For all staff who teach

·        Regular Conversations: Discuss professional development aspirations with your staff, using the Academic Development reflection tool  to identify development needs. Refer to the guidance for staff members and guidance for managers to support this.

o   Consider the different types of development activities and ways in which staff can reflect, explore, participate, and share in terms of their educational practice.

·        Workshop Awareness: Inform staff about workshops within the AEPD Programme (register via course booking system), especially those which are relevant to new starters, e.g.:

o   Induction for Teaching Staff (plus induction web resource)

o   Introduction to Marking and Moderation

·        Teaching Observation Scheme:  All teaching staff must participate in the Mangement led teaching observation scheme, in line with institutional policy. Observation provides a mechanism to help address any general areas of concern, as well as supporting individual professional development for teaching staff.  

For "teaching-specific" staff

• Bespoke Training: Staff in the following roles: 
• - Assistant Professor (Teaching)
• - Lecturer (Teaching)
• - Assistant Lecturer (Teaching)
• ...are required to engage with the bespoke training developed for colleagues in such roles, as specified within their contracts.
• Community of Practice:  Delivered at College (or School of Health and Care) level, these CoPs aim to support staff with exploring their development needs in collaboration with their peers.
• Development Narratives: Colleagues in these roles are encouraged to browse our Development Narratives, which provide suggested development activities for various teaching focused roles within the Coventry University Group.

For Course Directors

·        Role profile: Staff who are newly appointed as course directors are advised to refer to the Course Director Role Profile for an overview of the role and its responsibilities, plus support and information.

For Module Leaders

·        Introductory support:  Staff newly appointed as module leaders should participate in the Introduction to Module Leadership workshop (register via course booking system), as well as exploring the Module Leadership  web resource,

The institutional expectation is that all teaching staff should have a Higher Education teaching qualification and/or Advance HE Fellowship. AEPD facilitates several schemes for teaching staff to gain professional accreditation, including:

• Postgraduate Certificate in Academic Professional Practice (PgCAPP), for academic staff with substantial teaching responsibilities who do not hold a current teaching qualification.

• Coventry University Framework for Professional Accreditation (CUFPA): enables staff to gain Advance HE Fellowship, which formally recognises practice, impact and leadership in teaching and learning. 

·        New Academic Networks Programme (NANP): designed to complement the Induction for Teaching Staff; open to anyone who identifies as a “new” academic teacher.

·        STAR (Space for Teaching Advancement and Research): aimed at PgCAPP alumni, a five-strand framework offering continuing professional development beyond Fellow level. Express interest via MS Forms.

·        Active Learning Network

·        Scholarly teaching and Scholarship of Teaching and Learning (SoTL) network

·        Inclusive Curriculum Community of Practice: exploring and advocating good practice to make teaching, learning and assessment inclusive and accessible for all students. 

• Understanding the Course Quality Enhancement & Monitoring (CQEM) process, how staff can lead  on CQEM, and how to get students involved.
• Implementation of the Curriculum Transformation Project 

·        Support for Ofsted, which relates to courses such as Apprenticeships, Access to HE, Skills Bootcamps and Education Programmes for young people. 

The Teaching Knowledge Base complements the AEPD website by providing a wealth of practical, easy-to-follow tips for educators. Many of its "how to" guides are authored by AEPD colleagues; topics addressed include:

• Digital assessment: use of Inspera, a cloud-based assessment platform which will ultimately be used to manage all assessment workflows.
• Academic Integrity : the expectation that all members of the academic community act with honesty, trust, fairness, respect and responsibility. 
• Artificial Intelligence tools that can generate text, images and artefacts- and how these impact on assessment.