Practicing what we Preach – Developing a CPD Scheme for
Academic Staff
Lisa Hayes - [email protected]
University of Bedfordshire
www.beds.ac.uk
The CRA conference at Aston University, Birmingham in September 2013, offered an opportunity
to present the University of Bedfordshire’s Professional Teaching Scheme (PTS) to peers. This
paper presents a report of the workshop delivered and a reflection on the on-going development
of the PTS.
The objectives of the workshop were to:
Introduce the development and implementation of PTS
Explore how reflection and recording achievement are embedded (including e-Portfolios) in the
PTS
Discuss the emerging ‘challenges’ of working with staff on implementation of the PTS
The PTS is the University’s Higher Education Academy (HEA) accredited Continuing Professional
Development (CPD) framework. The framework enables academics to gain or enhance HEA
recognition at Associate Fellow, Fellow, Senior Fellow and Principal Fellow through submission of
a portfolio of evidence, mapped against the UK Professional Standards Framework (UKPSF) and
a written or oral critical reflective narrative (1500 words or 15 minute presentation). Portfolios are
reviewed by a panel of peers at the university, plus one external reviewer for Senior and Principal
Fellow applications.
We feel the PTS has two unique features.
Firstly, it embeds ‘maintenance of good standing’ by including a four yearly review element. Once
HEA recognition has been attained, good standing must be demonstrated by submission of a
‘portfolio lite’, every four years. This is designed to be integrated with the annual staff review
process. Secondly, it includes a ‘community activity’. Academics must provide evidence of
dissemination related to teaching and learning, e.g., pedagogical writing, case study, leading a
workshop for their team. This community activity is designed to support the dissemination of
effective practice, and build a professional community of practice in teaching and learning.
The workshop presented these features to participants, along with details of the elements of the
PTS portfolio to be submitted by academics. Portfolio evidence included evidence of engagement
with peer and student feedback, evidence of working to the UKPSF dimensions and appropriate
descriptor, and a written teaching impact statement.
The workshop participants discussed ‘positives’ and ‘issues’ related to the PTS model presented.
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