Professional Values

 

Under the Professional Standards Framework (PSF), the Professional Values, otherwise known as the “Vs”, are values that all teachers and supporters of learning should embrace and exemplify when performing their teaching activities. All four levels of fellowship must evidence all four Professional Values. However, the focus of Professional Values is associated with the integrity of you as an individual educator, so how you are able to demonstrate commitment will depend on the role(s) you have.

Vs - V1. Respect individual learners and diverse learning communities. V2. Promote participation in higher education and quality of opportunity for learners. V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development. V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice.

Demonstrating your values may be somewhat more difficult to evidence than, for example, some areas of knowledge. Your EFS coach will help you think about this.

Of course, you Professional Values (Vs) will also impact on your Core Knowledge (Ks) and your Areas of Activity (As), by shaping the activity, your understanding and knowledge.

Your work also takes place in a setting which reflects the values of the University’s mission and culture, which may shift in emphasis over time. Individuals may also place different emphases and importance on values in their professional practice.

In an application, Professional Values usually emerge most clearly in the way that you are able to describe and reflect on examples from your practice with appropriate context, rationale, and evidence of impact, such as your adoption and communication of positive attitudes and behaviours.

 

V1   Respect individual learners and diverse learning communities

V1 is related to the way teaching and supporting learning incorporates activities, actions and approaches that pay due consideration to the individual needs of learners and learning communities. This is what you do to cater for a diverse range of learning styles and backgrounds, and ensure all learners feel valued.

I try and encourage a diverse facilitator team, in terms of age, gender and background, in the hope that students will meet with at least on clinician that they can relate to or that inspires them (V2).

How can you demonstrate your commitment to this Value? 

You could describe experiences that show how you:

  • design flexible learning activities that are accessible to all students;
  • tailor delivery for specific students, for example parents with young children, non-native speakers, first year undergraduates, first -in-family students;
  • develop accessible online resources for students with specific learning needs.

Learning communities may be groups of students who are campus-based, online or work-based: how have you valued and worked effectively with such diverse learning communities?  For example, you could describe experiences about:

  • developing accessible online resources for staff or students;
  • delivering webinars for off-campus students; or
  • creating video inductions, including language support, for new, off-campus or international students.

 

V2  Promote participation in higher education and equality of opportunity for learners

V2 is about commitment to participation in higher education and equality of opportunity for learners. This is what you do to ensure your learners receive equal learning opportunities, regardless of background or circumstance.

… therefore, I aim to ensure all my teaching material can be assessed online to help students, as well as being structured in a way that is accessible to those not present, as well as ensuring I am open to meeting with students to provide further help as required (V2).

How can you demonstrate your commitment to this Value? 

Evidence of this value should show how it underpins your practice, by showing that you are amenable to wide and pervasive approaches to ensuring equality of opportunity, and that you personally have experience of inclusive and accessible practice, addressing areas such as.

  • admissions processes;
  • induction activities;
  • outreach work;
  • alternative formats for different cohorts;
  • digitisation of resources to increase accessibility;
  • involvement in widening participation and access strategies, including gender equity;
  • commitment to extended opening hours for library and IT services;
  • adjusting procedures to ensure they are fair and equitable for all students;
  • inclusive curriculum design;
  • reviewing assessment patterns to be responsive to student needs, such as employment, family and other commitments.

 

V3  Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V3 is about the use of evidence-informed approaches in your work as an educator and includes your ability to draw on and contribute to a range of sources of evidence and to use them to inform your teaching and learning practice.

… I drew on pedagogical work by Wdolowski (2011) to design an inclusive environment in a small setting, where all participants are sitting around a table, facing each other (V3).

You could use the outcomes from relevant research, scholarship and professional development to show how you make principled, informed and considered judgements that enhance practice and the learning experience. This value advocates the importance of direct involvement in enquiry (in teaching and learning) to support your own professional development and to enhance your teaching or learning support activities. V3 closely links to A5: “Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices”.

How can you demonstrate your commitment to this Value? 

Think about your activity as an educator in the same way you think about yourself as a researcher and/or evidence-based practitioner in another professional field. You might include evidence such as:

  • consideration and application of the findings from the literature or local studies (your own or that of others), either related to teaching in general, or to teaching your discipline in particular;
  • personal enquiry of (for example) teaching, learning, learners, the subject, the environment, support approaches, in order to enhance practice and the student learning experience;
  • conducting and using your own (action) research to enhance the curriculum, for example curriculum design, the nature of the subject and the learners, and to provide a rationale for the design of the curriculum and its delivery;
  • developing and/or using informed approaches to plan learning and support activities in response to relevant professional body research and resources.

 

V4  Acknowledge the wider context in which higher education operates, recognising the implications for professional practice

V4 is about the ways in which you equip students for life after their university studies. You need to demonstrate awareness of issues that may impact on the University’s mission and/or which might have an influence on the student learning experience, curriculum design and/or personal and collective professional practice. These may arise from a wide range of influences including (but not exclusively) the higher education sector, professional associations, disciplinary bodies or networks, government or research bodies. The ways in which you equip students for life after their university studies.

The experiments students perform are designed to maximise the connection they make between the course material and the real world, and prepare them for clinical studies (V4).

How can you demonstrate your commitment to this Value? 

You might want to think about including examples in your application of your personal experience with, or attention to:

  • the employability agenda, the widening access and participation agenda, inclusivity and gender equity (including Science and Gender Equity Australia);
  • professional body accreditation and other requirements;
  • relevant government legislation (e.g. HESF(TS) 2015, AQF) and regulators (e.g. TEQSA);
  • resourcing issues in learning and teaching;
  •  your personal, School or College responses to new institutional strategic aspirations/targets.

 

Note:

All the experience and evidence included in your application must relate to your experience in Higher Education, i.e. level 6 or above of the Australian Qualifications Framework.

As - A1. Design and plan learning activities and/or programs of study. A2. Teach and/or support learning. A3. Assess and give feedback to learners. A4. Develop effective learning environments and approaches to student support and guidance. A5. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. Ks - K1. The subject material. K2. Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic program. K3. How students learn, both generally and within their subject/disciplinary area(s). K4. The use and value of appropriate learning technologies. K5. Methods for evaluating the effectiveness of teaching. K6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching. Vs - V1. Respect individual learners and diverse learning communities. V2. Promote participation in higher education and quality of opportunity for learners. V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development. V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice.