CETLs: Monitoring and Accountability

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CETLs Monitoring and Accountability

• Dr Liz Beaty
• Carole Webb

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The Focus

• A catalyst for development and change
• Your vision our and your investment desired
  impact
• CETL/institution
• HEFCE/sector-wide

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Monitoring - 1

• Monitoring tracking activity against agreed
  objectives, deliverables and timescales and
  taking/adjusting actions as needed
• Building up a picture (to inform future
  evaluation)
• Invitation to Bid
• limited monitoring data annually
• confirm progress on capital after 2 years

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Monitoring - 2

• Annual monitoring through AMS
• Scope for reported data to reflect the CETLs
  agreed objectives and deliverables
• Harmonisation of reported data with HEFCEs
  approach to evaluation

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Accountability - 1

• Discharging responsibility to others for use of
  funds, adherence to agreed bid objectives and to
  contracted obligations
• Invitation to Bid
• we do not wish to impose significant
  accountability burdens on successful bids
• periodically appraise us of progress and advise
  if significant problems arise

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Accountability - 2

• For
• gains from reward and recognition of excellence
• investment in embedding of teaching and learning
  for further development and growth
• NOT against record of what is spent and when,
  according to a uniform or pre-determined schedule
  

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Evaluation - 1

• A taking stock process, informed by collected
  data and adjusted actions
• ? Are we doing this well?
• ? What is/isnt working?
• ? Are we behind/ahead of schedule/expected
  progress/targets?
• ? Are our measures of progress/success still
  appropriate?

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Evaluation - 2

• By each CETL after two years of operation (2006)
• By HEFCE of the CETL programme as a whole after
  three years (2007)
• Individual CETL evaluations will contribute to
  programme-wide evaluation

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MonitoringgtEvaluation - CETL

• Self-defined deliverables and measurable
  objectives, to include (for example)
• Reward and recognition of excellence by
• Impact of reward and recognition on
• New forms of TL developed and implemented
• Validation of effectiveness of innovative
  practice
• Progress with target audience(s)
• Embedding strategic change

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MonitoringgtEvaluation sector wide

• Evidence of
• Reward and recognition successful in raising
  profile of teaching, within institutions and
  across sector
• Changed promotion arrangements and significant
  growth in promotions based on excellence in TL
• Evidence of career development incentives for
  excellent teachers

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MonitoringgtEvaluation sector wide (2)

• Dissemination and take-up of evaluated knowledge
  of excellent TL to diverse or larger audiences
• Innovation and risk-taking, and evaluated impact
• Requirements for successful teaching applied to
  new learning contexts
• Student awareness and choice informed by
  visibility/flagships of teaching excellence