Staffing and Staff Development

Common Awards (Theology, Ministry and Mission)

This page shows examples of TEI good practice highlighted by the External Examiners and the ULOs in their reports, in areas related to staffing and staff development.

Staffing and Staff Development	TEI
The TEI holds an annual Research Day which can be accessed by staff and students from across the whole of the college and helps tutors to relate research to teaching.	YTEP (2020-21)
The way in which LKC supports Associate Tutors is to be commended as an example of good practice. The TEI makes use of a small number of specialist Associate Tutors, and each of these is supported and mentored by a full-time member of staff to help ensure quality and standards are consistent throughout the programmes. TEI representatives further explained that each Associate Tutor meets with the full-time tutor (mentor) at the start of the year, at the end of the year for a review, and is in regular contact with them throughout the year. Associate Tutors are also invited to participate in away days, staff development sessions and committee meetings, and receive minutes from key meetings to enable them to follow-up on anything of interest or concern with their mentor. The mentoring structure facilitates a seamless response to issues; for example, if a student issue arises, then the associate tutor is able to gain advice immediately and provide a timely response.	Luther King Centre (2022-23)
The CTF staff team evaluated together what good feedback looked like and what its purpose was. This was underpinned by the presentation of recent academic research into pedagogy and feedback. As a staff team, they agreed together principles of good feedback and committed to practicing them in their work. They also used a staff development workshop to reflect on our current practice of peer observation. Staff then discussed what would be helpful in such observations to enable them to develop their teaching further. This was then used to design a new process for peer observation and new template for staff to use in peer observation.	Cambridge Theological Federation (2023-24)
By selecting a book engaging with pedagogical questions, the academic staff reading group was able to reflect on more ‘meta’ level considerations of teaching philosophy and the integration of formation, spiritual development and intellectual inquiry, rather than the addressing of particular issues.	Ripon College, Cuddesdon (2023-24)
The Principal and Director of Studies completed the Carbon Literacy Project’s training course and are now certified as ‘carbon literate’, that is, they have met all the requirements of the Carbon Literacy Standard and thus for the purposes of workplace, education and community are regarded as carbon literate. This training was resourced by and aligns closely with the Scottish Episcopal Church’s Net Zero Action Plan, the SEC’s wider goals to bear on teaching & learning.	Scottish Episcopal Institute (2024-25)