Jo, 

I think you raise two seperate issues. 

The first is about a SEDA role in the evaluation of CETLs.  Who would commission this evaluation, what would they want to know and who would be the main audience for the report? 
These questions are pertinent to establishing the independance ( or lack of it!), purpose and scope of the evaluation. Methodological considerations would follow. 

The second issue  is about how the CETls engage with and contribute to the landscape of  staff development and with what effects. That certainly seems to be a useful discussion to have. 

So my questions would be: 

How could SEDA have such a discussion? 
How could that dicussion be informed or draw upon an evidence base ( this maybe an evaluation but not necessarily) ? 
How and to whom could that dicussion be reported so that it  influenced the future develoment of CETLs ? 


Best Wishes, 

Anne 

Dr Anne Mc Kee 
Head of  the Centre for Educational Development 
Senior Lecturer



-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association on behalf of Jo Tait
Sent: Wed 12/6/2006 5:14 PM
To: [log in to unmask]
Subject: CETLs and educational developers
 
Colleagues
On returning from the recent SEDA conference, I have been reflecting on 
the complexity of development work in HE organisations - not for the first 
time! 

I'm wanting to provoke (if that's the right word) a discussion about Ed 
Dev and CETLs and, to give more purpose to my provocation, I'm suggesting 
there may be an opportunity for SEDA to contribute to the first, formative 
evaluation of CETLs, due to report around July 2007. As far as I know, the 
evaluation team has not yet been appointed. Timely discussions now might 
inform a submission to that evaluation process. Although I'm no longer 
serving on seda exec, discussion 'from the floor' could be the starting 
point for something more strategic in the new year. 

Firstly, I want to pose again the question that was asked in the final 
plenary:

How can CETLs engage with the community of educational developers (as 
represented by SEDA and other tribes) for support and mutual benefit?

And then to extend this question with reference to Paul Blackmore's 
initial keynote and his hard questions around  the 'tribes and 
territories' of development. For example, Where do HR Developers fit, with 
their responsibility for reward and remuneration structures? What about 
the new developing developers - the fellowship holders, champions and 
student developers that are being drawn in by CETLs such as CEEBL, SCEPTrE 
and many others?

There are many more questions, but I'm going to hand it over to the 
community, now.
With all good wishes

Jo Tait
(Assistant Director, SCEPTrE)