Click on the links below to find out the answers to these frequently asked questions:
Do I have to follow the Teaching and Learning Programme?
I've had experience of teaching elsewhere. Doesn't this count?
How can I get exemption or fast-tracking on the programme?
What's my mentor expected to do?
What does the programme lead to?
How does the programme aid my progression on the University's main career pathway?
Is the accredited pathway much more demanding than the core progression one?
What happens if I change my mind?
What is the deadline for submitting reflective accounts/assignments?
What is the deadline for submitting the portfolio?
How should I submit my reflective accounts/assignments/portfolio?
How long have I got to complete the programme?
Do I have to follow the Teaching and Learning Programme?
Yes, unless you can show evidence that you have completed a similar programme elsewhere.
I've had experience of teaching elsewhere. Doesn't this count?
Experience alone is not normally sufficient for claiming exemption from the programme. Much would depend on the extent, range and quality of this experience. If you are making a case for exemption or fast-tracking, you would be expected to show evidence of these.
How can I get exemption or fast-tracking on the programme?
You may feel your previous teaching experience warrants exemption from all or part of the programme. We are keen to credit prior learning experiences, although much will depend upon the nature, extent, quality and context of these. You will need to make a formal request to the T&L Administrator, detailing experience, previous training/induction received or teaching qualification gained. You should include any appropriate evidence such as transcripts of attendance, copies of certificates, etc. Your Head of Department will also need to complete a Supporting Case for Exemption form. Your request will be considered by a panel of experienced colleagues drawn from across the University.
Exemption criteria.
Yes. Because getting established in higher education is a complex business, you will need help to develop your effectiveness in all major areas. Teaching and Learning is an area where it is easy to be left to your own devices. Having a mentor helps you to maintain focus, share difficulties and accelerate progress.
It would not be appropriate for us to nominate a mentor, so you will need to discuss this with your Head of Department. It is normally part of your departmental induction practice.
What's my mentor expected to do?
He or she ought to be familiar with the Teaching and Learning Programme aims and objectives, and with the tasks you are asked to do. Their role is to help (and challenge!) you to complete these and progress on the main career pathway. How this is done will depend on the local mentor culture and individual preferences.
What does the programme lead to?
Successful completion of the requirements of the core progression pathway will be communicated to your department and to Personnel, and you will receive a Certificate of Completion. Please note this is not a recognised qualification. If you wish to gain a formal qualification, you should follow the Accredited pathway through the programme.
Successful completion of the requirements of the accredited pathway leads to the award of Postgraduate Certificate of Higher Education (PGCHE) - a nationally and internationally recognised HE teaching qualification. It is also possible to continue developing your portfolio to gain a Diploma or a Masters degree in Education.
How does the programme aid my progression on the University's main career pathway?
During the initial period of your employment (up to four years in most cases) you are expected to have engaged with TLHE programme in terms of attendance and portfolio construction. Engagement (i.e. completion of elements of attendance and reflective accounts) is a criteria for early progression on the University's main career pathway. Completion of all elements of the programme (and the submission of the completed portfolio of evidence) is a requirement for progression to senior lecturer. Note that there are other considerations (e.g. research, management) that will also be taken into account in any progression decisions.
Is the accredited pathway much more demanding than the core progression one?
In attendance terms, no. In terms of study time, yes. On the accredited pathway you are expected to devote more time to reading relevant literature and developing a scholarly interest in teaching and learning related issues. We will expect you to evidence this in your written accounts.
No, but you do need to understand the differences in demand, especially in terms of the written products that will form the basis of your emerging portfolio.
What happens if I change my mind?
There's no problem with moving from accredited to core progression pathways. If you want to move the other way, you will have to re-work any previous written assignments to meet the changed expectations and criteria. This is usually quite straightforward, as the previous work forms the basis for a more detailed and scholarly account that reflects the additional study.
I've completed the programme at core progression level, but I now want to gain a qualification. Can I resubmit my portfolio and assignments?
Yes you can, provided the resubmitted assignments and portfolio meet the requirements of the accredited pathway and it's within a reasonable time of completing the core progression requirements.
What is the deadline for submitting reflective accounts/assignments?
This will depend upon when you attend the taught element of the module. Normally, we expect reflective account/assignments to be submitted by the end of the term following the term in which you attended the module.
What is the deadline for submitting the portfolio?
The normal expectation is that the portfolio will be submitted within four years of your appointment.
Any person wishing to be put forward for progression/promotion will need to ensure that their portfolio reflection is submitted to the T&L office by the end of August of the year prior to presentation.
How should I submit my reflective accounts/assignments/portfolio?
All work should be submitted via the TLHE Programme Blackboard course:
EDUC_TLP Teaching and Learning Programme (TLHE) for academic staff.
You will be registered for our Blackboard course when you enrol on the programme. Everything you need to know in order to complete the programme is on Blackboard.
Reflective accounts/assignments should be submitted sequentially and one at a time so that feedback can be gained before beginning on the next piece of work. Every time you submit an assignment, you need to complete an assessment feedback form and the Professional Standards Mapping Document. Please use the same professional standards form each time you submit work; this enables you and the marker to identify the standards attained and those requiring further consideration.
We suggest you await feedback on all assignments before writing the portfolio reflective account.
Examples of work are available on the Blackboard site.
How long have I got to complete the programme?
Currently, there is no set completion time. Most new academic staff take about three years to complete the accredited route, although some finish earlier. Trying to 'get it done as quickly as possible' defeats one of the key aims of the programme, which is to promote reflection on practice and progress. Stretching it out too far can reduce a coherent programme to a series of apparently unrelated sessions. A lot, of course, will depend on how much teaching and support of learning you do. We strongly suggest that the first two modules (small- and large-group teaching) and assignments are completed during your first year of employment.