AESC 10/116
Furthering the Professionalisation of Teaching:
A Framework for Implementing Continuing Personal
Professional Development in Learning and Teaching
The Brookes Strategy 2020 makes a commitment to continuous improvement of
quality in our teaching and research. Accordingly, the new Strategy for Enhancing
the Student Experience (SESE) makes an explicit commitment that all staff involved
in teaching will undertake annual professional development on teaching.
This document sets out a framework to support Schools and Directorates in
implementing continuing personal professional development (CPPD) in learning and
teaching for Oxford Brookes University. The CPPD framework supports the
University objective to Ensure that learning and teaching is at the leading edge and
relevant to contemporary contexts (Strategy 2020).
The framework acknowledges existing teaching development practices and offers a
set of reflective processes for individuals and teams to use to develop teaching
and learning in a cycle of evidence-informed practice and continuous improvement. It
further offers a map of core development themes to enhance the student learning
experience.
The CPPD framework builds on and extends the good practice in professional
development that exists formally and informally across the University and establishes
a set of institutional processes that will help to disseminate and reward best practice
in teaching and learning. In summary, it is proposed that each year, in line with the
Learning and Development Planning Cycle, there is engagement for everyone
involved in teaching and learning with the following processes:
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Personal Development Review (PDR) – including a review of teaching and
learning practice and discussion of plans for enhancement
Peer supported enhancement of learning and teaching (PETL), as
defined in each School/Directorate;
A professional dialogue, or critical conversation, to investigate personal
academic development needs and opportunities with a significant other.
Figure 1: the three core processes of CPPD in context of professional development
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These processes of engagement within the CPPD framework are monitored
respectively by the University, the School/Directorate, and the individual.
The realities of teaching in higher education necessarily mean that there is variation
between staff in the substance of the discussions and the areas for development
identified in any of the three processes outlined in Figure 1. The discussions are
informed by the outcomes of self-review, analysis of feedback from peers and from
students, or by inquiries into aspects of teaching practice. The three core processes
allow for sensitivity to disciplinary contexts and appreciation of what is working well.
These processes also connect individuals and teams with departmental and
university strategic direction. Most staff undertake a range of additional teaching
development activities throughout the year.
OCSLD will support the introduction of the framework, and support Schools and
Directorates through the HR Business Partnership teams.
Whilst these development processes are not new in themselves, this framework
brings them together and aligns professional development more closely to the new
University strategy. The processes feed into each other and will inform the Schools’
and Directorates’ Learning and Development Plans (and their subsequent
evaluation). These Plans should link the wider University strategic objectives with the
on-the-ground reality and identify how practice can be aligned with the strategic
goals of the University.
The following sections cover:
A. The principles underpinning the CPPD framework
B. The four core themes for the professional development of learning and
teaching at Brookes
C. The benefits to the University
D. The benefits for the individual member of staff
E. The professionalisation of teaching and meeting national standards
F. Five steps towards implementing this plan.
A)
Principles underpinning the CPPD framework
1. Teaching should be scholarly. The scholarship of teaching is a unifying
theme within the CPPD framework and one that is reflected in all of the
suggested activities of this framework.
2. Alignment with strategic direction. CPPD for the individual and for teams
articulates with the annual process of School or Directorate Learning and
Development Planning, and thus with the University’s strategic plan.
3. Dialogic process. Complementary to the PDR discussion, a mid-year
‘professional dialogue’ provides a vehicle for individuals or teams to plan,
reflect and evaluate their personal engagement with appropriate development
opportunities.
4. Regularity. Engagement with peer enhancement of teaching or reflection on
learning and teaching should be undertaken annually.
5. Focus on student learning. Activities and personal planning objectives that
are designed to enhance student learning should be discussed and
highlighted in the annual PDR process.
6. Identifying excellence. Excellent teaching and leadership will be identified,
disseminated and rewarded.
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B)
The key themes for professional development in learning
and teaching at Brookes
a. Scholarship of teaching as a unifying theme of the framework The framework rests on an understanding that effective teaching demands continual
inquiry and renewal in order to enhance students’ learning experiences. The annual
requirement for professional development covers all aspects of teaching, including
both content and method. Teaching for higher-level learning is a scholarly process
and makes demands in addition to the scholarship of the discipline. Teaching
development should bridge both generic and disciplinary pedagogies. Researchbased teaching supports the integration of teaching with disciplinary and
interdisciplinary research, in line with University strategy. The term ‘scholarship of
teaching’ comprises a range of perspectives on the enhancement of teaching and
learning. According to Trigwell (2000), the scholarship of teaching encompasses the
following:
• knowing the literature on teaching by collecting and reading the literature
• improving teaching by collecting and reading the literature
• improving student learning by investigating the learning of one’s own students
and one’s own teaching
• improving one’s own students’ learning by knowing and relating the literature
on teaching and learning to discipline-specific literature and knowledge
• improving student learning within the discipline generally, by collecting and
communicating results of one’s own work on teaching and learning within the
discipline.
(Trigwell et al (2000) in Brew, A. (2006) Research and teaching: beyond the divide, p101).
b. Key themes for learning and teaching development The framework of key themes for CPPD is intended to support individual colleagues
and teaching teams in identifying how their particular expertise in teaching can be
further developed to meet the aspirations for learning and teaching development
contained within the new University Strategy. Scholarly teaching would see teaching
teams able to design, deliver and assess a high quality curriculum ‘relevant to
contemporary contexts’ (Strategy 2020). Such a curriculum would:
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Support the development of graduate attributes for a global and digital age;
Employ a range of appropriate pedagogies and technologies;
Engage student, professional and regional communities;
Be informed by and also inform contemporary research.
The CPPD framework is designed to support creativity, intellectual engagement and
social responsibility amongst individuals and teams. Figure 2 represents the
enhancement of student learning at Brookes channelled into these four key themes,
which are in turn set within the broader context of the scholarship of teaching, all
underpinning the objective of ‘enabling a student experience of the highest standard
possible’ (Strategy 2020). Each of the four themes can be elaborated further and
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placed more clearly within the context of the university’s practices, and this will be
supported through our educational development resources. The framework is
designed to foster a culture where teaching and learning is highly valued and widely
discussed, where professional capabilities are developed, and good or excellent
practice is investigated, identified, disseminated and rewarded.
Figure 2: Scholarship and key themes within the CPPD framework
C)
What does the CPPD framework offer to the Schools and
Directorates?
The framework sets out the University’s direction of travel. The framework
draws upon practices which are aligned with what is known about how
professionals learn, that is: through informal peer or disciplinary networks, by
sharing practices, through investigation and practical activities such as annual
review, through externalised reflection, and through feedback from
colleagues.
For the University, the framework offers:
• a means to engage staff directly in the achievement of our strategic
objectives;
• a focus for learning and development planning at School and Directorate
level and for personal development reviews;
• a mechanism for ensuring regular renewal of teaching and learning
practices underpinned by what we know about how professionals learn;
• processes for recognition and reward of the staff involved in enhancing
students’ learning experiences;
• an opportunity to raise further the profile of Brookes learning and
teaching development.
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D)
What does the CPPD framework offer to the individual or
team?
The framework offers guidance on the University’s values related to learning
and teaching at Brookes and a set of reflective processes to inquire into
practice, which should support individuals and teams in identifying the part
they play in enhancing the student learning experience. The framework seeks
to accommodate current local practices of review and development.
Research has shown that enhancements in student learning are seldom
down to a single lecturer or solitary innovation. It is appropriate, therefore, to
recognise the collaborative effort of teaching and learning and to
acknowledge current good practice in its ongoing development. The CPPD
framework, therefore, applies not only to individual academic staff, but also to
teams, and is a framework that includes a broader range of staff involved in
supporting student learning.
For the individual, the framework offers
• an encouragement to undertake professional development opportunities
to enhance student learning experiences
• an opportunity for individuals to reflect self-critically on their ongoing
professional development and have an annual peer discussion about this
• a prompt to undertake team or group based development and inquiries
into practice (this could be for example on curriculum, feedback or
evaluation, organised at course or Departmental level, or by crossUniversity groupings)
• recognition to the contributions of all groups of staff involved in teaching
and learning (including lecturers, tutors, learning technologists, academic
advisers, librarians, course managers, senior staff, student support coordinators)
• a process for staff to keep up to date with research and practice in
teaching, learning and assessment
E)
Professionalisation of teaching and UK standards
The White Paper (2009) and the National Student Forum Annual Report
(2009) call for further professionalisation of teaching, and the current
proposals are offered in this spirit. UK Professional Standards in Learning
and Teaching (UKPSF), brokered by the Higher Education Academy,
supports the University’s objectives in this regard. The Associate Teachers
Course is already accredited at level 1 of the UKPSF standard, the
Postgraduate Certificate in Learning and Teaching in Higher Education
(PCTHE) is accredited at level 2, and an ongoing development to accredit
level 3 is in process. The CPPD framework endorses moves for a greater
level of engagement in development for those who are in a position to lead or
mentor other colleagues in teaching and support of learning, which is
represented by the level 3 standard of the UKPSF. A pathway for
benchmarking development opportunities against the level 3 standard is
proposed whereby the University links the UKPSF areas of activity, core
knowledge and professional values to our established programmes of
professional teaching development.
For those who are already leaders in teaching, such as Brookes Teaching
Fellows, ASKe or Reinvention Fellows, it is recommended that recognition at
UKPSF level 3 is attained and that these individuals maintain their good
professional standing through a review process in relation to the core
knowledge, professional values and areas of activity of the standard at least
once every four years.
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F)
Five steps to implementing this framework
In order to effectively implement this framework, everyone with a direct role in
shaping the student learning experience will need to be involved. It will require
encouragement and careful attention to resourcing. It builds on a strong foundation of
shared good practice and existing professional development that should be
harnessed. Some years ago, the University established an initial professional
development benchmark for academic staff with the First Three Years’ Programme,
which combines induction, teaching and research development. This framework
extends engagement with teaching and learning development more formally to those
who are already well established in roles as learning and teaching professionals.
1. Personal professional development aligning with Learning and
Development Plans
Each School and Directorate has a rolling strategic plan that is aligned with
the delivery of the University Strategy. A key vehicle for articulating a School
or Directorate’s vision of how it will do this is its Learning and Development
Plan. That Plan is drawn up in the light of an internal discussion about the
current gap between the strategic vision and the 'on the ground' reality. The
School Academic Enhancement and Standards Committees play a major role
in that process, and are supported through the HR Business Partnerships.
The Learning and Development Plan sets the framework for determining
individuals' development objectives and would be expected to show how the
School or Directorate will deliver all the core areas of the framework. An
evaluation of the Plan is undertaken within the School or Directorate in
advance of an upcoming PDR round, and informs the pre-PDR meeting with
reviewers. Thus, the framework operates on an annual cycle that articulates
discussion of enhancement priorities and plans, and their evaluation, at the
level of the institution, the School and the individual and their associated
teams (figure 3).
Institutional priorities
School or Directorate priorities
Individual priorities
Figure 3: Nested priorities in Learning and Development planning
2. A ‘professional dialogue’ should be promoted as the vehicle for
individuals to plan, reflect and evaluate
In order to provide support for individuals to plan, reflect and evaluate their
own engagement with enhancing student learning, it is proposed that a
formal, professional dialogue should take place each year. The professional
dialogue is a conversation, or a series of conversations, normally between
peers, which explores an individual’s practice, reviews or expands on existing
development goals and considers how they may best be achieved through
informal and formal development opportunities. It is envisaged that the
professional dialogue occurs part-way through the PDR cycle so that there is
sufficient time to engage with development opportunities during the same
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academic year. The choice of partner in the professional dialogue is open, but
individuals are advised to make the selection based on the thematic area they
have chosen to develop at that time. Suggestions of how this might be
conducted include: a departmental ‘teaching circle’ or group discussion within
a course team, or at a conference. Individual staff may prefer to select their
manager in a coaching capacity, or someone from another disciplinary field or
who has a different perspective on the student experience from their own.
Alternatively, they may wish to extend the discussion with their partners in the
School peer enhancement scheme, or draw on the considerable expertise of
Brookes Teaching Fellows. The outcomes of the professional dialogue are
recorded in terms of how practice has been affected, and brought to the PDR
discussion.
3. Engagement with peer enhancement of learning and teaching is
an annual requirement
Each member of staff involved in learning and teaching is expected to
participate in a local peer enhancement scheme and to record their
experience of the scheme and how it has affected their practice. Evidence of
engagement in the scheme is recorded and brought in to the PDR meeting.
Whilst the details of the peer enhancement schemes vary between Schools
and Directorates, the essence of the schemes remains constant, namely:
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Individual choice over what aspect of practice is selected
Sharing current good practices
Peer enhancement triads are the norm
Peer discussion in order to explore and encourage enhancement of
teaching and learning
It is intended that engagement in the local peer enhancement process is
monitored locally and reported at the Academic Enhancement and Standards
Committees of each of the Schools, or at an equivalent committee of the
relevant Directorate, and a summary report submitted to the University AESC.
Participation in the formal peer enhancement scheme should be
supplemented with more sustained engagement with other processes of
professional development in order to benefit the student learning experience.
4. Developments to enhance student learning be highlighted
annually in the PDR process
Staff development in the PDR process is already embedding a coaching
approach to the annual discussion between reviewer and reviewee. Changes
in the PDR documentation and in the training are required to ensure a
sensible balance between the competing demands made on the process,
including research and administration. This is planned by OCSLD in
readiness for the 2010-11 PDR cycle. In developing this mechanism further to
support learning and teaching development, it is expected that members of
staff involved in teaching or supporting students’ learning each year reflect on
their development in this aspect of their work.
Guidance for the reflection will be provided through prompts, for example:
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Self, peer and student evaluation on your teaching/student support this
year (through a local peer enhancement scheme, plus other feedback or
investigations);
Effectiveness of the development you have engaged in last year;
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Other influences that may necessitate changes in your teaching practices
(disciplinary developments, policy trends, funding models);
How you propose to use this knowledge to enhance your teaching in the
coming year;
The support or development you, or your team, need in the short and
medium term;
Opportunities you have identified for disseminating good practice.
Within the PDR discussion, each reviewee will explore with the reviewer their
own professional development and its effectiveness in the context of their
teaching. The outcome of the meeting is a learning plan which is aligned with
School and Directorate learning and development plans.
5. Excellent teaching and leadership be identified, disseminated and
rewarded
In a February 2009 report commissioned by the Higher Education Academy
’Reward and recognition of teaching in higher education’ (HE Academy and
Genie CETL, 2009), it was clear “that academics believe strongly in the
importance of teaching in higher education and that they think it should be
appropriately recognised and rewarded. They say that formal institutional
processes (especially promotion) and a leadership culture that values
teaching are both important for doing this.”
The processes of dialogue, reflection and record, as outlined in the preceding
sections, are ways of recognising excellence in teaching and leadership
amongst students, peers, managers, and at an organisational level. The
annual review of programmes and courses is a further route by which leading
teachers and teaching teams are identified and good practice is shared.
Recognition and reward mechanisms for enhancing the student learning
experience are many and varied, and include:
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Praise from colleagues, students and managers
Fellowships and other awards within Departments, Schools and the
University
Invitations to showcase good practice and publicise it more widely in
newsletters, journals and at events
Involvement in decision-making processes and working groups
Having ideas explicitly acknowledged in institutional statements of good
practice
Participating in local or national networks or in teaching-related events
Pedagogic research support
Merit increments and contribution points for excellence
Promotion (for example to Principal Lecturer, Reader or Professor).
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