STAFF

1
STAFF EDUCATIONAL DEVELOPMENT in NEWI and
the relationship with the HE Academy

• PROFESSIONAL DEVELOPMENT PLANNING
• - support for initial and CPD activities in NEWI

2
Core Values of NEWIs Community of Learning

• Respect for the individual, for the expression of
  ideas and the pursuit of knowledge
• Educational, academic and professional integrity
• Care for our students, colleagues and customers
  and the anticipation of their needs and
  requirements
• Organisational commitment to the pursuit of
  excellence and loyalty to the Institute as a
  community of learning

3
NEWIHuman Resources Department

• The central driver for staff development is HR -
• it produces policy and strategies to support and
  align staff development to institutional
  objectives
• co-ordinates the range of staff educational
  development activities centrally/locally
• facilitates material and on-line support and
  resources

Human Resources
4
Embracing a framework for staff development that

• Promotes reflective, self regulatory practice
• Is designed to enhance quality (learning,
  teaching, assessment and operational business)
• Assists the recording evaluation of research
  and scholarly activities, illustrating how this
  informs curriculum development and leadership
• Supports benchmarking sharing best practice
  internally externally
• Facilitates a shift from a central training model
  to one that is strategic and democratic, aligning
  itself with Institution, Department, School and
  individual needs.

5
Staff and Educational Development driven by
guiding principles, not neatness
6
A Critically aligned, self regulatory modelThe
rationale developed from the need to promote

• critical reflection, aligning ones professional
  role, responsibilities and development needs with
  national, institutional and subject objectives
  through ISDR

• pedagogical scholarship self regulatory
  learning to improve the quality of the student
  experience in line with Institutional / National
  strategic goals / HE Academy requirements

• registered practitioner status with the HE
  Academy (NEWIs Learning and Teaching Strategy
  priority 1 and HE Academy CPD Project)

7

• The NEWI PDP is designed to
• Assist preparation for the ISDR - signposting
  critical reflection on academic practice -
  prompts offered as general indicators, not as
  definitive descriptors
• Promote critical reflection to further quality
  enhancement in learning teaching operational
  business
• Update CPD evidence and articulate the
  professional / personal development narrative for
  ISDR requirements, QAA and QE in NEWI.
• PREPARE YOU TO BECOME A REGISTERED
  MEMBER WITH THE ACADEMY or demonstrate that you
  remain in good standing.

8
Promoting scholarship of learning and teaching
through the ISDR PDP

• research different paradigms and articulate
  conceptual frameworks underpinning LT
• engage in scholarly activity and evidence based
  pedagogical practice
• consider how these inform practice and
  curriculum design
• provide accessible information for the
  purposes of applying for grants, appointments,
  promotion, Audits QAA professional bodies.

9
Benefits to staff

• present factual information about your strengths
  / accomplishments, areas for professional
  development evidence of how this is being
  addressed
• utilise the feedback gleaned from students
  through the Quality Assurance evaluative
  procedures
• inform your curriculum planning, delivery and
  assessment through experience, action research
  other scholarly activities

10
Further benefits to the Institute..
11
PDPs for academic staff students are more
likely to be successful if

• seen as a mainstream activity
• linked to strategic goals / learning outcomes
• supported valued by staff
• supported by institutional structures, resources
  expertise
• owned by the individual
• valued externally (employers, professional bodies

12
PDPs for students

• Students are more likely to value PDP if they see
  that academic staff themselves are involved in
  PDP processes, e.g. through appraisal and
  development policies or portfolio building linked
  to professional accreditation or CPD requirements
• Guidelines for HE Progress Files
  QAA paragraph 47
• We argue that this applies to staff - if they
  value the self regulatory PDP approach, they will
  encourage students to participate effectively in
  the process.

13
What were the barriers?

• Similar to those we face with student progress
  files the suppository approach v pragmatic
  narrative
• Translation of the Institutes strategic plan to
  local level so that individuals can align their
  goals and aspirations
• Ownership of strategies
• Clarity about roles and responsibilities
• Suspicious minds..
• Other priorities overtaking this

14
Support given

• ISDR PDP Guidance notes booklet -designed to
  promote critical reflection self regulatory
  learning that embraces the ISDR process
  available in hard copy and on-line
• Reviewee and Reviewer training as well as support
  for HE Academy membership
• Material resources e.g. books, resource packs,
  websites, scholarly papers for pedagogical
  practice, strategic planning guide
• Subject-specific Learning and Teaching

15
Progress to date

• ISDR process and procedures are embedded
• Institutional management support for the ISDR PDP
  plans
• Guide and resources designed and compiled to
  assist process and strategic planning
• Peer reviewed internally and externally
• Launch in September 2005

16
Next Steps

• Work with Leadership Foundation to develop a
  similar PDP for managers
• Implement the accredited CPD framework in NEWI
• Work with the Corporate Services team to develop
  model for operational staff
• Continue to evaluate to enhance the process and
  resources using feedback provided by colleagues,
  HE Academy and Leadership Foundation
• Continue to research the theoretical framework
  underpinning the ISDR PDP