HEA Fellowship Assessor and mentor training
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A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
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HEA Fellowship Assessor and mentor training
- 1. Swansea Application Route Assessor and Mentor Training “If Passion drives, let Reason hold the Reins” Benjamin Franklin Being an assessor requires reasoned judgement of the applications made by impassioned teachers… January 20, 2016
- 3. Purpose of this training • IT@S and its component parts • UK PSF and HEA Fellowship categories Overview of the UK PSF and SAR • consistency of judgement • decisions at D1/D2 Assessment Practice – D1/D2 • Differences between D2 & D3 • decisions at D3 Assessment Practice – D3 • Pebble+, deadlines, allocationsAdmin and Logistics • mentoring and what that entailsSupporting Applicants
- 4. Approx Start Duration Activity 10.00 5 minutes Introductions and logistics 10.05 10 minutes Overview of the SAR and IT@S 10.15 45 minutes Quiz on the UK PSF and the SAR route Discussion 11.00 10 minutes Reminders about Associate and Fellow Category requirements 11.10 30 minutes Practice Assessment Review of draft D1/D2 Application and feedback 11.40 Break Refreshments and working lunch 12.00 10 minutes Reminders about Senior Fellow Category requirements 12.10 30 minutes Practice Assessment Review of D3 Case Study and feedback 12.40 20 minutes Logistics, Pebble+, Mentoring
- 5. Inspiring Teaching at Swansea (IT@S) Overview Swansea Application Route AFHEA FHEA SFHEA Module 1 Introduction to teaching in HE AFHEA AND SHTM34 Teaching and Learning for Health Profession’s Educators AFHEA SHTM33 Designing and Evaluating your Teaching PM – M19 Assessment and Feedback FHEA SHTM28 Teaching and Learning for Practice Teachers AFHEA or Route 2 PGC in teaching in Higher Education D1, D2 Route 3 PGC in Education for Healthcare Professionals D1, D2 Route 1 Swansea Route D1, D2 and D3 Inspiring Teaching at Swansea Module 2 Developing Teaching at Swansea FHEA AND
- 6. D1 D2 D3 Certificated routes Introduction to Teaching in HE PG Certificate in Teaching in HE SHTM28 Teaching & Learning for Practice Teachers PG Certificate in Education for Healthcare ProfessionalsSHTM34 Teaching & Learning for Health Professions’ Educators Swansea Application Route (written) Reflective account & Teaching philosophy 2 referees Reflective account & Teaching philosophy 2 referees Reflective account & Teaching philosophy 2 Case Studies 2 referees Swansea Application Route (presentation) Account of practice Supporting reflective presentation 2 referees Account of practice Supporting reflective presentation 2 referees Account of practice Supporting reflective presentation 2 Case Studies 2 referees 6 Swansea University pathways to Fellowship
- 7. Quality Assurance and Moderation The IT@S panel will assure the quality of the decisions made by the subcomponent panels through the moderation of the following: • A sample of the taught programme acceptances • A sample of all outcomes from the SAR IT@S Panel SAR Panel - Sample of accepts - All clarification or return outcomes PGC HP Panel - Sample of accept outcomes PGC HE and Student Demonstrator Panel - Sample of accept outcomes
- 8. Future Plans Responsibility for the PG Cert teaching in Higher Education has moved to SALT (Staff already enrolled will be supported to complete the programme.) A revised tHE is now offered (starts TODAY!). Final task will be to apply for HEA Fellowship through the SAR approach. To offer an enhanced range of CPD for experienced staff
- 9. Fellowship growth at Swansea 15% - 2016 (131 Fellows) 18% - 2016 (100 applications) 50% - 2017 (includes PgCert completers) 80% - 2020 Starting from a low base to achieve ambitious strategic goals
- 11. Any Questions arising from the slideshare? Specific requirements of the SAR • The structure of the application • Evidence • Differences between categories • Differences between written and presentation routes and assessment • References Qualities/ Category Requirements? • UK PSF – the dimensions and what these mean in practice • Strengths • Weaknesses • What constitutes evidence • CPD and Pedagogical references 11
- 12. The Academy recognises staff against the UKPSF through its Fellowship scheme. Associate Fellow = D1 Fellow = D2 Senior Fellow = D3 Principal Fellow = D4 12 The Fellowship Scheme
- 13. Associate Fellowship • Successful engagement in • two areas of activity • appropriate teaching and related practices • appropriate core knowledge (at least K1/2) • appropriate professional values • relevant professional practices/research/ scholarship • CPD in teaching, learning and assessment activities Fellowship • Successful engagement in • five areas of activity • appropriate teaching and related practices • all core knowledge • all professional values • incorporation of research/ scholarship within activities • CPD in teaching, learning and assessment activities & related professional practices where appropriate 13 D1 and D2 requirements
- 14. It is essential that applicants should provide evidence of having accessed and utilised external advice and guidance based on educational scholarship to inform their professional practice. 14 Scholarship at D1/D2
- 15. 15 Considering T&L Practice and Evidence for Recognition Scope of Activity, Role Sphere of Influence Source of Evidence Promoting Teaching: making evidence count (HEA, 2013: 10) https://www.heacademy.ac.uk/resources/detail/recognition/making- evidence-count-web
- 16. •Applications should relate to the positive impact on student learning •At D3 individual must show sustained record of success/achievement •Claims should evidence successful engagement with appropriate dimensions of UKPSF •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 16 General Principles
- 17. The Swansea Assessment Criteria The Fellowship Categories document describes the various category requirements…BUT, submissions also assessed against the general principles embedded within the Swansea assessment criteria: • Clear evidence of their impact on the student learning experience • A personal account, demonstrating their commitment to learning and teaching • A reflective account, demonstrating their actions in terms of improving their teaching, learning or assessment practice and/or impact on others • For Senior Fellows – leadership of others in HE
- 18. Assessment Practice, D1 and D2 Three Cliffs – Gavin Bunting – Louise Condon – Judy Jenkins – Judy McKimm Langland – George Johnson – Sarah Rees – Andrew Rees – Elizabeth Tanguay Port Eynon – Ian Davies – Mark Jones – Joanna Thomas – Patricia Xavier 18
- 19. In groups discuss & note: 1. What elements of the Assessment Criteria are met? In particular, what aspects of the UKPSF 2. How would you advise the applicant 19 Making recognition decisions at D1 and D2
- 20. • I. Successful engagement across all five Areas of Activity • II. Appropriate knowledge and understanding across all aspects of Core Knowledge • III. A commitment to all the Professional Values • IV. Successful engagement in appropriate teaching practices related to the Areas of Activity • V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice • VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices • VII. Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning 20 D3 requirements
- 21. 21 Considering T&L Practice and Evidence for Recognition Scope of Activity, Role Sphere of Influence Source of Evidence Promoting Teaching: making evidence count (HEA, 2013: 10) https://www.heacademy.ac.uk/resources/detail/recognition/making- evidence-count-web
- 22. D3.7 Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning At Descriptor 3, it is particularly important to demonstrate how you know your practice has influenced others, been effective and generated impact. This is the overarching descriptor and evidence for this should be found across the application. It is the essential distinguishing characteristic of the Senior Fellow. 22 Exploration of 3.7
- 23. It is essential that Senior Fellows provide evidence of having accessed and utilised external advice and guidance based on educational scholarship and likely that they themselves will be undertaking some kind of research which may well (though this is not essential) include research for publication in peer review journals. 23 Scholarship at D3
- 24. Assessment Practice – D3 Three Cliffs – Gavin Bunting – Louise Condon – Judy Jenkins – Mark Jones Langland – George Johnson – Sarah Rees – Andrew Rees – Patricia Xavier Port Eynon – Ian Davies – Joanna Thomas – Judy McKimm – Elizabeth Tanguay 24
- 25. In groups discuss & note: 1. Does the application ‘pass’ the assessment criteria? e.g. Mapped to the criteria and UKPSF 2. How would you advise the applicant 25 Making recognition decisions at D3
- 26. Assessor Workload • Each application allocated to a ‘set’ of two assessors • Each application reviewed independently by each assessor • Hopefully no more than 5 applications to each ‘set’ • Senior Fellowship applications will be allocated ‘more time’, so fewer of these to review. • Each assessor involved in 2 of the 4 deadlines • Attendance at SAR Panel • Can’t assess someone’s application if you’ve mentored them or acted as a referee.
- 27. Assessor Review • Areas of difference will be discussed beforehand. • If no agreement, will be discussed at the SAR Panel • An agreed recommendation and feedback comments will then be recorded 27 Category No Assessors Of Which Fellows Of Which Senior Fellows Of which externals Associate Fellows 2 2 - - Fellows 2 1 1 - Senior Fellows 3 - 2 1
- 28. Application and Panel Deadlines 2016 and early 2017 Outcomes will be given approximately 12 weeks following submission. Submission Deadline Date of SAR Panel Mon 4/04/16 at 2 p.m. Thurs 12/05/16 Fri 1/07/16 at 2 p.m. Mon 01/08/16 Likely Sep 16 2016 (TBC) Wed 12/10/16 (TBC) Likely Fri Jan 14 Wed 2/2/17 (TBC)
- 29. Assessment template for the Reflective Account/Presentation Includes sub-elements for Case Studies Recommendations will be one of the following 3 options: Proceed Clarify Return
- 30. Application Send to reviewers Decision SAR Panel Moderation IT@S panel Feedback Return FellowshipClarification The HEA Application Review process
- 31. Introduction to Pebblepad Pebblepad is an e-portfolio software available through home.swan.ac.uk Used to support reflective learning in the Swansea Employability Award and, for example, in Health Science modules which require reflection.
- 32. Why use Pebblepad • Enables sharing of applications with mentors/others for comment, with referees and line managers without arranging a login. • Enables ease of sharing with assessors and electronic feedback for applicants • Facilitates a robust administrative structure and QA evidence for reporting
- 35. • Personal pronoun • Emphasise the positive • Where gaps are evident, make suggestions for how the applicant might address these • Be specific • Make suggestions for future development opportunities • Don’t write anything that you would not be happy for the applicant to see 35 Giving feedback
- 36. Feedback to Feedforward Application Returned or Clarified Applicant (hopefully) reviews the Feedback template comment Discusses with a mentor/SALT Team Revises application and Resubmits Application Assessed Your feedback comments are vital. They will be released to the applicant following the IT@S panel. You remain anonymous (unless application is by presentation) Application Successful
- 38. • What will mentors provide? – 1-1 or group guidance and support to encourage staff to submit their application – Provide general feedback/prompts on draft applications/presentations – Help in responding to feedback on unsuccessful applications. • How much support are you expected to provide? – Up to 4 meetings, but applicants have preparatory work to do too! – There’s a Guide of things you might cover in each session Overview of Mentoring Arrangements for the SAR 38
- 39. • Mentors are not there to: – Help staff find a referee – Draft any element of someone’s application – Observe your mentee’s teaching practice – Proof-read the application/correct the presentation – Be held to account for the SAR Panel decisions. • Further details: https://salt.swan.ac.uk/fellowship-mentors/ Overview of Mentoring Arrangements for the SAR 39
Editor's Notes
- At Swansea, as outlined, we have a few ways in which staff can gain Fellowship of the HEA. Certificated routes through the PGCert teaching in HE or the PG Cert in Education for Healthcare professionals Experiential route – through a written or presentation submissions
- This figure includes those pursuing the taught programmes
- Swansea doesn’t offer internal application for D4, just D1- D3
- The differences between D1 (Associate Fellow) and D2 (Fellowship are outlined above.) D1 could be considered a subset of D2. Associate Fellows – 2 areas of activity – any two Depends on the person’s role as to what can be achieve. Non academic staff such as technicians, librarians, careers advisers, etc – because the particular activities they have means they don’t get sufficient evidence to qualify for all 5 areas of activities. and at least knowledge of K1 The subject material And K2 – Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme The breaking up of A1-A5 can be helpful, but also can be difficult. Relevant professional practices/research/scholarship and CPD in LTA and Assessment – these two are usually the ones causing the most problems, in both application and assessment. We don’t mean that you are the foremost research in the subject and a lot of pedagogical work. Scholarship to be the range of professional information and things I need to know to be able to carry out the job effectively. Show clip from E stream 16.57 – 20.58 Example of the technician in the computer lab and the relevant scholarship and also the accountant and tax laws See Chapter entitled ‘Examples of Scholarship and CPD” https://mrclabsestream.swan.ac.uk/view.aspx?id=5701~4n~NRVA9cmG&chapID=32
- It might mean they’ve been to a course/event It might means they had a corridor conservation about e.g. using flipped classrooms – that leads to someone reading up, looking at YouTube/TED talk – its about informing yourself It might involve trying out something you’ve seen at a conference – doesn’t mean you’ve actually read that person’s research and literature – termed ‘mediated scholarship’ to use in your own practice. References are nice, but not essential for these categories. This is vital to D3 – senior fellowship but not here. So, don’t assess using an academic referencing styles, with Harvard referencing its, its just evidence of external guidance in whatever form it might take.
- 1. What is the scope of that person’s activity and role, e.g. PhD who doesn’t have full areas of activity? 2. What's their sphere of influence? Who do they impact on? D1 and D2 – is primarily the student and their learning environment; maybe starting to influence colleagues We’ll show an excerpt from Vicky’s training outlining this from the perspective of the D3, Senior Fellow. 3. What’s the source of evidence Back to the 5 questions – What do I do How do I do it Why do I do it? How do I know its effective What might I do differently. Evidence- your own reflections, formal module evaluations, NSS, PRES, but also informal evaluations from students and also those emails you get such as ‘thanks so much for your support’ – don’t delete them – its unsolicited feedback.
- Applications need to demonstrate a positive impact on student learning – either directly through teaching or indirectly through supporting teachers For SF, There should be sustained evidence – approximately 5 years, not necessarily doing the same thing. E.g. I’ve mentored members of staff for 2 years, is that enough? No, not in itself, but have done other things, e.g.. chairing a special interest group.. Its the theme of leadership that’s important. Successful engagement with the UKPSF – what do I do, How do I do it, Why do I do it like that? Is it because of the student profile, subject matter, learning environment that you choose to do things in that manner. How do I know if its any good? What might you do differently? Just because you are a relatively junior member of staff/new to an institution, but have experience from your other HEI and are actively leading and influencing others, you could become a SF. Conversely, just because you may be a Professor of worked in HE for a long time, if you can’t evidence your impact on others, then SF is not applicable. Lots of applications seen by HEA assessors tend to focus on what the applicant does – a very descriptive account – and not give the reflection or rationale for why they choose to do things in that way. The problem with the Fellowship Category is that it implies hierarchical progression. Vicky Davies in Ulster is an Academic Developer and has Principal Fellowship - its because she has an institutional role, she’s an HEA assessors and consultant. Its about range and sphere of influence that is important.
- The category requirements are outlined in the A5 Handout BUT These are outlined at the end of the Word application and Pebble+ Applicant Checklist, they have the added General Principles that I’ve just spoken about as part of the Assessment Rubric.
- In groups look at the sample overviews for D1 and D2 and, using the criteria outlined for the fellowship categories make notes of what would you expect to see on the application for each as they stand, and what would your recommendations be for them to be successful at the level they have applied for.
- D3 is so broad. Need to demonstrate all the same attributes of D2 but with the addition of how my leadership influences all of the above. It is not something that is just stuck on the end, it must filter through each of the other areas od activity. There will be considerable variation in applications, reflecting differences in individuals’ experience, their job roles and institutional contexts. The reflective commentary and two case studies enable such diversity to be appropriately represented
- Show clip from Vicky Davies can be found on the HEA section of the SALT website https://salt.swan.ac.uk/fellowship-assessors/ https://mrclabsestream.swan.ac.uk/view.aspx?id=5702~4o~osjZKny4&chapID=31
- What were the leadership approaches that they took and what was the impact and how did they know. Be careful with postgrads as examples. You need to think about relationships, if they are discussing the group of post graduates in terms of them supervising, then that is learning and teaching. If they are using a postgrad as a co teacher, doing seminars then that is a professional relationship, that is mentoring of colleagues. The quality of the evidence is much more important than the quantity of examples provided
- Where is isn’t necessary for D2 it is essential for D3. with senior fellowship, it is more about “I am the influence”, so it is vital to demonstrate what the evidence based influence was that instigated what they are discussing. They could be illustrating some form of action research, where they identified a problem or area of improvement, they would then discuss the intervention that they put in place, all the time they would be reflecting on the processes involved, whilst referring to the evidence provided by relevant literature to support their ideas and methods. Not hard research, most likely to be AR but it could be publication. By publication is could just be dissemination, but could be evidence What is Action Research? AR is a practical approach to professional inquiry in any social situation. Here it relates to education and are therefore of particular relevance to teachers or lecturers engaged in their daily contact with students. But professional practice need not be teaching: it may be management or administration in a school or college, or it may be in an unrelated area, such as medicine or the social services. The context for professional inquiry might change, but the principles and processes involved in action research are the same, regardless of the nature of the practice.