Preparing and submitting your claim

The following will help you with starting, structuring and building your claim. 

You should also refer to the examples of practice for the 15 dimensions of the PSF for Associate Fellow below.

General 

The following will help you with starting, structuring and building your claim.

• Guide to getting started: Associate Fellow and Fellow (pdf)
• Quick guide to reflection (pdf)

Presentation submissions

Slides for a live presentation must be submitted one week prior to your review date. 

Pre-recorded submissions must be submitted with the Claim Synopsis Form four weeks prior to your review date.

• Core structure to create Associate Fellow and Fellow Presentation claims (pptx)

Written submissions

If you are submitting a written application, that must come in at the same time as the claim synopsis for four weeks prior to your review date.

The written claim must be submitted on our template provided:

• Making a Written Application - tips and advice (video)
• Associate Fellow or Fellow Written Application Template (docx)

You will need to complete and submit your Claim Synopsis form four weeks prior to your review date. 

The claim synopsis form templates are designed to help you be clear about the mapping of your claim against the PSF, enable reflection and help you to structure your claim. You need to complete the claim synopsis form for the category you are claiming against:

• Associate Fellow Claim Synopsis Form (docx)
• Examples for completing your claim synopsis form (pdf)

Submitted claim synopsis forms must include advocate statements and sign off from your critical friend.

• Guidance for advocates (pdf) 
• Critical friend checklist (pdf)

Written claims

• Examples from successful written claims (pdf)

Presentation claims

• Associate Fellow D1 Gareth Cavill - Professional Services
• Associate Fellow D1 Georgina Wood - Professional Services
• Associate Fellow D1 Rich Bell - Academic

How you plan and prepare learning activities, whether in person, online or both.

You may focus on a few learning activities or a series of sessions which may be with individuals or groups of learners.

Include information about how your plans considered the learning environment(s) you work in. Explain why you chose that plan or design to demonstrate that your practice is effective and inclusive.

About your direct engagement and interaction with learners as you teach and/or support learning.

You may have facilitated the development of specific skills or disciplinary insights. You may have worked with individuals or large/small groups remotely or in person.

The evidence you provide should include an explanation of the rationale for the approaches and activities you have used. Include how you made effective use of learning environments whether physical or virtual, formal and/or informal, as appropriate to your context and the needs of your learners.

Explain why particular activities were appropriate for your learners and how you knew your approaches were effective. Context may vary but make sure that you are clear about your specific individual role if you have worked in a team.

About your involvement in the assessment of learners' work, achievement and/or progress and the provision of feedback to learners.

Assessment and feedback to learners includes a range of activities, may be formal or informal, and you may have provided useful feedback to different types of learners.

Your work on assessment and feedback will often have involved collaboration with others, make sure you identify your individual role and contribution.

About actions you have taken to ensure that learners receive the support and guidance they need for successful outcomes in their learning.

You may have guided learners to enable academic progression and/or supported them to promote their development and wellbeing. It is important to select examples of effective practice in supporting learners in specific contexts.

Explain how the approaches you adopt and resources you use can support learning and provide examples demonstrating how you know they are of value to learners.

How you have used the learning from your own CPD in teaching and/or supporting learning and how this has resulted in effective learning for others.

Choose examples of the enhancement of your practice, detailing how it has become more effective as a result of your engagement with professional development.

Demonstrating how your HE practice is informed by an understanding of how learners learn in your context.

It is important to give specific examples to show how this knowledge enables you to teach and/or support learning effectively.

Explain and justify your rationale for the approaches you use with your learners, referring to particular frameworks, models, or professional guidelines applicable to your context.

Demonstrating that you bring to your practice an appropriate knowledge base of approaches to teaching and/or supporting learning.

It is important to give specific examples to show how this knowledge enables you to be effective. Include the rationale for the approaches you use with your learners, referring to particular frameworks, models or professional guidelines which have influenced your practice and include evidence of the impact on learning.

Demonstrate how your knowledge is appropriate for the context and level of your practice and where relevant for the subject or professional field. You may be overseen by more experienced colleagues but make it clear from the evidence you present that your practice is informed by your own knowledge base.

K3 is closely related to V3 as part of explaining why you do what you do, in the way that you do it. K3 is about how, and on what basis, you critically evaluate the effectiveness of your practice.

Here the word 'critically' means 'in a balanced way', acknowledging both strengths or limitations or potential improvements. It is important to show that you make evaluative judgements about your practice based on evidence, and to show that you take action to adjust your approaches as a result.

Evaluation is about asking how far, to what extent, or in what circumstances, particular approaches are effective. Quality of evidence and balanced evaluation are more important than quantity.

Show that your evidence has been informed by scholarship or research or professional learning or other evidence informed approaches. You may not be able to access information beyond the scope of your role and that some or all of your evidence may be collected informally.

It is important to show that your practice is informed by knowledge of the use of digital and/or other technologies and resources for learning.

Give specific examples to show how this aspect of your knowledge base enables you to teach and/or support learning effectively. Your examples need to demonstrate an understanding of appropriate uses of technologies and resources in teaching and/or supporting learning as opposed to simply listing tools or software.

Show how your knowledge has informed your practice in a manner appropriate to the context, level of study, and, where relevant subject or professional field.

A common definition of quality assurance is that it involves taking deliberate steps to adhere to regulations or standards, to ensure the quality of the learner experience is appropriate for learners. In a similar way, quality enhancement is often defined as making continuous improvements that extend and improve practice and the learning experience.

Understandings of, and approaches to, quality assurance and quality enhancement vary in different national context. K5 is really about demonstrating an understanding of how requirements for quality assurance and quality enhancement are relevant to your practice, and why they are important to the learning experience and the broader context of HE.

Quality assurance and quality enhancement requirements may be formal or informal.

Inclusive practice is an important aspect of HE L&T practice and is highlighted in both V1 and V2.

In V1 the principle of respect is key for both individuals and groups.

You should demonstrate that you have got to know who your learners are, in terms of any characteristics/attributes that may be ‘protected’ under legislation and also cultural or socio-economic factors.

Also demonstrate how you ensure that your teaching and/or supporting learning practice reflects your learners’ identities, interests, and needs.

There are two complementary aspects for V2: promoting engagement in learning and ensuring equity of opportunity.

Your evidence should show your understanding of the importance of awareness of learner needs and of the resources and services available to support learners.

You should provide examples of any actions you may have taken within the scope of your own practice to enable learners to access the support they need.

Explaining why you do what you do, in the way that you do it, and the sources of information, data and evidence you use when making decisions about your L&T practice.

Demonstrate that the approaches you adopt in your teaching and/or learning support are not a matter of chance, but that your practice is evidence-based.

You should indicate how your learners responded to activities, approaches, or adaptations you introduced.

Recognition of the external issues that may affect L&T in HE and influence the student learning experience. Focus on understanding of, and response to, implications for your own practice.

Demonstrate that you recognise events within their daily life can impact learners and that national or global issues have implications for programme design and the activities used in L&T.

Demonstrate that you understand factors impacting your learners and why they are important to the learner experience and/or wider context.

Focus on the ways in which collaborating with others is a positive aspect of your work in relation to L&T and/or supporting learning.

Your focus may be on support and guidance received from more experienced colleagues or on work you do with others as part of a team. Collaboration with people who work in different teams can be important to solve L&T issues and the development of work-related skills.

You might also focus on what you learn from your learners seeing your own practice from a different perspective.

The following will help you with starting, structuring and building your claim.

General 

The following will help you with starting, structuring and building your claim.

• Guide to getting started: Associate Fellow and Fellow (pdf)
• Quick guide to reflection (pdf)

 You should also refer to the examples of practice for the 15 dimensions of the PSF for Associate Fellow below.

Presentation submissions

Slides for a live presentation must be submitted one week prior to your review date. 

Pre-recorded submissions must be submitted with the Claim Synopsis Form four weeks prior to your review date.

• Core structure to create Associate Fellow and Fellow Presentation claims (pptx)

Written submissions

If you are submitting a written application, that must come in at the same time as the claim synopsis for four weeks prior to your review date.

The written claim must be submitted on our template provided:

• Associate Fellow or Fellow Written Application Template (docx)
• Making a Written Application - tips and advice (video)

You will need to complete and submit your Claim Synopsis form four weeks prior to your review date. 

The claim synopsis form templates are designed to help you be clear about the mapping of your claim against the PSF, enable reflection and help you to structure your claim. You need to complete the claim synopsis form for the category you are claiming against:

• Fellow Claim Synopsis Form (docx)
• Examples for completing your claim synopsis form (pdf)

Submitted claim synopsis forms must include advocate statements and sign off from your critical friend.

• Guidance for advocates (pdf) 
• Critical friend checklist (pdf)

Written claims

• Examples from successful written claims (pdf)

Presentation claims

• Fellow D2 Johnathan Bennett - Academic
• Fellow D2 Siobhan McHugh - Academic

How you plan and prepare learning activities and/or more extensive sessions, such as programmes. This could be in-person, online, or both.

You can choose from a wide range of planning and design options for any size group relevant to your practice. The learning you design can take place in many environments, online, in office settings, in seminar rooms, libraries, lecture halls, labs, studios, professional settings, in the field etc. All these factors may have influenced your planning decisions.

Be sure to select examples which enable you to explain the design decisions you made and why you chose to adopt the approaches you did.

Remember to include evidence to demonstrate that your plans and designs have been effective in facilitating learning.

About your direct engagement and interaction with learners as you teach and/or support learning.

You may work with different types of learners, with individuals or large/small groups, remotely or in person. Focus on the approaches you use in your interaction with your learners, or the approaches you adopt in collaboration with other team members, identifying your individual impact.

Foreground the pedagogical and/or support strategies you deploy to meet your learners needs. It is important to explain why particular activities were appropriate for your learners in specific contexts.

Also elaborate on outcomes and how you knew your approaches to teaching and or supporting learning were effective.

About your involvement in the assessment of learners' work, achievement and/or progress and the provision of feedback to learners.

Assessment and feedback to learners includes a range of activities, may be formal or informal, and you may have provided useful feedback to different types of learners.

Your work on assessment and feedback will often have involved collaboration with others, make sure you identify your individual role and contribution.

About actions you have taken to ensure that learners receive the support and guidance they need for successful outcomes in their learning.

You may have guided learners to enable academic progression and/or supported them to promote their development and wellbeing. It is important to select examples of effective practice in supporting learners in specific contexts.

Your discussion should explain the rationale for the approaches you take to ensure guidance and support for learners. You will want to demonstrate your understanding of learner needs, in light of the nature of the subject or discipline, the level of the academic programme and the nature of the learners.

You will also want to provide examples to demonstrate how learners have benefited from the approaches you have taken and resources you use, showing how you know these have supported student learning effectively.

How you maintain and develop your capability in learning and teaching support and how this has resulted in effective practice and high-quality student learning.

Select a range of examples to reflect the breadth and depth of your practice.

Whatever the sources of your professional development, you should discuss how you've used your learning to enhance your teaching and/or learner support and ensure that you select examples which enable you to identify how learners have benefited.

Demonstrating how your HE practice is informed by an understanding of how learners learn that is appropriate for the breadth and depth of your practice.

It is important to give specific examples to show how this knowledge enables you to teach and/or support learning effectively. The evidence you provide should show how you have applied different forms of knowledge across the scope of your responsibilities.

Explain and justify your rationale for the approaches you use with your learners, showing a good grasp of particular frameworks, models, or professional guidelines applicable to your context.

Demonstrating that you apply to your practice a broad knowledge base of approaches to teaching and/or supporting learning.

It is important to give specific examples to show how this knowledge enables you to be effective.

Include a well-informed rationale for the approaches you use with your learners, referring to particular frameworks, models or professional guidelines which have influenced your practice and include evidence of the impact on learning.

Demonstrate how your knowledge is appropriate for the context and level of your practice and where relevant for the subject or professional field.

The examples you describe may be collaborative, but it should be clear from the evidence you present that your practice is informed by your own knowledge base.

K3 is closely related to V3 as part of explaining why you do what you do, in the way that you do it. K3 is about how and on what basis you critically evaluate the effectiveness of the breadth of your practice.

Here the word 'critically' means 'in a balanced way', acknowledging both strengths or limitations or potential improvements. It is important to show that you make evaluative judgements about your practice based on evidence, and to show that such evaluation is integral to your practice, and you regularly take action to adjust your approaches as a result.

Evaluation is about asking how far, to what extent, or in what circumstances, particular approaches are effective. Quality of evidence and balanced evaluation are more important than quantity. Sources of evidence may be informal, and you are encouraged to refer to a range of evidence rather than over-relying on one source.

Exhaustive coverage of data is not necessary, it is more important to explain how you reached balanced judgements based on relevant evidence, and what you did in response.

Show that your evidence has been informed by scholarship or research or professional learning or other evidence informed approaches. You may also have contributed to scholarly activity, for example, by sharing your practice at conferences, seminars or via scholarly networks.

You are expected to show that your practice is informed by knowledge of the use of digital and/or other technologies and resources for learning in context relevant to your practice. You also need to give a range of examples to show how this aspect of your knowledge base enables you to teach and/or support learning effectively.

Your examples need to demonstrate an understanding of appropriate uses of technologies and resources in teaching and/or supporting learning as opposed to simply listing tools or software. Although you are likely to be guided by institutional policies and practices relating to technologies and resources it should be clear from the evidence you present that your practice is informed by our own knowledge base.

You should provide evidence of applying broad knowledge of appropriate use of technologies and/or resources for learning showing how your knowledge has informed the breadth and depth of your practice in a manner appropriate to the context, level of study, and, where relevant, subject, or professional field or the role of technologies and resources in research training or supervision for which you have been responsible.

A common definition of quality assurance is that it involves taking deliberate steps to adhere to regulations or standards, to ensure the quality of the learner experience is appropriate for learners. In a similar way, quality enhancement is often defined as making continuous improvements that extend and improve practice and the learning experience.

Understandings of, and approaches to, quality assurance and quality enhancement vary in different national context. Relevant quality assurance and quality enhancement procedures in your subject, professional field or institution may include programme validation or accreditation, assessment moderation, results confirmation, policy development and periodic programme review.

To evidence K5 you need to demonstrate an understanding of how requirements for quality assurance and quality enhancement are relevant to your practice, and why they are important for the learning experience and the broader context of higher education.

The quality assurance and quality enhancement requirements that apply in your context may be both formal and informal.

Inclusive practice is an important aspect of HE learning and teaching practice and is highlighted in both V1 and V2. In V1 the principle of respect is key for both individuals and groups.

You should demonstrate that you have got to know your learners and that you respect and value both the individuality of the learners you work with and the richness and value of diversity across groups you work with.

You should clearly demonstrate the ways in which you personally have adapted your learning and teaching practice, assessment, programmes etc and/or developed approaches to reflect your learners' identities, interests and needs.

There are two complementary aspects for V2: promoting engagement in learning and ensuring equity of opportunity.

You should demonstrate that you understand the needs of your learners and the potential, and actual, barriers to learning that particular individuals or groups may face, and which make it harder for them to achieve their potential.

Demonstrate your awareness and adherence to any relevant local legislation.

Explaining why you do what you do, in the way that you do it, and the sources of information, data and evidence you use when making decisions about your L&T practice.

Show that you draw on a broad range of relevant evidence and information sources to inform the decisions you make in your work.

Show that you make principled, informed, and considered judgements in the work you do and use an evidence base to enhance your L&T activities.

You should indicate how your learners responded to activities, approaches, or adaptations you introduced.

Recognition of the external issues that may affect L&T in HE and influence the student learning experience.

Focus on understanding of and response to implications for your own practice.

Demonstrate your response to issues that are pertinent within your work context and should show a depth of understanding of the implications for your work.

Demonstrate that you understand factors impacting your learners and why they are important to the learner experience and/or wider context.

Focus on the ways in which collaborating with others is a positive aspect of your work in relation to L&T and/or supporting learning.

The 'others' you focus on will be influenced by your context and role, they may be members of your own team or those beyond your team in different roles, or your learners.

Whatever your focus it will be useful to explain why you collaborated with others, how you worked together, why you took the approaches you did and the evidence of success.

You should very clearly indicate your own contribution and the effectiveness of the part you played.

The following will help you with starting, structuring and building your claim.

General 

The following will help you with starting, structuring and building your claim.

• Guide to getting started: Senior Fellow (pdf)
• Context and evidence guidance for Senior Fellow claims (pdf)
• Quick guide to reflection (pdf)

 You should also refer to the examples of practice for the 15 dimensions of the PSF for Associate Fellow below.

Presentation submissions

Slides for a live presentation must be submitted one week prior to your review date. 

Pre-recorded submissions must be submitted with the Claim Synopsis Form four weeks prior to your review date.

• Core structure to create Senior Fellow presentation claims (ppt)

Written submissions

If you are submitting a written application, that must come in at the same time as the claim synopsis for four weeks prior to your review date.

The written claim must be submitted on our template provided:

• Senior Fellow Written Application Template (docx)
• Making a Written Application - tips and advice (video)

You will need to complete and submit your Claim Synopsis form four weeks prior to your review date. 

The claim synopsis form templates are designed to help you be clear about the mapping of your claim against the PSF, enable reflection and help you to structure your claim. You need to complete the claim synopsis form for the category you are claiming against:

• Senior Fellow Claim Synopsis Form (docx)
• Examples for completing your claim synopsis form (pdf)

Submitted claim synopsis forms must include advocate statements and sign off from your critical friend.

• Guidance for advocates (pdf) 
• Critical friend checklist (pdf)

Written claims

• Examples from successful written claims (pdf)

Presentation claims

• Senior Fellow D3 Kyriaki Glyptou - Academic

How you led/influenced the planning and preparation of in person or online activities and/or more extensive sessions or sets of sessions or wider curriculum design.

Examples of your work with others on planning and design are key to enable you to demonstrate the influence you had on the practice of others. This could be in relation to their planning of teaching and or learning support (PSF D3 1). The scope of your influence may have reached beyond your immediate team.

As an experienced colleague select examples which worked well to promote high quality learning, and which enable you to explain the rationale for the approaches or principles you encouraged others to adopt in planning and design.

About your influence on the practices of your peers and their direct engagement and interaction with learners during their teaching and/or support for learning: their interaction with learners may have involved a wide variety of learner types and levels of study, it may have been individuals, large/small groups remotely or in person.

Select examples which show that you have been effective in leading and or influencing your peers' practice and where your support has led them to provide high quality learning in their direct interaction with their learners.

Highlight the approaches you recommended to your peers, explaining how they incorporated these and demonstrate how this supported their effective and inclusive practice with learners.

Choose examples which show how you have developed mentees or peers’ insights into the reasons for the adoption of particular approaches and why they are appropriate for the context and for the learners involved.

You should include evidence that demonstrates the effectiveness of the approaches and methods adopted by others as a result of your influence.

Explain how the initiatives you have led have benefited learners.

About your impact on the assessment of learners' work, achievement and/or progress and the provision of feedback to learners via your influence on the practice of peers.

You should be able to provide informed explanations of the rationale for the assessment and feedback practices and approaches you promote and explain how you work with colleagues to ensure effective implementation.

If your leadership of assessment and feedback has involved collaboration with others, make sure you identify your individual role and contribution.

About actions you have taken to lead and/or influence the provision of the support and guidance which learners need for successful outcomes.

You may have influenced the guidance given to students to enable academic progression and/or shaped the support they receive to promote their development and wellbeing.

It is important to select instances of supporting guidance which enable you to demonstrate that your influence on practice was effective in promoting high quality learning, making a positive difference to learners, their experience and or their physical or mental well-being.

About how you have maintained and developed your capability in teaching and/or learning support and how this has resulted in effective practice and high-quality student learning.

The focus is not only on your own practice, but also how you have drawn on your professional development to lead and influence others.

Whatever your examples of professional development, select activities which enable you to show how you have used your learning to support and lead other L&T practitioners, how they have then implemented new approaches to their practice, and how you know this has resulted in enhanced effectiveness.

Demonstrating how your HE practice is informed by a comprehensive knowledge of how learners learn in relevant contexts. It is Important to give a range of examples to show how this knowledge has enabled your own practice in L&T and the ways in which it forms a basis for leading or influencing the practice of others.

The evidence you provide should show how you have applied different forms of knowledge about how learners learn.

Explain and justify your rationale for the approaches you use in teaching and/or supporting learning and your leadership influences.

You should provide evidence of sustained application of theories of learning, frameworks, models or professional guidelines, and the impact these forms of knowledge have on learners' learning.

Your evidence for K1 is likely to draw on scholarship, research, professional learning, or other evidence informed approaches.

Demonstrating that you apply to your practice a broad knowledge base of approaches to teaching and/or supporting learning.

It is important to give a range of examples to show how this knowledge has enabled your own practice and how it is relevant to your sustained record of leading of influencing the practice of others.

Explain and justify your rationale for the approaches you use in teaching and/or supporting learning and your leadership or influence.

You should provide evidence of sustained application of theoretical models, frameworks or professional guidelines, and the impact these forms of knowledge have on learners' learning.

Your evidence for K2 is likely to draw on scholarship, research, professional learning, or other evidence informed approaches.

K3 is closely related to V3 as part of explaining why you do what you do, in the way that you do it.

K3 is about how and on what basis you critically evaluated the effectiveness of your work as part of a sustained record of effective practice. Here the word 'critically' means 'in a balanced way', acknowledging both strengths or limitations or potential improvements. Evaluation is about asking how far, to what extent, or in what circumstances, particular approaches are effective. Quality of evidence and balanced evaluation are more important than quantity, you do not have to 'prove' that everything you have done is a success.

Explain how you made critically evaluative judgements giving a range of examples.

You need to show how you evaluated the effectiveness of your own direct teaching/support for learning and explain how your leadership or influence has contributed to the effectiveness of others' practice and made a positive difference to learners. You are encouraged to refer to a range of evidence rather than over-relying on one source.

Exhaustive coverage of data is not necessary, it is more important to explain how you reached balanced judgements based on relevant evidence, and what you did in response.

Show that your evidence has been informed by scholarship or research or professional learning or other evidence informed approaches. You may also have contributed to scholarly activity, for example, by sharing your practice at conferences, seminars or via scholarly networks.

This requires you to demonstrate that your effective practice has been informed by knowledge of the use of digital and/or other technologies and resources for learning in relevant contexts.

You are expected to give a range of examples to show how this aspect of your knowledge base has enabled both your direct teaching/support for learning where relevant, and your sustained record of leading or influencing the practice of others. Your examples need to demonstrate an understanding of appropriate uses of technologies and resources as opposed to simply listing tools or software.

Although you are likely to have been guided by institutional policies and practices relating to technologies and resources, it should be clear from the evidence you present that your practice has been informed by your own knowledge base.

You should provide evidence of applying broad knowledge of appropriate use of technologies and/or resources for learning across the scope of your practice.

Show how you've drawn on your knowledge in leading and influencing the practice of your colleagues.

It is likely that you will draw on one or more of the areas of activity to evidence K4 for example you could describe how your understanding of the effective use of digital technologies helped you lead the redesign of a programme of study or service.

A common definition of quality assurance is that it involves taking deliberate steps to adhere to regulations or standards, to ensure the quality of the learner experience is appropriate for learners. In a similar way, quality enhancement is often defined as making continuous improvements that extend and improve practice and the learning experience.

Understandings of, and approaches to, quality assurance and quality enhancement vary in different national context. Relevant quality assurance and quality enhancement procedures in your subject, professional field or institution may include programme validation or accreditation, assessment moderation, results confirmation, policy development and periodic programme review.

To evidence K5 you need to demonstrate an understanding of how requirements for quality assurance and quality enhancement are relevant to your practice, and why they are important for the learning experience and the broader context of higher education. You also need to show how you promoted and ensured understanding for colleagues in your sphere of leadership or influence.

Throughout, your emphasis should be on your contribution to colleagues' practice and the benefit to learners learning as opposed to simply listing reviews or committees you took part in.

Inclusive practice is an important aspect of HE L&T practice and is highlighted in both V1 and V2.

In V1 the principle of respect is key for both individuals and groups. You should demonstrate how you lead or influence others to ensure their programmes and/or other forms of educational support both reflect and support diverse learners and learner groups.

You should demonstrate how respect for individuality and diversity and commitment to non-discriminatory practice is an ethos that guides your work with colleagues and your influence across all dimensions.

There are two complementary aspects for V2: promoting engagement in learning and ensuring equity of opportunity.

You should demonstrate how you lead or influence others to ensure that programmes and other forms of educational support involve approaches to ensure equity and promote engagement in learning. How do you support team members to develop their understanding of key equalities legislation and implementation?

How do you adapt your approaches to the individual characteristics of the staff you influence and/or lead.

Demonstrate how you ensure equity in relation to their work, enabling them to achieve their potential?

Explaining why you did what you did, in the way that you did it, and the sources of information, data and evidence you use when making decisions about your L&T practice.

Demonstrate that the guidance, directions and support you gave to others to inform their own practice was evidence based.

Show that your leadership approaches, mentoring style, or model of support were evidence-based.

Demonstrate that you drew on a wide range of resources which reflect your context and the nature of the work you were involved in.

Recognition of the external issues that may affect L&T in HE and influence the student learning experience, (global, national, local, cultural, economic).

Focus on understanding of and response to these external factors, and implications for your own work, which should focus on the guidance, direction and support you gave to others.

Discussing the ways in which your colleagues enhanced their practice as a result of your influence and evidence of positive outcomes for their learners will help demonstrate that your approaches resulted in effective practice.

Focus on the ways in which collaborating with others is a positive aspect of your work in relation to L&T and/or supporting learning.

The 'others' you focus on will be influenced by your context and role, and the key focus will be on how you led or influenced others and you should very clearly indicate your own contribution, and the effectiveness of the part you played. The 'others' may be individuals or teams external to your local context, your own team, employers, industry experts, professional bodies or students.

You might discuss ways in which you have helped others with their L&T support and provide examples where your contribution has had a positive influence on the practice of others.

Explain the rationale for the approaches you adopted or promoted and provide evidence of success.