfolio contents provide
further evidence.
Through your reflective discussion, you will be asked to:
Introduce your portfolio evidence for each Area of Activity
Highlight which elements of Core Knowledge you used and why
(you should refer to at least K1 and K2, listed on page 7)
Indicate which Professional Values were particularly relevant and
why (again these are listed on page 7, and in the portfolio as a
whole, you should refer to each of them)
Include underpinning theory, for example subject and andragogic
research and/or scholarship
Outline how you have engaged in learning and teaching related
professional development activity relevant to this aspect of your
educational responsibilities, for example through your engagement
with learning and teaching related professional development at
Staffordshire University
The verbal reflective discussion will be via a question and answer
session with a panel. Sample questions could include:
Explain your choice of Areas of Activity and evidence for your
portfolio.
Explain teaching strategies you have used within your own
discipline
How do your learning and teaching strategies support students from
diverse backgrounds?
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Give examples of ways in which your teaching is informed by
learning and teaching theory.
What impact has your engagement with professional development
had on your approach to teaching?
Action plan
A brief action plan for your continuing professional development in
relation to teaching, learning and assessment responsibilities, for
example Peer Observation of Teaching, workshops, visits to other
organisations, structured reading.
References
Your application must include two references from colleagues who are
in a position to comment on your practice in teaching. Provide them
with a copy of the Guidance notes for referees (available from
http://www.heacademy.ac.uk/associate-fellow) and access to your
portfolio and reflective account. Referees are expected to comment
directly on the content of your account and to make additional,
relevant comments, as they wish.
The function of your referees is to provide an informed peer review of
your eligibility for the appropriate level of Fellowship using their
knowledge of your work and the context in which you teach and/or
support learning.
Referees should be experienced staff active in teaching and learning
support, and be able to comment, knowledgeably, and from first-hand
experience on your current role and any other relevant activities
recently undertaken. All referees need to be familiar with the UKPSF.
Assessment criteria
The accreditors will look for evidence of:
Significant experience of the areas of professional activity, as
aligned to the UK Professional Standards Framework
Your use of core knowledge and professional values
Your awareness of andragogical issues, both generally and within
your own discipline
Your ability to choose, adapt and apply methods and approaches to
learning and teaching that are relevant to the context in which you
work
10
Your informed understanding of andragogy to explain and justify
your examples of practice
Creative ways you approach your teaching and support your
students’ learning
Where you have adopted different approaches or adapted according
to the different needs of particular student groups
The way you integrate scholarship, research, and professional
activities with teaching and supporting learning
Synergy between research, scholarship and professional activities
with your teaching and your students’ learning experiences
Your ability to demonstrate that evaluation and continuing
professional development inform your practice
11
Portfolio for FHEA (Fellow of the HE Academy): checklist
Overview of role: a brief
Areas of Activity
You should provide
evidence for each area
of activity, outlined
below
A1 Design and plan
learning activities
and/or programmes of
study
introduction and context setting section
Suggested evidence
You should include at least 5 items, one for
each Area of Activity. Tick at least one in
each row below. It may be possible to
negotiate alternative forms of evidence.
Module handbook developed by you
Session plan (face-to-face or online)
Evidence of involvement in a validation panel
Learning resource pack
Plans to integrate the Staffordshire Graduate
attributes
A2 Teach and/or
Teaching aid used in a relevant setting
support learning
Explanation of a teaching activity used in a
relevant setting
Evaluation of teaching / learning sessions
Your reflection on National Student Survey
results for your area
A3 Assess and give
Anonymised assessment feedback
feedback to learners
Evaluation of the impact of assessment
feedback
A4 Develop effective
Evidence of your development of a learning
learning environments
environment, e.g.:
and approaches to
Examples of an online environment
student support and
Mentoring or tutoring plans and notes
guidance
Photos of equipment in a relevant setting
A5 Engage in
Mandatory element: your engagement with
continuing professional learning and teaching related professional
development in
development at Staffordshire University
subjects/disciplines
Evidence of your professional development in
and their pedagogy,
own discipline
incorporating research, Presentations at conferences on learning and
scholarship and the
teaching
evaluation of
Peer observation of teaching
professional practices
Visits to other organisations
An aspect of your practice you have changed in
response to feedback
Annotated the portfolio to demonstrate at least two examples of each
element of the Core Knowledge and Professional Values
Reflective discussion – please select one
Action plan
References
Personal details form for FHEA applications (Appendix 2)
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Further guidance – FHEA portfolio
Throughout the portfolio, you should demonstrate a broad
understanding of effective approaches to teaching and learning
support as a key contribution to high quality student learning. The
portfolio can be paper-based or electronic; a template has been set up
in PebblePad which you may choose to use. You can continue to build
on your portfolio as you progress to the next stage in the Fellowship
process.
Reflective discussion (verbal or written)
You can develop a written or verbal reflective discussion, to explain
your reflections on your portfolio contents. The written discussion
should be a maximum of 3000 words, although this should be
regarded as a maximum rather than a target, since the portfolio
contents provide further evidence.
Through your reflective discussion, you will be asked to:
Explain the choice of portfolio evidence for each Area of Activity
Demonstrate that you reflect on your teaching practice and the
students’ learning experience
Explain how you apply your Core Knowledge and engage with the
Professional Values (see p. 7).
Explain how learning and teaching theory has informed your
practice, for example subject and andragogic research and/or
scholarship within the above activities, as part of an integrated
approach to academic practice.
Describe your reflections on engagement with a learning and
teaching related event at Staffordshire University.
How does the evidence within your portfolio exemplify the Areas of
Activity?
Explain strategies you have used to enhance student learning in
response to evaluation, for example from the National Student
Survey.
What approaches do you use to develop an inclusive learning
environment?
13
Give examples of ways in which your teaching is informed and
enhanced by learning and teaching theory.
Explain changes you made to your practice in response to
engagement with learning and teaching professional development.
Core Knowledge and Professional Values
You should aim to include at least two examples of your use of /
commitment to each element of the Professional Values and Core
Knowledge within your supporting evidence. You should annotate the
evidence in your portfolio to highlight each element, indicating for
example V2, K1. It is likely that one piece of evidence will illustrate
several criteria, for example a teaching aid could be used to illustrate
designing and planning a learning activity (A1), knowledge of your
subject material (K1), promoting participation in HE (V2) and other
criteria.
Action plan
Include a brief action plan for your continuing professional
development in relation to teaching, learning and assessment
responsibilities, for example plans to engage in conferences and
workshops related to learning and teaching as a participant or
presenter, strategies to progress towards a Senior Fellowship.
References
Your application must include two references from colleagues who are
in a position to comment on your practice in teaching. Provide them
with a copy of the Guidance notes for referees (available from
http://www.heacademy.ac.uk/fellow) and access to your portfolio and
reflective account. Referees are expected to comment directly on the
content of your account and to make additional, relevant comments,
as they wish.
The function of your referees is to provide an informed peer review of
your eligibility for the appropriate level of Fellowship using their
knowledge of your work and the context in which you teach and/or
support learning.
Referees should be experienced staff active in teaching and learning
support, and be able to comment, knowledgeably, and from first-hand
experience on your current role and any other relevant activities
recently undertaken. All referees need to be familiar with the UKPSF.
14
Assessment criteria
Your use of core knowledge and professional values
Your awareness of andragogical issues, both generally and within
your own discipline
learning and teaching that are relevant to the context in which you
work
Your informed understanding of andragogy to explain and justify
your examples of practice
Creative ways you approach your teaching and support your
students’ learning
Where you have adopted different approaches or adapted according
to the different needs of particular student groups
Synergy between research, scholarship and professional activities
with your teaching and your students’ learning experiences
15
Portfolio for SFHEA (Senior Fellow of the HE Academy):
Checklist
Overview of role: a brief summary and context setting section
Areas of Activity
Suggested evidence
You should provide
You should include at least 5 items, one for
evidence for each area of each Area of Activity. Tick at least one in
activity, outlined below
each row below. It may be possible to
negotiate alternative forms of evidence.
A1 Design and plan
Award or module handbook developed by
learning activities and/or
you
programmes of study
Award Monitoring form completed by you
Evidence of driving forward the Staffordshire
Graduate agenda within your area
A2 Teach and/or support
Evidence of providing mentoring or
learning
development opportunities for staff who are
teaching or supporting learning
Your strategic response to National Student
Survey results for your area
A3 Assess and give
Evidence of co-ordination roles in relation to
feedback to learners
student feedback, for example
standardisation and moderation
A4 Develop effective
Evidence of managing the development of
learning environments
learning support, e.g.:
and approaches to
Organising personal tutoring
student support and
Setting up online environments
guidance
A5 Engage in continuing
Mandatory element: your facilitation of a
professional development learning and teaching related professional
in subjects/disciplines
and their pedagogy,
Evidence of scholarly activity, e.g.:
incorporating research,
Research paper
scholarship and the
Conference or journal contribution
evaluation of professional
practices
Annotated the portfolio to demonstrate at least two examples of each
element of the Core Knowledge and Professional Values (see p. 7)
Evidence to illustrate two case studies demonstrating academic
leadership (see details below). This may already be included in the
evidence above, in which case please annotate and cross reference.
Reflective commentary – please select one
Action plan
References
Personal details form for SFHEA applications (Appendix 3)
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Further guidance – SFHEA portfolio
Throughout the portfolio, you should demonstrate a thorough
understanding of effective approaches to teaching and learning
support as a key contribution to high quality student learning. The
portfolio can be paper-based or electronic; a template has been set up
in PebblePad which you may choose to use. You can continue to build
on your portfolio as you progress to the next stage in the Fellowship
process.
Reflective commentary (verbal or written)
You can develop a written or verbal reflective commentary, to
elucidate your professional practice as a facilitator and leader of
learning and teaching and how this is demonstrated through your
portfolio contents. If you produce a written account, this should be a
maximum of 6000 words, although this should be regarded as a
maximum rather than a target, since the portfolio contents provide
further evidence. Through your reflective commentary, you will be
asked to:
Explain your professional “story”: this should focus in particular on
the education, training, employment, roles and experience which
have contributed to your professional development. You should
highlight the primary influences on your own development, focusing
on the progressive attainment of your professional capabilities and
how you and others have benefited from the continuous learning
and development process involved. Aspects for inclusion in this
section might include some or all of the following.
Career milestones
Areas of research, scholarship and/or professional practice
Involvement in teaching and learning initiatives
Recognition and reward
Collaborating with others
Educational and staff development activity
Leadership, management and organisational roles within institution or
wider higher education context
Explain and reflect upon the two case studies selected within the
portfolio.
Explain how your approaches have been influenced by
understanding and application of the scholarship of learning and
teaching.
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Explain your choice of evidence for the Areas of Activity
Outline your reflections on facilitating a learning and teaching
related event at Staffordshire University.
How does the evidence within the portfolio illustrate your academic
leadership capacities?
In what ways is the scholarship of learning and teaching integrated
into your practice?
Outline ways in which your academic leadership has contributed to
widening participation.
Outline your strategic response to National Student Survey results
for your area
Explain changes colleagues have made to their practice in response
to your mentoring or facilitation of learning and teaching related
professional development
The case studies
Your case studies should demonstrate
Successful co-ordination, support, supervision, management and /
or mentoring of others (whether individuals and/or teams) in
relation to teaching and learning
Your sustained effectiveness in relation to teaching and learning
and that you meet the criteria for Senior Fellowship.
You might include informal activities, whether individual, collaborative
or team-based, that have had a significant impact on your academic
practice and/or on the practice of others. At least one of your
examples should address a situation where you worked with others
using your skills, knowledge and awareness in leading, managing or
organising programmes, subjects and/or disciplinary areas.
Case studies will be individually selected, although examples could
include:
Developing quality enhancement
Leading other colleagues, for example via a partnership
arrangement with other educational providers, or by providing
mentoring for new team members
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Sustained engagement with educational and staff development
Evaluation of academic practice, for example through action
research
Leading on the validation or Five Year Review of an award
Taking a leading role in driving forward the Staffordshire Graduate
agenda
Core Knowledge and Professional Values
You should aim to include at least two examples of your use
of/commitment to each element of the Professional Values and Core
Knowledge within your supporting evidence. You should annotate the
evidence in your portfolio to highlight each element, indicating for
example V2, K1. It is likely that one piece of evidence will illustrate
several criteria, for example a teaching aid could be used to illustrate
designing and planning a learning activity (A1), knowledge of your
subject material (K1), promoting participation in HE (V2) and other
criteria.
Action plan
A brief action plan for your continuing professional development in relation to
leading teaching, learning and assessment, for example plans to engage in
conferences, networks and projects, strategies to progress towards a
Principal Fellowship.
References
Your application must include two references from colleagues who are in a
position to comment on your practice in teaching. Provide them with a copy
of the Guidance notes for referees (available from
http://www.heacademy.ac.uk/senior-fellow) and access to your portfolio and
reflective account. Referees are expected to comment directly on the
content of your account and to make additional, relevant comments, as they
wish.
The function of your referees is to provide an informed peer review of your
eligibility for the appropriate level of Fellowship using their knowledge of your
work and the context in which you teach and/or support learning.
Referees should be experienced staff active in teaching and learning support,
and be able to comment, knowledgeably, and from first-hand experience on
your current role and any other relevant activities recently undertaken. All
referees need to be familiar with the UKPSF.
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Assessment criteria
The accreditors will look for evidence of:
Sustained record of effectiveness in relation to teaching and
learning
How you demonstrate organisational, leadership and/or
management of specific aspects of teaching and learning provision
How you have made a commitment to all the Professional Values
Deep understanding of pedagogical issues, both generally and
within your own discipline
learning and teaching that are relevant to the context and level in
which you work
Your informed understanding of pedagogy to explain and justify
your examples of practice in your reflective commentary and case
studies of professional practice
Ways in which you support those new to teaching
The synergy between research, scholarship and professional
activities with your teaching and your students’ learning
experiences
Your educational philosophy, the underlying reasons and values
that frame your academic practice and how you ensure its currency.
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Portfolio for PFHEA (Principal Fellow of the HE Academy):
Checklist
Overview of role: a brief introduction and context setting section

Portfolio: Record of Educational Impact
Criteria for
Suggested evidence
You should include at least 5 items,
descriptor 4 (D4)
3. Establishing effective
organisational policies
and/or strategies for
supporting and
promoting others (e.g.
through mentoring,
coaching) in delivering
high quality teaching
and support for
learning
notionally one for each criterion, although
there may be some overlap. Please
annotate your evidence to indicate which
elements of D4 it relates to. The evidence
you select should illustrate the activity
undertaken.
For example you might have:
Developed or substantially contributed to
the development of a learning and
teaching strategy underpinned by
professional values
Played a major role in conducting an
institution-wide peer review of a teaching
scheme incorporating the UKPSF which is
then further recognised in promotion
structures
Developed and implemented innovative
teaching and learning approaches within
your organisation in response to the
specific needs of the students
Led institution-wide work on quality
enhancement initiatives, for example in
response to the National Student Survey
Provided mentoring and/or coaching to
staff engaged in learning and teaching
related activities
Been involved in the national or
international conduct and/or
dissemination of andragogic innovation
Taken a significant role in promoting
professional development in relation to
learning, teaching and assessment
Taken a leading role in key institutional
agendas, such as the Staffordshire
Graduate
4. Championing, within
institutional and/or
wider settings, an
integrated approach to
Mandatory element: your leadership of a
learning and teaching related professional
You should provide
evidence for each
criterion (D4.1 – D4.5),
outlined below
1. Active commitment to
and championing of all
Dimensions of the
Framework, through
work with students
and staff, and in
institutional
developments
2. Successful, strategic
leadership to enhance
student learning, with
a particular, but not
necessarily exclusive,
focus on enhancing
teaching quality in
institutional, and / or
(inter)national
settings
21











academic practice
(incorporating, for
example, teaching,
learning, research,
scholarship,
administration etc.)
5. A sustained and
successful
commitment to, and
engagement in,
continuing
professional
development related
to academic,
institutional and / or
other professional
practices
Other examples might include:
Publications you have written or cowritten
Relevant committee work
Curriculum development
Training and development work
undertaken
External examining
Quality assurance processes and
responsibilities
Networking with colleagues within and
outside the institutional context
Involvement with national and
international organisations
Informal and formal CPD activities in the
area of education development – both
credit bearing and non credit bearing
Reflective Account of Practice focusing on D4.1 – D4.5 please select one






Action plan
Supporting statements from three ‘advocates’




Personal details form for PFHEA applications (Appendix 4)

Further guidance – PFHEA portfolio
Throughout the portfolio, you should demonstrate a sustained record
of effective strategic leadership in academic practice and academic
development as a key contribution to high quality student learning.
The portfolio can be paper-based or electronic; a template has been
set up in PebblePad which you may choose to use. You can continue to
build on your portfolio as you progress to the next stage in the
Fellowship process.
Portfolio: Record of Educational Impact
This is a selective, teaching and learning focused timeline of your
engagements with teaching and support of learning during your
career, with a particular emphasis on the most recent five years. Your
portfolio should include evidence which meets the criteria in the two
columns below.
The evidence you provide should:
22
Have a clear heading, and indicate approximate dates for the
initiative / event
Be drawn from a broad range of experiences and activities
Show clearly how you have met the requirements of each of the
five Principal Fellow Descriptors
Be underpinned by and make clear how you apply and/or champion
the Core Knowledge and Professional Values in carrying out the
Areas of Activity set out in the UKPSF
Include examples of appropriate research and scholarly activity,
although your subject research should only be included where it is
focused on the andragogy of your subject.
Include examples of the leadership, management and
administration of academic provision and support. General
managerial roles will be relevant only where they are related
strategically to teaching and supporting learning.
Cover activity within your institution or wider (inter)national
settings
Show how any direct teaching and supporting learning that you still
do (for example in running training and development events for
staff or providing one to one mentoring and support) is fully
informed by the Dimensions of the UKPSF. Learning and teaching
examples should be focused on at least level 4 teaching in the
HEQC Framework.
Be a personal account focussing throughout on your own
professional practice and decision-making
Where you are describing team or institution wide activities ensure
that you make clear your own specific contribution.
Reflective Account of Practice (verbal or written)
You can develop a written or verbal reflective discussion to explain
your reflections on your portfolio contents and elucidate your
professional practice as a strategic leader of learning and teaching.
The written account should be a maximum of 7500 words, although
this should be regarded as a maximum rather than a target, since the
portfolio contents provide further evidence.
Through your reflective account, you will be asked to:
23
Evaluate how your approaches have been influenced by best
practice and by integration of the scholarship of learning and
teaching.
Demonstrate how you meet the Principal Fellow Descriptors, D4.2 –
D4.5. Further guidance on each section is provided below.
Demonstrate throughout the reflections and portfolio how you meet
the first element, D4.1 – ‘Active commitment to and championing of
all Dimensions of the Framework, through work with students and
staff, and in institutional developments’.
How does the evidence within the portfolio illustrate your capacity
to champion excellent practice?
How has your leadership enhanced teaching quality in institutional,
and/or (inter)national settings?
In what ways are best practice and the scholarship of learning and
teaching integrated into your learning and teaching related roles?
How have you established effective organisational policies and/or
strategies for supporting and promoting others?
How has the student voice (expressed, for example, via the
National Student Survey) impacted on your leadership?
What strategies have you led to drive forward employer
engagement and the Staffordshire Graduate?
Meeting the Principal Fellow Descriptors
4.1 Championing the Framework
The full descriptor is … ‘Active commitment to and championing of all
dimensions of the Framework, through work with students and staff,
and in institutional developments’.
This acts as an overarching descriptor in that it should be
demonstrated through the examples and reflections incorporated into
the other four sections. Use the elements of the Areas of Activity, Core
Knowledge and Professional Values (see page 7) as the basis for your
thinking about the range of activities you have chosen within your
portfolio. An example of how you might illustrate your understanding,
use and value of the UKPSF might include how you have used the
Framework to shape and develop policy, strategy and schemes within
your organisation.
24
4.2 Strategic leadership to enhance student learning
Use this section to evidence how you have provided successful,
strategic leadership to enhance student learning. Your main focus
should be on how your leadership has enhanced teaching quality in
institutional, and/or (inter)national settings.
Choose relevant examples from your portfolio and draw on the
Dimensions of the Framework to think about and explain how you
provided this leadership. Ensure that where you were working with
others to provide leadership you make clear what was your specific
contribution in that context.
4.3 Policies and strategies
Use this section to evidence how you have established effective
organisational policies and/or strategies for supporting and promoting
others.
contributed strategically to establishing these policies and strategies.
Ensure that where you were working with others you make clear what
your specific role was in that context.
4.4 Integrated academic practice
Use this section to evidence how you have championed an integrated
approach to academic practice. This may be within institutional or
wider settings. Teaching in higher education takes place in a complex
environment where you may have a multiplicity of roles in which you
need to integrate teaching, management, leadership, mentoring,
research, administration and various forms of service to the HE
community. This is the basis of the integrated approach to academic
practice that is expected of Principal Fellows.
promote an integrated approach to academic practice. Ensure that
where you were working with others you make clear what your specific
contribution was in that context.
4.5 Continuing professional development
Use this section to evidence your sustained and successful
commitment to, and engagement in, continuing professional
development related to academic, institutional and/or other
25
professional practices. Choose relevant examples from your portfolio
and draw on the Dimensions of the Framework to think about and
explain how you engage in sustained CPD. This should include your
reflections on leading a learning and teaching related professional
development at Staffordshire University. The emphasis on ‘a sustained
and effective record of impact’ means that it will not be acceptable for
Principal Fellowship to be evidenced solely on the basis of completing a
programme or course. However, completion of a relevant programme
or course (in leadership for example), can constitute part of your
evidence.
Action plan
A brief action plan for your continuing professional development in
relation to leading teaching, learning and assessment, for example
plans to identify and disseminate excellent practice internally,
nationally and internationally, plans to engage with the HEA Academy
at a strategic level.
Advocates
Your application must include supporting statements from three
‘advocates’. The role of the advocates, through knowledge and
understanding of your work, is to support and recommend you for
Principal Fellow.
Choose three colleagues who are in a position to comment on your
record of effectiveness in relation to your strategic role in supporting
academic development and practice. Advocates should be experienced
staff, familiar with the UKPSF and be able to comment from first-hand
experience on your current role. They should be provided with a copy
of the Guidance Notes for Advocates (see HE Academy Website at
http://www.heacademy.ac.uk/principal-fellow/choose-advocates).
At least one of your advocates should:
Be a Fellow (or Senior or Principal Fellow) of the HEA
Comment on the ways in which you have directly influenced their
own practice
Be external to your institution (if you are employed as opposed to
self-employed)
Be from a UK HEI
The panel reserves the right to contact your advocates for clarification.
See the guidance notes for Advocates for information on what the
advocates need to provide. When you have received their statements
please include them in your portfolio.
26
Assessment criteria
The five elements of the Descriptor for Principal Fellow form the
criteria for assessing your claim. The assessors will take a holistic
approach to reviewing your application, and will seek evidence from
across all components as evidence of how you have:
Shown your active commitment to and championing of all
Dimensions of the Framework, through your work with students and
staff, and in institutional developments (D4.1).
Demonstrated successful, strategic leadership to enhance student
learning, with a particular, focus on enhancing teaching quality in
institutional and/or inter)national settings (D4.2).
Established effective organisational policies and/or strategies for
supporting and promoting others in delivering high quality teaching
and support for learning (D4.3).
Championed, within institutional and/or wider settings, an
integrated approach to academic practice (D4.4).
Evidenced a sustained and successful commitment to, and
engagement in, continuing professional development related to
academic, institutional and/or other professional practices (D4.5).
27
How to submit your portfolio
If you are completing an electronic portfolio via PebblePad, you should
submit your portfolio to the “Routes to Fellowship” gateway in
PebblePad and send an email to
[email protected] with the heading “Routes to
Fellowship” as confirmation that your application is ready for approval.
If you are completing a paper-based portfolio, this should be emailed
to [email protected] with the heading “Routes to
Fellowship application”.
The Approval Panel meets typically three times per year. Deadlines will
be published on an annual basis, 8 weeks before each panel is due to
meet. Applications will be initially assessed and moderated in faculties,
services and the Centre for Professional Development before
progressing to the Approval Panel.
28
Approval process
Initial Submission
In the first instance all portfolios
for Fellowship and Senior
Fellowship should be submitted to
the Staffordshire University Centre
for Professional Development
Route 1
Route 2
Portfolio submissions assessed
against the relevant Descriptor
by staff from the Centre for
professional Development
Portfolio submissions assessed
against the relevant Descriptor
by staff from the candidate’s
Faculty or Service
A sample of Portfolio
submissions 2nd
marked against the
relevant Descriptor by
staff from the
candidate’s Faculty or
Service
A sample of Portfolio
submissions 2nd
marked against the
relevant Descriptor by
staff from the Centre
for professional
Development
Moderation Meeting
Portfolio submissions that meet the criteria go forward to the
Staffordshire University Panel for verification
29
Staffordshire University Routes to Fellowship
Approvals Panel composition
The panel will typically meet three times per year. All portfolio
submissions which meet the criteria will be submitted to the Panel for
verification. The composition of the Panel is normally as follows:
Head of Professional Development (or nominee)
Faculty Learning and Teaching Director or Teaching Excellence Fellow
(Staffordshire University)
External representative from a recognised HE institution (after year 2)
Higher Education Academy representative (years 1 and 2 only)
Curriculum Development Manager (Staffordshire University)
A National Teaching Fellow
A member of the Senior Leadership Team if there are PFHEA
candidates
Appeals procedure
If your portfolio is deemed to have not yet met the criteria for
approval for the level of fellowship sought, you will receive feedback to
explain where additional development is needed.
Once you have received your feedback, should you decide to lodge an
appeal, you should do so within ten working days of receiving the
feedback. The appeal should be sent to the Head of Professional
Development, in writing, outlining:
Your name and job title
The level of Fellowship applied for
Full details of the grounds for the appeal, which should relate to the
assessment criteria for the level of Fellowship sought
The Head of Professional Development or a nominee shall acknowledge
receipt of the appeal within ten working days of its receipt, and inform
the person who chaired the Approvals Panel that such a request has
been lodged.
If, in the view of the Head of Professional Development, the appeal
does not satisfy the grounds for review, you will be notified, in writing,
stating the reasons why. If, however, the Head of Professional
Development agrees that the decision should be reviewed, the original
Panel will reconvene to reconsider the application within 30 working
30
days. At this stage, the decision of the panel should be regarded as
final.
Frequently Asked Questions
How long does it take to apply?
We have developed a Portfolio route with a view to streamlining the
application process. The intention is to base this on materials that you
should already have, and reduce the amount of written work you need
to produce. Nevertheless, you should put some time aside to collate
your portfolio and reflect on its content. This will vary depending on
the level of Fellowship sought and your own individual style.
Should I just include my own reflections, or should I link
this to theory?
Theory should be integrated for all levels HEA Fellowship application.
Centre for Professional Development colleagues will be happy to advise
on relevant texts, and Faculty / Service based colleagues should be
able to point you towards discipline-based material.
What if I fail?
You will be given written feedback on your performance against the
criteria, which will include guidance on areas you need to develop in
order to reach the level of Fellowship you seek.
Will it cost me anything?
If you apply via the Portfolio route, or the qualification-based route, it
will not cost you anything if you are a member of staff based at
Staffordshire University.
Is there a deadline?
You can make your application whenever you are ready. Deadlines for
the academic year should be available each September / October, and
you can choose which deadline to aim for. If you decide you are not
ready as the deadline approaches, you can simply aim for the
subsequent deadline.
How far back can I use evidence?
A range of evidence can be used to demonstrate how you have
developed as practitioner. However, at least 50% of your evidence
should pertain to the last 5 years.
31
Can I use evidence from outside the institution?
You can use evidence from outside, but this should primarily focus on
working at level FHEQ level 4 or above.
Can I use referees from outside the institution?
Yes, provided that they are practitioners within a Higher Education
environment. At least one reference should be from a member of staff
at Staffordshire University.
If I progress through the levels, can I use the same
evidence?
Yes, you may well choose to use the same evidence for successive
applications, for example progressing from AFHEA, to FHEA, to SFHEA,
and so on. However, it is recommended that you revisit your evidence
and reflections as you progress through the levels. For example, at
SFHEA level you need to demonstrate academic leadership, hence,
different evidence or a different slant may be required.
Is it necessary to complete each level?
No – you can start at the level you feel is appropriate to your current
level of practice.
References
HE Academy (2012). Professional Recognition. [Online]. Available from
http://www.heacademy.ac.uk/professional-recognition [Accessed
11.5.12].
Staffordshire University (2011). Securing Successful Futures. [Online].
Available from:
http://www.staffs.ac.uk/assets/university_plan_tcm44-45847.pdf
32
Appendix 1
Personal details form for AFHEA applications
Application for Professional Recognition:
Associate Fellow
Contact and employment details
Title:
Given names:
Family name:
Please indicate clearly how you would like your name to appear on your certificate.
Correspondence Address:
Address line 1
Address line 2
Address line 3
Post town:
County:
Postcode:
Country:
Telephone no.:
(H)
(W)
Email address:
(H)
(W)
Job title:
33
Organisation
(incl Dept, if
applicable):
If you work for more than one organisation please use the space below to provide us
with any additional details.
Professional information
How many years have you been teaching or supporting learning?
How many years have you been teaching or supporting learning in higher education?
Are you a member of any professional bodies or subject associations?
(Please tick)
□ Yes □ No
Please indicate your teaching or learning support subject areas by ticking up to 3 of the boxes
below. These subject areas broadly reflect those of the Academy Discipline areas and are not
intended to indicate your exact subject specialism.
□ Art, Design and Media
□ Bioscience
□ Built Environment
□ Business, Management, Accountancy and Finance □ Economics □ Education
□ Engineering
□ English
□ Geography, Earth and Environmental Sciences
□ Health Sciences and Practice
□ History, Classics and Archaeology
□ Hospitality, Leisure, Sport and Tourism □ Information and Computer Sciences
□ Languages, Linguistics and Area Studies □ Law
□ Materials
□ Mathematics, Statistics and Operational Research
□ Medicine, Dentistry and Veterinary Medicine
□ Performing Arts
□ Philosophical and Religious Studies
□ Physical Sciences □ Psychology
□ Social Policy and Social Work
□ Sociology, Anthropology and Politics
□ Educational Development (including Generic Learning and Teaching)
□ Information Support and Library Work □ Learning Technologies
□ Learner
Support
Please list your academic (post secondary) and professional qualifications.
34
Declaration

I declare that the information provided on this form is accurate to the best of my
knowledge.

If I am awarded Associate Fellow, I commit to maintaining, developing and
enhancing my professional knowledge, skills and competence through continuing
professional development.

I understand that the information I have provided will be stored in an electronic
format by The Higher Education Academy.

I understand that the information I have provided will be accessible to, and
shared by The Higher Education Academy.

I understand that my name, job title and department may be shared with my
employer for networking, professional development and reporting purposes.
Please tick the box below if you would like further information about the Higher
Education Academy:
□ I would like to receive further information about The Higher Education Academy
and agree that my contact details can be stored for mailing purposes.
Please add your name below and date the form.
Print name:
Date:
35
Appendix 2
Personal details form for FHEA applications
Application for Professional Recognition: Fellow
Title:
Given names:
Family name:
Please indicate clearly how you would like your name to appear on your
certificate.
Address line 1
Address line 2
Address line 3
Post town:
County:
Postcode:
Country:
Telephone no.:
(H)
(W)
Email address:
(H)
(W)
Job title:
Organisation
(incl Dept, if
36
applicable):
(Please tick)
□ Yes □ No
Please indicate your teaching or learning support subject areas by ticking up to 3 of the boxes
below. These subject areas broadly reflect those of the Academy Discipline areas and are not
intended to indicate your exact subject specialism.
□ Bioscience
□ Engineering
□ English
□ Materials
□ Performing Arts
□ Learner
Support
Please list your academic (post secondary) and professional qualifications.
37
Declaration

knowledge.

If I am awarded Fellow, I commit to maintaining, developing and enhancing my
professional knowledge, skills and competence through continuing professional
development.



Education Academy:
Print name:
Date:
38
Appendix 3
Personal details form for SFHEA applications
Senior Fellow
Title:
Given names:
Family name:
Address line 1
Address line 2
Address line 3
Post town:
County:
Postcode:
Country:
Telephone no.:
(H)
(W)
Email address:
(H)
(W)
Job title:
39
Organisation
(incl Dept, if
applicable):
(Please tick)
□ Yes □ No
Please indicate your teaching or learning support subject areas by ticking up to 3 of the
boxes below. These subject areas broadly reflect those of the Academy Discipline areas
and are not intended to indicate your exact subject specialism.
□ Bioscience
□ Engineering
□ English
□ Materials
□ Performing Arts
□ Learner
Support
Please list your academic (post-secondary) and professional qualifications.
40
Declaration

knowledge.

If I am awarded Senior Fellow, I commit to maintaining, developing and enhancing
my professional knowledge, skills and competence through continuing



Education Academy:
Print name:
Date:
41
Appendix 4
Personal details form for PFHEA applications
Principal Fellow
Title:
Given names:
Family name:
Address line 1
Address line 2
Address line 3
Post town:
County:
Postcode:
Country:
Telephone no.:
(H)
(W)
Email address:
(H)
(W)
Job title:
Organisation
(incl Dept, if
42
applicable):
(Please tick)
□ Yes □ No
Please indicate your teaching or learning support subject areas by ticking up to 3 of the
boxes below. These subject areas broadly reflect those of the Academy Discipline areas
and are not intended to indicate your exact subject specialism.
□ Bioscience
□ Engineering
□ English
□ Materials
□ Performing Arts
□ Learner
Support
Please list your academic (post-secondary) and professional qualifications.
43
Declaration

knowledge.

If I am awarded Principal Fellow, I commit to maintaining, developing and
enhancing my professional knowledge, skills and competence through continuing



Education Academy:
Print name:
Date:
44

FHEA portfolio

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