Exploring staff recognition and reward within CETL S2 Bids

1
Exploring staff recognition and reward within
CETL S2 Bids

• Victoria Eaton Phil Jones
• Director of Registration and Accreditation Pro
  Vice Chancellor
• The Higher Education Academy University of
  Sheffield

2
Workshop Outline

• Feedback and observations from stage one bids
• Exploring the potential relationships between
  CETLS, reward structures and continuing
  professional development
• Discussion and reflective activity how can I/we
  develop these ideas within our stage two bids?

3
The Case for Excellence

• Reward and recognition
• Financial promotion, incremental increases
• Professional development appraisal, funding for
  development projects
• Professional status teaching awards, titles
• Who for?
• Excellence by individuals, cross disciplinary
  teams
• Inclusivity and diversity of HE roles
• Role of Continuing Professional Development in
  reward and recognition structures

4
Potential CPD Impact of CETL(s)

• Within host institution(s)
• Local HR, LT, EO, student recruitment
• Identifying coherence within local strategies to
  demonstrate supportive structures
• Reward and/or recognition for staff delivering
  the aims of the CETL(s)
• Within discipline community/communities
• working with the HE Academy to facilitate CPD
  recognition and reward with professional and
  learned societies and Academy SCs

5
Seeking strategic CPD connections

• Within the wider HE community
• Recognising the CPD impact on learning and
  teaching practice to enhance the student learning
  experience
• Within growing national context of increasing the
  professional standing of staff in higher
  education
• Recognising CETL connections with the changing
  professional identity of staff enhancing student
  learning CPD and professional recognition
  through the HE Academy contributing to national
  debates and developments

6
Discussion and Reflection

• Take up to two of the following headings and
  discuss how your CETL bid could demonstrate (or
  already demonstrates) close alignment within
  these areas
• Within host institution(s)
• Within discipline community/communities
• Within the wider HE community
• Within growing national context of increasing the
  professional standing of staff in higher
  education