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Supporting choices in development for probationary and experienced staff that teach and support student learning. Aspire Symposium, 13 th September 2013. Outline. What is the Academic Development Programme at QMUL? How do we support a diverse range of staff and others who teach?

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Outline

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  1. Supporting choices in development for probationary and experienced staff that teach and support student learning.Aspire Symposium, 13th September 2013

  2. Outline • What is the Academic Development Programme at QMUL? • How do we support a diverse range of staff and others who teach? • How do we support choice?

  3. What is the Academic Development Programme? • History • SEDTACT • CILT • PGCAP • DADP

  4. What is the Academic Development Programme? • A new ‘umbrella’ programme • Aims to incorporate all development within teaching and learning • Covers all HEA accredited provision at QMUL • Eleven modules for credit-bearing elements • Around 150 sessions per year

  5. How do we support a diverse range of staff and others who teach? • School Academic Development Mentors • At least one per school • Part of workload model (formerly paid as supernumery staff) • Support their own people • Use of the VLE • Supports geographically diverse participants • Supports similar teaching ‘groupings’

  6. How do we support a diverse range of staff and others who teach? • Cross faculty and faculty groupings • CAPD staff support groups within faculties and within types of teacher • Encourage observation across and within disciplines

  7. Exercise • How do you deal with diverse groups of teachers needing development or recognition? • In pairs discuss what you currently do • In fours identify four ways you might do things differently

  8. How do we support choice? • Who knows what is best for whom? • Individuals? • Managers? • SADMs? • CAPD staff? • Balancing individual needs against institutional requirements

  9. How do we support choice? • Balancing choice and chaos! • Too much choice can lead to chaos • New ‘points-based’ route will be a test • Institution wants choice, but participants and managers want clarity

  10. How do we support choice? • Working within (and sometimes against) College regs • Treating staff as students • CPD scheme outside exam board structures • Choices and timelines don’t always accord with College requirements

  11. Exercise • How could you increase choice for your colleagues, without causing utter confusion? • On post-it notes, write three – four barriers to increasing choice • Stick on wall • In groups, select two notes from wall and propose solutions – You MAY NOT choose your own!

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