Reflective Account of Practice (Senior Fellow Only)

A reflective account of your practice and how it has developed (maximum of 2,000 words)

In preparing your reflective account of practice, focus in particular on the education, training, employment, roles and experience which have contributed to your professional development as teacher, mentor, facilitator of learning and academic leader. You might include informal activities, whether individual, collaborative or team-based, that you believe have had a significant impact on your academic practice and/or on the practice of others.

Highlight the primary influences on your own development, focusing on the progressive attainment of your professional capabilities and how you and others have benefitted from the continuous learning and development process involved.

You may wish to reflect on:

Career milestones

  • Roles and responsibilities related to teaching and supporting learning;
  • Relevant qualifications obtained from formal professional development .

Areas of research, scholarship and/or professional practice

  • Relevant publications and/or presentations;
  • Incorporation of research, scholarship and/or professional practice into teaching and supporting learning;
  • Links with professional bodies or wider communities.

Involvement in teaching and learning initiatives

  • Institutional/nationally funded projects;
  • Small-medium scale investigations or awards;
  • Work with professional bodies;
  • Development and/or adoption of learning and teaching themes, for example, internationalisation, employability, assessment and feedback, retention, flexible learning, education for sustainability;
  • Dissemination of teaching and learning related expertise.

Recognition and reward

  • Teaching prizes, fellowships, institutional awards for innovation;
  • Professional body recognition.

Collaborating with others

  • Advisory, support and/or co-ordination roles in teaching and supporting learning;
  • Leadership and management roles.

Educational and staff development activity

  • Mentor roles in professional development programmes for new and inexperienced staff;
  • Learning and teaching workshops/seminars;
  • Related publications/document

Leadership, management and organisational roles within an institutional or wider higher education context

  • Learning and teaching/quality enhancement committee
  • Programme design, approval and review process;
  • Quality assurance roles and responsibilities.

The reviewers will not be judging the method by which you decide to make your claim and provide evidence of meeting the UKPSF criteria.

Many people find they start with a linear or chronological development narrative, for example:

On the other hand, an alternative model might be to structure it in other ways, for example:

The choice is yours to make according to your preferred style.

 

 

Professional Recognition