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Reading Notes: A Handbook for Teaching and Learning in Higher Education

Alice Walton

Within this chapter it shows case studies from various university academic leaders from a range of courses within higher education and about how they are successful in their roles.

Universities have different strategic plans set in place – learning experience, research, community, integrating employability standards into teaching, research led teaching, technology. They include targets and special measures. Key Performance Indicators (KPIs) The tutors role will differ depending on the aim of the university. For example a tutors time spent on preparation for research outputs in research led universities. (REF Research excellence framework). Work load distribution timings should give teachers an idea of expectation for the role and work output goals. When you start a new role, it is normal throughout your probation (normally 3 years) to have a mentor to support you.

Most universities have learning and development programmes targeted at probationary staff and offered from Human Resources (HR) and/or specialist academic (K5)

professional development units

When starting a new role it is always good to ask about what learning and development programmes they offer through HR. (possible further teaching qualification?)

Interrogating practice – Bath Spa

1 Have you read your University’s Teaching and Learning Strategy?

2 Does it have KPIs? How do these influence your school’s practice?

3 How are these KPIs translated into your own practice?

 

Interrogating practice

1 How have your KPIs been determined? What proportion cover eg teaching,

research etc.

2 How does your School’s workload model operate?

3 How does the workload model ensure that you’re able to give the necessary

time to teaching preparation, delivery and assessment?

 

As Dr Mark Jones outlines:

EVIDENCE

A1 Curriculum design. Look at what you would like the students to achieve, then work back to enable then to succeed.

For this to happen we need to consider:

What knowledge needs to be acquired for the outcome?

What topics need to be covered?

What level of understanding do the students need?

Consider:

EVIDENCE

To why a subject or way of teaching is taught in a certain way: (K2 - approaches to teaching and/or supporting learning, appropriate for subjects and level of study)

A practical subject, such as workshop led ceramics classes are functional knowledge, so a case-based or problem-based learning in smaller groups is appropriate as a teaching approach.


Difference between formative and summative assessment:

 

Interrogating practice. page34

1 What support have you been provided with to ensure that you have the ‘basics’

of teaching and learning, before commencing your teaching responsibilities?

2 What on-going support have you been offered?

3 Where else might you go to ensure that you remain current in your teaching

practice?

 

Interrogating practice

1 What diversity and equality initiatives are in place in your institution?

2 What do your national figures suggest regarding equality and diversity of higher

education staff?

3 Where does your nation sit, comparatively speaking, relative to other nations?

Are there initiatives that your institution could consider deploying?

 

All Universities are required to allow staff to carry out some sort of annual personal review, performance review or assessment appraisal to look at their personal development within the role.

This is a positive and constructive process in which you can take the opportunity to look at personal development as a teacher. Setting objectives and impact measures on teaching.

 

Interrogating practice p36

1 How do you see your academic career developing in the next five years?

2 What do you want to achieve by then? Who is going to help you get there?

What is going to hinder your progression?

3 How can you use your performance reviews to help you achieve this outcome?

 

A teaching portfolio can show a lifetime of teaching:

 

Whenever writing a teaching portfolio it is good practice to refer to the PSF 2023.

Interrogating practice

1 Does your university require you to keep a teaching portfolio? If not, how might you introduce one – at least for yourself?

2 How might your portfolio assist you for both personal development purposes and for promotional purposes?

 

How to get feedback on your teaching practice:

EVIDENCE: K3 critical evaluation as a basis for effective practice

Different ways that I can receive feedback from my teaching. This feedback can be used as evidence of teaching quality in teaching portfolios and application for promotion and advancing.

 

Interrogating practice P40.

1 Start thinking now about your own career progression. What practices might it be useful to have ‘peer reviewed’ to support the honing of your practice?

2 Identify the different types of information you will need to collect as evidence of your own successful continuous professional development.

3 What particular ‘evidence’ will you need to provide to support applications for teaching prizes? Teaching grants? Promotion?

 

Interrogating practice P43

1 What opportunities exist at your University to engage with others in pushing

the boundaries of excellence in teaching and learning?

2 What criteria exist in the promotions criteria to reward excellence in teaching?

Continued Professional Development (CPD) is expected to be maintained throughout a teaching career. Face to face and online learning is just part of CPD. A teaching portfolio is also expected to record reflections.

CPD can be gained from:

EVIDENCE: A5 enhance practice through own continuing professional development 

V4 respond to the wider context in which higher education operates, recognising implications for practice

V5 collaborate with others to enhance practice

 

 

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