Evaluation questions for institutional leaders and CPD providers
These questions for Institutional Leaders and CPD Providers may be used for any CPD activity
Indicative Questions: / Potential Indicators:In what ways do institutional policies and strategic priorities encourage, support and recognise participation in the CPD activity? Are all staff with responsibility for teaching in the institution expected to have a qualification of accreditation to teach in HE? / University policies regarding appointment and promotion; PDR processes; reward and recognition; numbers of staff gaining recognition of the Higher Education Academy
Where and with whom does responsibility for managing the CPD activity lie? / Central unit for teaching and learning;
What are the main aims of XXXX (e.g. in-house recognition scheme; PGCert; Teaching and Learning Conference, staff development workshops) ? How are these shared with staff? / Online Resources; workshop resources
What modes of delivery and on-going support are offered? Is support offered centrally? Are Faculties/Schools/Departments encouraged to hold CPD events? / Number, timing, range and mode; Availability of Mentors; Availability of dedicated support
Faculty requests for support events/activity
What short term/long term/formal/informal evaluation processes are in place for teaching, student learning, staff development? / Periodic review and benchmarking; Completion rates; Time taken to successfully gain recognition; Workshop evaluations; Professional discussions
How and when are decisions about the design of the particular CPD activity made? How has XXXXX been developed in light of feedback received? / Review of process and reporting to relevant CPD/enhancement activity to University committees
How is achievement of XXXX recognised and celebrated in the institution? / Awards ceremony; linked to promotions criteria; PDR process
How does faculty/department culture support the transfer of learning from the CPD activity? / Faculty/Departmental planning relating to teaching and learning;
How do student views on their teaching experiences feed into the development of the recognition scheme?
Are students asked to contribute to the review of the CPD activity?
Do students contribute to staff appraisal/mentoring processes? / Student participation in activities, workshops and conferences
What broader claims can the leaders of the CPD activity make about its impact on student learning? / Student representation on recognition committees; evidence of transfer to practice; Peer Review;