 Wel, wrth gwrs, wrth gwrs, a ddod i'n ffrwng i'r ffrwng. Yn ymchwil yma, yma'r ddweud yma, ymweld yma, er fyddwn ni'n rhaid i'r ffordd, yma'r ffordd yn ymdweud yma'r ymddangos o'r prifysgol o'r ffroedd yma i'r holl, o'r edrych yn Arland. Roedd yma yma yma yma yma yma yma, yma yma yma yma, yma'r yma yma arweil, arweil yma arweil yma, But professional development is one of the key elements of the work plan for a forum. And our plan is that over the next three months, we will consult with the sector. Over the summer, we will be pulling together all of the submissions. In September, we'll put out a second document for comment and consultation. And our view, our ambition is to have a framework that we can pilot at the beginning of 2016, a phobl iawn i'r amddangos, gyda'n dweud yn achos dweud am gleidiol, sy'n defnyddio y document yr hynny. Oherwydd, y forum yn amlŵn y versiwn o'r lleoli byddech chi'n ystod o ath Newsgrif, ydych chi fath o'r ysgol. Y cwrs, y cwrs dy meddwl gyda'r hollion yn datblygu i ffordd y gallwn fy ffordd i'r llwosodon yn aes i'r llwosodon, i rydych chi'n hyn ac i'r llwosodon. I'r llwosodon yn ddod o'i cyfrifiadau, i'r llei cyfrifiadau ac nhaid y Pd i'r peidi. I boel o'r llwosodon, i boel o'r llwosodon. Llinawr hwyl yn ymgyrch i ddechrau gael ymgyrchau. Ond ac yn hollnydd yr drosodon, sut i'n ei falch oedd rydyn ni oedd ffareth. A chi ddaeth yn ymweld, ddiddor i'n hollwch oedd yn yrlyniad. We looked at accredited professional skill development. And we worked with the institutions to identify what kinds of courses, what kinds of provision, accredited provision was available for academic staff and higher education. We got lots of numbers, those that know me will know I like numbers. of numbers, those of you that know me will know I like numbers. So we found that there was 62 courses and all that had been offered in 2013. 450 people graduated from 58 of those courses. 10 of the courses were delivered entirely online. The rest of the courses, there was an even split between fully face to face and what was termed blended. 45 of the courses were certificate courses. Normally somewhere between five and 30 credits. 14 of the courses were master's courses from 90 to 120 credits and there was nine diploma programmes. All but one course was actually at level nine. The information and the pulling together of all of this data and what we learnt about it will be available shortly as part of the consultation process on the forum website. What we did then was we said well what are they teaching? So we went and looked at the learning outcomes and we looked at the program outcomes and we did a qualitative analysis to see what was going on. What were the things that people felt should be included in a teaching and learning qualification for staff and John you'll be very glad to hear reflective practice, development of research skills, digital pedagogy, teaching methods and approaches. If I take all of the courses, about 40% of courses are about these teaching, general teaching methods and approaches. About 25% of them it is about reflective practice. About 17% of it or 18% of it is about developing research skills and digital pedagogy was the other 17%. So it gave us a flavour of what was already on offer. But it didn't actually give us any sense about what the non-accredited CPD looked like. And we know from all the institutions that there's a huge amount of non-accredited PD on offer and we did a survey of 20 questions for technology enhanced learning. We had nearly 800 responses from staff across the sector and actually the highlights of that are in a forum insight in your pack. And what you'll actually see and it echoes almost exactly what you said. They talked sometimes about not having availability of CPD or oh yes there was lots of CPD there but we didn't have time to go for it. They talked about once off opportunities. We actually went to it but by that was alright it was nice to know. But by the time I actually got back to using it I had forgotten what I had actually learnt and I had to start all over again. So it echoed a lot of what you were saying this morning John. So what we've done now and we'll have it available for June is we have a research project that's actually going to try and capture a snapshot of the range and variety of non-accredited CPD offerings that are available within institutions because whatever framework that we actually develop it's got to be able to take account of the non- accredited CPD and see we have to find out how is it actually going to match in as well as the accredited CPD. The other thing that we so the other thing that we actually looked at very carefully was our professional bodies and disciplinary groups and again John you mentioned it this morning. You have particular disciplines that are very educate teaching and learning focused and you have then groups like our engineers Ireland to have our professional bodies and they already have frameworks that are in place that support the particular profession. So we've spoken to them we'll do more dialogue with them but we're asking how can we not reinvent the wheel and how can we find some synergy between the frameworks that are available for professionals and what we're actually what's emerging and what's developing. So then we went around the world and we said if we go to a consultation and we sit down and we talk to people about it they can only make a judgment on what they know and for a lot of people what they know would probably maybe be the the UK system maybe their professional body system so we thought well let's look internationally and see what different approaches there are and what we did was we actually interviewed via Skype or by through webinar some of the key people in these countries that we'll talk about and there's much more detailed case studies in the the the longer document that you'll see. So we went to Australia and we talked to in Australia and they took it at sort of a two-prong approach there they had a a promotion that was based on on teaching and then they had a national round table with vice chancellors and and they were trying to answer the question how can we as a sector more deeply professionalized teaching and I think that came up this morning in the palette. They decided that a national framework wasn't for them that wasn't where they actually wanted to be they said disciplines are crucial they said grassroots matter institutions matter and they particularly put emphasis on new teachers we need to build for the future we went to Spain and we got a kind of a different perspective and in Spain and there's a national framework for professional development called Ducencia and it's actually managed through their national quality body and it evaluates teaching performance at a departmental level which is very interesting and it's the same framework for all the disciplines and the departments have got to do a self-evaluation every five years against four key dimensions there's the self-evaluatory part there's an account of activities across teaching so that's the engagement of staff and in conferences and in professional development there's the report from the dean of the faculty and there's reports from the students and their model is more one of sort of standard engagement rather than a transformation of practice and it focuses on the quality of the program at departmental level but unfortunately 98% of all of the departments think they're great absolutely brilliant they all come out as being excellent and as a result they've actually lost a lot of their credibility and that's something I think we need to keep in mind for our professional development framework and one of the things I was interested in was that the way that they set up the framework and the way that they did it was actually influenced a lot by external stakeholders including trade unions and they they had a very strong input in how that was set up and that's something that we need to think about as well in the Netherlands in 2012 the Ministry of Education set up a performance agreement with institutions and that's run through the quality assurance of the Netherlands universities and the response was institutional initiatives and largely driven by their teaching and learning centres and then the institutions report back to the quality authority so the way it works in practice is is interesting so if you take 20 as an example they have a particular pedagogical approach across their campus which is to do with project led learning so any new teacher there must take Tom which is a five credit module on um on project based learning project led learning and that is that is believed to be the the starting point for their professional development but the problem with it is that it's not flexible is that there's a different model in the next university so academic staff can't actually transfer what they've actually got readily to new situations as they as they go to throughout their career and I think there's a lot to be learned from that one of the things that came across as well was that a lot of them don't look and don't acknowledge recognition of prior learning although some do in the UK and it's probably the one across our sector that most people are most aware of and it's managed by the higher education academy in regards to the professional standards but it's owned by the sector and it's it's uh institutional is volunteer to actually become part of it institutions can actually develop programmes to become recognized as as being equivalent in terms of the the framework and it recognizes diversity it's got multiple different pathways and it actually works on a system of a quite a linear system from associate up to fellow and and senior fellow and the the administrative load around it is quite heavy and the second part is and what I actually like is that it's actually monitored and regulated by colleagues as assessors so there's very much an ownership of the sector that other colleagues are actually looking at applications and I think that that's actually quite quite useful and when we put all of this stuff together we actually came up with a typology for curriculum professional development and this is something I think that we need to think about so for Ireland do we want all our staff having to do professional development is this something that we want or is it something that staff can opt in or out of and there's arguments for both should it be led in terms of like a national agency or should it be led at the institutional level should institutions take responsibility should it be membership based should it be informal should it be once off or should should academics be required to actually remain in good standing in some way and should it be a qualification or should you just have to demonstrate engagement with professional development and should we be creating sexual standards or should we working towards sexual enhancement and I would ask you in terms of making submissions to actually try and consider what I'd like to do is to get a pathway through this to see what is the best pathway for Irish higher education so when we put all the models together we said okay what does this actually mean and I stand here and say I'm not sure that any of the models I'm going to show you are models that are going to be suitable for Ireland but there may be aspects of it and I remember very much when we started at the very beginning of this process we said we can't go in and just say this is what we're doing that are we going to look to the UK or look to Australia and say we'll take this model whatever we do has got to be culturally appropriate it's got to be applicable it's got to be usable in the context that we're here in Ireland in higher education so we need to give some thought to what model or what aspects of any of the models actually might suit so this first model is a linear model you go from novice to being expert and it has some advantages there's very clear progression lines and there's a certain amount of kudos about being an expert and it can incorporate accredited and non accredited activities but it's it's on the negative side it's like one pathway fits all and there's no process to remain in good standing and linear suggests that there's a number of skills required at each stage that demonstrates teaching excellence and I'm a little bit worried about what happens when I become an expert do I stop then but what happens if things change so there's there's some concerns about that one the second model is where you have everybody does the same foundation and then people pick a range of specialisms around that particular foundation and the single means that the single entry means that it might work for the sector and you could have a kind of a level of teaching expertise that could actually be applied and it incorporates the specialist options which are good you can incorporate accredited and non accredited that's no problem and the pathways in terms of career development aren't that clear and there's a lack of the hierarchy might cause problems for some senior staff the need to do the foundation entry might cause problems for some senior staff and you'd have to you have to develop as a result you'd have to develop recognition of prior learning rules through the framework the next model is a staged specialist and this takes some of the best of model two some of the best of model one so what you have you're combining the linear and the specialist module and it allows for specialist options at certain levels but it also allows that when you get to the expert level to be able to take supplementary awards or other modules it writes it gives that flexibility i think that's needed within a framework and you'd have to there has to be some way the remaining good standing is built into it and and if deciding which level that you'd actually need to be at before you can up to the specialist options would also be have to be thought about but it's an interesting model the third the fourth model it gives institutional freedom that you get nationally agreed standards and it minimizes the need for central resources to manage it and a concern may be that the standards that you'd have a one set of standard for diversity of roles that would need to be looked at and it probably focuses a little more on institutional quality rather than the individual cpd and career pathways may not necessarily be evident so there are four models i'm sure there's lots more but i do think that they give us some some thought something to think about into something say well i like that or i don't like that we have something to react to now and in your submissions back to us i really would encourage the reaction and saying well what kind of model for you personally for your teams for your staff or what aspect of this would you like really incorporated into an Irish professional development framework and i'll just say one word about the recognition of prior learning we have the forum currently has a research focus project on the recognition of prior learning that's going to look particularly at how we can develop a framework that can actually sit alongside our professional development for our higher education there isn't there's a whole variety of methods that are used currently for recognition of prior learning and a lot of work needs to be done and one of the challenges that i see personally is that within our institutions for our students we we're slow as a sector to recognize a lot of work-based learning to actually capture learning that isn't accredited and yet we will now be the workplace person we will be the people with our work-based learning looking to get accreditation perhaps on the professional framework and i think that's something that we need to think about and hopefully this this research that we're doing and will actually help to inform how that actually might happen within higher education so when i think and all of this is actually said to us we have to make sure that the framework that we deliver has we actually have highly regarded recognition we do not want something that people don't value in the long term this has to be something worthwhile we have to be inclusive there are so many different people who teach in higher education now that we have to provide options for we have to be very clear about what it does and what it doesn't do it has to be sustainable if it requires a huge national resource it's probably not going to work so whatever model we come up with must be sustainable it has to be flexible it has to enable people that are already in the system to be able to map on to it it has to enable our engineers or medics that have already got their own profession to be able to map on to it people should be able to take what they've already done and find a way to position themselves on our framework it has to be research informed and it has to be connected to practice so as of now the consultation process is open and you can actually access the consultation on our website on the main page and Colin is going to put it up right now about there's an interface here on the main page of our website under the tab that says professional development consultation the consultation is actually opened now until the middle the middle the 10th of June we're putting we're putting the consultation documents that you have in your pack they're actually up there and what we'll as what we'll do as well as any further consultation documents or other reports that we feel will be interested we'll keep populating that part of the website now we're not going to we will take email submissions podcasts videos we will take them in word we'll take them we have an online interface here that you can actually use but what we would really like is that if if institutions or clusters are having a conversation about professional development and they would like to invite the team perhaps to contribute to the conversation we would be very keen to be invited to as part of the consultation to really hear from institutions from heads of departments from heads of uh from staff what how how this can actually develop to meet their needs and i look forward to having loads of submissions here and just to give you an idea of some of the questions if you and then the back of the um this has come up pardon me so some of the questions that we're asking you to consider and we've put the questions up we put four kind of overarching questions there's sub questions you can see in the back of the the document but these are just the high-level ones that we've put in what kind of professional development is needed to meet the needs of those teaching and higher education that's the first one what do you think the second question is that based on the models is any of them have any of them any aspect that we think that should be incorporated into the irish professional development framework how can the framework integration recognize the the existed accredited and unaccredited provision or existed professional work-based learning because we're going to have to set up a framework that does both and what management structure would help make the professional development framework sustainable and give it ongoing credibility nationally and internationally and i think the role of of the institutions and and the approach of institutions is going to be very important because i don't think all institutions will want to approach this in the same way and that's why i would be encouraging everybody to have their voice to to share their their ideas to share how it actually needs to work for them so we can actually incorporate into the framework that that's coming through and i'll finish by by by using your quote that says extant teachers are made not born they become excellent through investment in their teaching abilities not everybody would agree with that but i think even the best teachers benefit from reflecting and from looking at what they're doing and learning from it thank you very much are there any questions good timing