The Professional Standards Framework (PSF) for teaching and supporting learning (2011) has developed and evolved over the years. A brief history of the Professional Standards Framework (PSF) for teaching and supporting learning in higher education: Stages of development takes the reader through the evolution, from the discussions in the UK sector regarding the quality of teaching, to the impact of the Dearing Report 1997 on teaching and learning in the UK.
The report charts the early developments of HE teacher accreditation through to the introduction of the Institute for Learning and Teaching in HE (ILTHE), Government white papers and the inception of the Higher Education Academy, later to become Advance HE. Alongside this has come a change in focus; prior to the PSF launch in 2006, the focus was on new academic staff and ‘training’, now in 2022 the PSF embraces students who teach, colleagues who support student learning in very different contexts both inside and outside HEIs, staff who are implementing change and strategic leaders who are initiating strategies. Over time, the PSF has influenced institutional policies and can be seen embedded in probation, promotion criteria, teaching professoriates and teaching awards. It underpins continuing professional development for all staff supporting student learning. But the PSF isn’t just found in reward and recognition.
The PSF has raised the profile of learning and teaching, opening up the conversation about higher education and the quality of teaching. From the activities which colleagues undertake to design and deliver quality teaching, learning and assessment, to the knowledge they require to do that and the values which underpin that practice; inclusivity and evidence informed approaches.
Alongside all of this is the recognition that HE is not an island but is influenced by many other factors – such as government policy, professional bodies and global agendas like those of sustainability and employability.
Whilst the PSF was initially developed through consultation in the UK sector, discussions were being held globally at a similar time regarding the quality of teaching. The transferability of the framework has enabled staff in higher education globally to articulate and recognise their practice within the dimensions of the framework, rather than a set of competencies which must be ticked off.
Given the scale of change within higher education over the 11 years, it seems timely for the current 2011 PSF to be reviewed and refreshed to ensure it continues to be relevant to higher education now and in the future.
Sally Bradley is a Senior Adviser (Professional Learning and Development) at Advance HE. She became an Educational Developer in 2006, just as the first version of the PSF was launched. During that time, she has seen the value of PSF in a wide range of contexts.