Indicative Standards of Educational Practice: an evidence-based framework

This framework provides a means to enhance understanding of evidence of educational achievements in the myEducation Portfolio which might be useful for professional development, promotion and/or teaching awards at UNSW in various phases of an academic career. The examples in the framework are indicative and not necessarily a complete set. This framework is intended to inform UNSW’s institutional approach, but is not currently incorporated into University policies and procedures. Adapted from Promoting Teaching: Making Evidence Count, Higher Education Academy UK (2013) and the Australian University Teaching Criteria and Standards (AUTCAS).

The framework in action: sample guide

This sample guide sets out indicative standards of educational practice related to each dimension in myEducation Portfolio, together with a range of evidence which may be cited within professional development documents, as well as promotion and/or teaching award applications at each academic level.

Indicative Standards for Associate Lecturer (Level A)

This guide has been adapted from the Australian University Teaching Criteria and Standards and Promoting Teaching: Making Evidence Count. Indicators in italics up to Lecturer B are considered to be minimum standards. Indicators in italics above Lecturer B could be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in italics are to illustrate other activities and evidence that can be used to demonstrate achievement.

Dimension: Design and development of learning activities and assessment

Criteria:

  • Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice

 

 Indicative Standards

 Indicative Evidence

  • Designs learning activities to enhance students’ learning
  • Positive outcome of peer review of course materials by course convenor
  • Supports students to develop and demonstrate the intended learning outcomes
  • Timely feedback is provided to students
  • Course outline that clearly details learning outcomes, teaching and learning activities and assessment
  • Preparation of course materials
  • For items relevant to curriculum and assessment in the myExperience survey, mean scores at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Course outline and materials, including assessment tasks
  • Report from course convenor on contribution to curriculum / assessment
  • Student surveys and feedback to students on response/outcomes
  • Student feedback derived from external independent evaluation
  • Feedback from teaching teams
  • Examples of innovative assessment tasks
  • Data evidencing impact of assessment innovation

 

Dimension: Teaching and supporting student learning

Criteria:

  • Teach-1: Inspires and motivates students from diverse backgrounds to engage in critical thinking and active learning
  • Teach-2: Uses technology effectively to communicate with students and promote learning
  • Teach-3: Creates inclusive, safe, and supportive learning environments for students
  • Teach-4: Uses evidence-informed teaching approaches to enhance students' learning

Indicative Standards

Indicative Evidence

  • Student-centred approach to teaching
  • Demonstrates an understanding of specific aspects of effective teaching and learning methods
  • Creates effective learning environments (in classroom/ online/work placement etc.)
  • Positive outcome of peer review of teaching by colleague
  • For items relevant to teaching in the myExperience survey, mean scores at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Positive feedback from formative and/or summative peer reviews of teaching
  • Systematic monitoring of student learning outcomes
  • Reflections on own educational practices
  • Unsolicited student or peer feedback
 

Dimension: Disciplinary expertise and professional development

Criteria:

  • Expertise-1: Continuously updates disciplinary knowledge
  • Expertise-2: Undertakes professional development in pedagogy and implements new strategies
  • Expertise-3: Improves teaching practice through reflection and feedback
  • Expertise-4: Engages in educational scholarship that informs own teaching practice and influences others

 

Indicative Standards

Indicative Evidence

  • Sound knowledge of the disciplinary content and material
  • Engagement in professional development related to teaching and learning (including induction program, FULT or equivalent, engagement in teaching and learning scholarship related to discipline and/or participation in teaching and learning conferences/forums)
  • Incorporates teaching and learning scholarship into teaching practice and curriculum development
  • Self-evaluation leading to changes in teaching practice.
  • Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus
  • Excerpts from course materials demonstrating incorporation of current teaching and learning research into teaching activities and/or integration of authentic case studies and/or industry experience and/or the incorporation of current disciplinary research and/or the inclusion of research orientated tasks
  • myExperience student survey outcomes and changes in response to feedback
  • Engagement with professional standards framework e.g. HEA Fellowship
  • Details of conference presentations
  • Peer review reports related to teaching/curriculum materials and changes in response to feedback
  

Dimension:  Educational Leadership

 Criteria:

 

  • Leadership-1: Teaches in accordance with professional and ethical standards
  • Leadership-2: Collaborates by creating opportunities for colleagues to network and share expertise
  • Leadership-3: Creates resources for the broader teaching community
  • Leadership-4: Mentors others to enable them to teach more effectively

Indicative Standards

Indicative Evidence

  • Is aware of and consciously developing personal qualities of:
    • Approaching teaching with enthusiasm, passion and confidence to innovate
    • Demonstrating resilience and perseverance in the face of obstacles
    • Demonstrating effective time management
    • Demonstrating self-reflective evaluation of practices and relationships
    • Demonstrating commitment and interest in students and their learning
  • Is aware of and consciously developing professional qualities of:
    • Taking ownership and management of teaching role
    • Demonstrating effective preparation and prioritisation
    • Demonstrating commitment to continuing professional development in own discipline as well as educational practice
    • Responding positively to opportunities and new approaches
    • Communicating effectively in both formal and informal contexts
    • Application of professional ethical practices in work and in teaching contexts

 

  • Peer and supervisor feedback
  • Team and program awards
  • Contribution to department or school education committees
  • Collaborative teaching and learning grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks

 

Indicative Standards for Lecturer (Level B)

This guide has been adapted from the Australian University Teaching Criteria and Standards and Promoting Teaching: Making Evidence Count. Indicators in italics up to Lecturer B are considered to be minimum standards. Indicators in italics above Lecturer B could be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in italics are to illustrate other activities and evidence that can be used to demonstrate achievement.

Dimension: Design and development of learning activities and assessment

Criteria:

  • Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice

Indicative Standards

 

Indicative Evidence

  • Scholarly/informed approach to learning design
  • Designs learning activities to enhance students’ learning
  • Positive outcome of peer review of course materials by course convenor
  • Assessment tasks are well designed to assess the intended learning outcome
  • Supports students to develop and demonstrate the intended learning outcomes
  • A variety of assessment tasks are used
  • Provides students with clear assessment criteria
  • Provides students with timely and actionable feedback
  • Course outline that clearly details learning outcomes, teaching and learning activities and assessment
  • Preparation of course materials
  • For items relevant to curriculum and assessment in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Course outline and materials, including assessment tasks
  • Report from course convenor on contribution to curriculum / assessment
  • Student surveys and feedback to students on response/outcomes
  • Student feedback derived from external independent evaluation
  • Feedback from teaching teams
  • Examples of innovative assessment tasks
  • Data evidencing impact of assessment innovation

 

Dimension: Teaching and supporting student learning

Criteria:

  • Teach-1: Inspires and motivates students from diverse backgrounds to engage in critical thinking and active learning
  • Teach-2: Uses technology effectively to communicate with students and promote learning
  • Teach-3: Creates inclusive, safe, and supportive learning environments for students
  • Teach-4: Uses evidence-informed teaching approaches to enhance students' learning

Indicative Standards

Indicative Evidence

  • Student-centred approach to teaching
  • Demonstrates an understanding of specific aspects of effective teaching and learning methods
  • A range of teaching is undertaken (i.e. different levels/mode)
  • Effective collaborative teaching approaches
  • Effective and appropriate use of learning technologies
  • Creates effective, respectful learning environments (in classroom/ online/work placement etc.)
  • Positive outcome of peer review of teaching by colleague
  • Evidence of innovation/ creativity in teaching
  • For items relevant to teaching in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Positive feedback from formative and/or summative peer reviews of teaching
  • Systematic monitoring of student learning outcomes
  • Reflections on own educational practices
  • Unsolicited student or peer feedback
 

Dimension: Disciplinary expertise and professional development

Criteria:

  • Expertise-1: Continuously updates disciplinary knowledge
  • Expertise-2: Undertakes professional development in pedagogy and implements new strategies
  • Expertise-3: Improves teaching practice through reflection and feedback
  • Expertise-4: Engages in educational scholarship that informs own teaching practice and influences others

Indicative Standards

Indicative Evidence

  • Sound knowledge of the disciplinary content and material
  • Systematic engagement in professional development related to teaching and learning (including induction program, FULT or equivalent, engagement in teaching and learning scholarship related to discipline and/or participation in teaching and learning communities/conferences/forums)
  • Incorporates teaching and learning scholarship into teaching practice and curriculum development
  • Utilises current disciplinary research in curriculum and teaching activities
  • Use of authentic case studies, integration of industry experience and/or partnerships in teaching
  • Self-evaluation leading to changes in teaching practice.
  • Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus
  • Effective preparation and support of industry partners involved in work-integrated learning
  • Consults with industry to identify and align teaching and curriculum with desired graduate attributes, technical skills and knowledge
  • Excerpts from course materials demonstrating incorporation of current teaching and learning research into teaching activities and/or integration of authentic case studies and/or industry experience and/or the incorporation of current disciplinary research and/or the inclusion of research orientated tasks
  • myExperience student survey outcomes and changes in response to feedback
  • Engagement with professional standards framework e.g. HEA Fellowship
  • Details of conference presentations
  • Peer review reports related to teaching/curriculum materials and changes in response to feedback
  

Dimension:  Educational Leadership

 Criteria:

  • Leadership-1: Teaches in accordance with professional and ethical standards
  • Leadership-2: Collaborates by creating opportunities for colleagues to network and share expertise
  • Leadership-3: Creates resources for the broader teaching community
  • Leadership-4: Mentors others to enable them to teach more effectively

Indicative Standards

Indicative Evidence

  • Demonstrates progress toward developing personal qualities of:
    • Approaching teaching with enthusiasm, passion and confidence to innovate
    • Demonstrating resilience and perseverance in the face of obstacles
    • Demonstrating effective time management
    • Demonstrating self-reflective evaluation of practices and relationships
    • Demonstrating commitment and interest in students and their learning
  • Demonstrates progress toward developing professional qualities of:
    • Taking ownership and management of teaching role
    • Demonstrating effective preparation and prioritisation
    • Demonstrating commitment to continuing professional development in own discipline as well as educational practice
    • Responding positively to opportunities and new approaches
    • Communicating effectively in both formal and informal contexts
    • Application of professional ethical practices in work and in teaching contexts

 

  • Peer and supervisor feedback
  • Team and program awards
  • Contribution to department or school education committees
  • Collaborative teaching and learning grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks

 

Indicative Standards for Senior Lecturer (Level C)

This guide has been adapted from the Australian University Teaching Criteria and Standards and Promoting Teaching: Making Evidence Count. Indicators in italics up to Lecturer B are considered to be minimum standards. Indicators in italics above Lecturer B could be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in italics are to illustrate other activities and evidence that can be used to demonstrate achievement.

Dimension: Design and development of learning activities and assessment

Criteria:

  • Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice

Indicative Standards

 

Indicative Evidence

Meets the requirements for Level B and

  • Innovation in the design of teaching, including use of learning technologies
  • Effective preparation and management of tutors and teaching teams
  • Innovation in assessment in courses/degree programs
  • Monitors and changes assessment practices to improve student learning outcomes
  • Monitors the quality of student learning outcomes
  • Leadership in curriculum development and design.
  • Provides leadership in the moderation, planning and delivery of unit and course assessment
  • Development of significant curriculum materials
  • Benchmarking of a course against similar courses
  • For items relevant to curriculum and assessment in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Course outline and materials, including assessment tasks
  • Formative or summative peer review of curriculum materials and/or assessment
  • Adoption of curricula / assessments / courseware within the Faculty
  • Peer recognition of leadership role and achievements
  • Student feedback derived from external independent evaluation
  • Tutor feedback on preparation, organisation or mentoring support
  • Feedback from teaching teams
  • Examples of innovative assessment tasks
  • Data evidencing impact of assessment innovation
  • Independent evidence of effective design / review of course curricula / assessments, e.g. internal course reviews
  • Peer reviewed evidence of provision of effective feedback to students, which promotes learning
  • Prizes and citations for curriculum and/or assessment design

 

Dimension: Teaching and supporting student learning

Criteria:

  • Teach-1: Inspires and motivates students from diverse backgrounds to engage in critical thinking and active learning
  • Teach-2: Uses technology effectively to communicate with students and promote learning
  • Teach-3: Creates inclusive, safe, and supportive learning environments for students
  • Teach-4: Uses evidence-informed teaching approaches to enhance students' learning

Indicative Standards

Indicative Evidence

Meets the requirements for Level B and 

  • Teaching techniques are successful in enhancing student learning
  • Quality of student learning is systematically monitored
  • Innovation and creativity in teaching
  • Positive outcome of peer review of teaching by colleague
  • Serves as a student advisor
  • Demonstrates effective practice in developing learning communities
  • Initiative or innovation in supporting students and the creation of engaging learning environments
  • Demonstrates effective practice in embedding principles of equity, diversity and inclusion
  • Peer recognition of quality of teaching e.g. invitations to teach in other courses or nomination for a teaching award
  • Evidence of innovation / creativity in teaching
  • For items relevant to teaching in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Positive feedback from formative and/or summative peer reviews of teaching
  • Systematic monitoring of student learning outcomes
  • Reflections on own educational practices
  • Unsolicited student or peer feedback
  • Student achievement and progression
  • Student recruitment to courses or programs
  • Student retention in courses or programs
  • Successful outcome of supervision of undergraduate research projects (e.g. Honours) and/or research projects in postgraduate coursework programs
  • Feedback from students and peers relating to roles e.g. student advisor or leader in learning communities

Dimension: Disciplinary expertise and professional development

Criteria:

  • Expertise-1: Continuously updates disciplinary knowledge
  • Expertise-2: Undertakes professional development in pedagogy and implements new strategies
  • Expertise-3: Improves teaching practice through reflection and feedback
  • Expertise-4: Engages in educational scholarship that informs own teaching practice and influences others

Indicative Standards

 

Indicative Evidence

Meets the requirements for Level B and 

  • Engages in teaching and learning scholarship that demonstrates research-informed and/or contemporary teaching within or across disciplines
  • Incorporates teaching and learning scholarship into teaching practice and curriculum development
  • Utilises current disciplinary research in curriculum and teaching activities
  • Use of authentic case studies, integration of industry experience in teaching
  • Contribution and participation in professional development activities in university, discipline, faculty
  • Coordination of work-integrated learning
  • Successful application for awards, grants or competitive funding related to teaching and learning (as an individual or team member)
  • Contributes to professional development or disciplinary engagement in the scholarship of teaching and learning at a national level (as an individual or team member)
  • Completion of a Grad Cert in Teaching
  • Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus
  • Consults with industry to align teaching and curriculum with desired graduate attributes, technical skills and knowledge
  • Excerpts from course materials demonstrating incorporation of current teaching and learning research and/or integration of authentic case studies and/or industry experience and/or the incorporation of current disciplinary research and/or the inclusion of research orientated tasks
  • myExperience student survey outcomes and changes in response to feedback
  • Engagement with professional standards framework e.g. HEA Senior Fellowship
  • School or Faculty teaching awards
  • Peer review reports related to teaching/curriculum materials and changes in response to feedback
  • Primary investigator or co-investigator on grants for pedagogic research / development
  • Publications, presentations or workshops on teaching innovations
  • Contributions to textbooks
  • Referee for journals in the area of teaching
  • Providing mentorship to colleagues
  • Peer supported evidence of involvement in faculty/university level initiatives (e.g. policy, staff development etc.)
  • Feedback from industry partners indicating alignment between industry requirements and learning outcomes

 

Dimension:  Educational Leadership

Criteria:

  • Leadership-1: Teaches in accordance with professional and ethical standards
  • Leadership-2: Collaborates by creating opportunities for colleagues to network and share expertise
  • Leadership-3: Creates resources for the broader teaching community
  • Leadership-4: Mentors others to enable them to teach more effectively

Indicative Standards

Indicative Evidence

  • Demonstrates attainment of the professional qualities under Level B and 
  • Demonstrates progress toward further professional qualities of:
    • Contributing positively in membership (and leadership) role(s) in teaching teams and committees, etc.
    • Building relationships, being approachable and interacting constructively with others, managing expectations and resolving conflict
  • Demonstrates attainment of the professional qualities of:
    • Taking ownership and management of teaching role
    • Demonstrating effective preparation and prioritisation
    • Demonstrating commitment to continuing professional development in own discipline as well as educational practice
    • Responding positively to opportunities and new approaches
    • Communicating effectively in both formal and informal contexts
    • Application of professional ethical practices in work and in teaching contexts
  • Peer and supervisor feedback
  • Team and program awards
  • Appointment as a Course Convenor
  • Accreditation of courses by professional bodies
  • Departmental leadership in teaching
  • Contribution to department or school education committees
  • Collaborative teaching and learning grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks

 

Indicative standards for Associate Professor (Level D)

This guide has been adapted from the Australian University Teaching Criteria and Standards and Promoting Teaching: Making Evidence Count. Indicators in italics up to Lecturer B are considered to be minimum standards. Indicators in italics above Lecturer B could be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in italics are to illustrate other activities and evidence that can be used to demonstrate achievement.

Dimension: Design and development of learning activities and assessment

Criteria:

  • Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice

Indicative Standards

 

Indicative Evidence

Meets the requirements for Level C and

  • Contribution to the teaching or curriculum and/or discipline at a national level
  • Provides leadership in the moderation, planning and delivery of course and program assessment
  • Successful coordination, support, supervision and management of assessment standards and feedback
  • Leadership in effective curriculum development at a program level
  • Adoption of learning materials by other universities
  • Nomination for a teaching award for curriculum contributions
  • Faculty / University leadership in curriculum and assessment development and design
  • For items relevant to curriculum and assessment in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Course outline and materials, including assessment tasks
  • Formative or summative peer review of curriculum materials and/or assessment
  • Adoption of curricula / assessments / courseware within the Faculty
  • Peer recognition of leadership role and achievements
  • Student feedback derived from external independent evaluation
  • Tutor feedback on preparation, organisation or mentoring support
  • Feedback from teaching teams
  • Examples of innovative assessment tasks and evidence of impact
  • External peer recognition and/or review on impact of innovative curriculum or assessment
  • Peer reviewed evidence of provision of effective feedback to students, which promotes learning
  • Prizes and citations for curriculum and/or assessment design

 

Dimension: Teaching and supporting student learning

Criteria:

  • Teach-1: Inspires and motivates students from diverse backgrounds to engage in critical thinking and active learning
  • Teach-2: Uses technology effectively to communicate with students and promote learning
  • Teach-3: Creates inclusive, safe, and supportive learning environments for students
  • Teach-4: Uses evidence-informed teaching approaches to enhance students' learning

Indicative Standards

Indicative Evidence

Meets the requirements for Level C and

  • Peer recognition of quality teaching e.g. invitations to teach at other universities or awarded a faculty and/or university teaching award.
  • Evidence of systematic and integrated development of teaching practices informed by scholarship/research
  • Leadership in supporting colleagues in their teaching through peer support and review
  • Initiative or innovation in supporting students and the creation of engaging learning environments
  • Leadership role in promoting effective teaching practices that embed principles of equity, diversity and inclusion
  • Leadership and innovation in teaching practices and supporting students is recognised at a university, disciplinary or national level
  • For items relevant to teaching in the myExperience survey, mean scores sustained at or above the UNSW benchmark for all courses taught
  • myExperience course and teacher surveys and response to feedback
  • Positive feedback from formative and/or summative peer reviews of teaching
  • Leadership of successful initiatives to improve outcomes of student experience surveys
  • Leadership of successful initiatives to improve student achievement and retention
  • Leadership of successful initiatives to improve student recruitment
  • Leadership of student employability initiatives
  • Successful outcome of supervision of undergraduate research projects (e.g. Honours) and/or research projects in postgraduate coursework programs
  • Systematic monitoring of student learning outcomes
  • Reflections on own educational practices
  • Unsolicited student or peer feedback
  • Feedback from students and peers relating to roles e.g. student advisor or leader in learning communities
  

Dimension: Disciplinary expertise and professional development

Criteria:

  • Expertise-1: Continuously updates disciplinary knowledge
  • Expertise-2: Undertakes professional development in pedagogy and implements new strategies
  • Expertise-3: Improves teaching practice through reflection and feedback
  • Expertise-4: Engages in educational scholarship that informs own teaching practice and influences others

Indicative Standards

Indicative Evidence

Meets the requirements for Level C and

  • Successful application for awards, grants or competitive funding related to teaching and learning (as an individual or team member/leader)
  • Peer recognition at (inter) national level detailing contribution to scholarly teaching practice
  • Successful achievement in roles such as mentor, peer reviewer, Chair of committees etc.
  • Mentors and supports junior colleagues in teaching and learning scholarship
  • Utilises current disciplinary research in curriculum and teaching activities
  • Industry/ professional peer recognition
  • Sustained innovation in practice and assessment related to WIL
  • Authorship/co-authorship and systematic publication in teaching and learning
  • Invitations to contribute to disciplinary teaching in other courses or universities
  • Leadership at (inter)national level in professional development or disciplinary engagement in the scholarship of teaching and learning
  • Consults with industry to align teaching and curriculum with desired graduate attributes, technical skills and knowledge
  • Excerpts from course materials demonstrating incorporation of current teaching and learning research and/or integration of authentic case studies and/or industry experience and/or the incorporation of current disciplinary research and/or the inclusion of research orientated tasks
  • myExperience student survey outcomes and changes in response to feedback
  • Engagement with professional standards framework e.g. HEA Senior Fellowship
  • School or Faculty teaching awards
  • Primary investigator or co-investigator on grants for pedagogic research / development
  • Publications, presentations or workshops on teaching innovations
  • Editorship and membership of journal boards or referee for journals in the area of teaching
  • Contributions to textbooks
  • Referee for journals in the area of teaching
  • Peer supported evidence of effective mentorship to colleagues
  • Peer supported evidence of involvement in faculty/university level initiatives (e.g. policy, staff development etc.)
  • Feedback from industry partners indicating alignment between industry requirements and learning outcomes
  • Feedback from industry partners indicating the efficacy of programs in preparing graduates for professional practice
  

Dimension:  Educational Leadership

Criteria:

  • Leadership-1: Teaches in accordance with professional and ethical standards
  • Leadership-2: Collaborates by creating opportunities for colleagues to network and share expertise
  • Leadership-3: Creates resources for the broader teaching community
  • Leadership-4: Mentors others to enable them to teach more effectively

Indicative Standards

Indicative Evidence

  • Demonstrates attainment of the professional qualities under Level C and 
  • Demonstrates progress of further professional qualities such as:
    • Engaging in proactive mentorship and support of students, junior colleagues and peers to develop professional qualities
    • Supervising, mentoring and developing the potential of less experienced teachers and colleagues through support and advice
  • Demonstrates attainment of the professional qualities of:
    • Taking ownership and management of teaching role
    • Demonstrating effective preparation and prioritisation
    • Demonstrating commitment to continuing professional development in own discipline as well as educational practice
    • Responding positively to opportunities and new approaches
    • Communicating effectively in both formal and informal contexts
    • Application of professional ethical practices in work and in teaching contexts

 

  • Peer and supervisor feedback
  • Team and program awards
  • Appointment as a Course Convenor
  • Leading accreditation of programs by professional bodies
  • Departmental leadership in teaching
  • Chair of school or faculty education committees, contribution to university education committees
  • Collaborative teaching and learning grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks
  • Appointment as Program Director / Authority
  • External reviewer for courses / programs
  • Offices of responsibility in relevant professional bodies
  • National / international reputation evidenced by invited conferences presentations
  • Successful mentorship, peer reviewer (formative or summative)
  • Peer supported evidence of leadership at faculty/ university level initiatives (e.g. policy, staff development etc.)
  • Other national/international impact (e.g. funding body panel member, consultant, editor)
  • Outcomes of cross-university collaborations

 

Indicative standards for Professor (Level E)

This guide has been adapted from the Australian University Teaching Criteria and Standards and Promoting Teaching: Making Evidence Count. Indicators in italics up to Lecturer B are considered to be minimum standards. Indicators in italics above Lecturer B could be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in italics are to illustrate other activities and evidence that can be used to demonstrate achievement.

Dimension: Design and development of learning activities and assessment

Criteria:

  • Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice

Indicative Standards

 

Indicative Evidence

Meets the requirements for Level D and

  • Leadership role and impact in curriculum design and review, planning and/or development at a national or international level
  • Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum
  • Establishes effective organisational policies and/or strategies in the support, supervision and management of assessment, standards and feedback for students
  • Successful leadership/ mentoring of individuals and/or teams leading to enhanced assessment, standards and moderation
  • Course outline and materials, including assessment tasks
  • Report from Program Authority / Director on contribution to curriculum / assessment
  • Student surveys and feedback to students on response/outcomes
  • Student feedback derived from external independent evaluation
  • Feedback from teaching teams
  • Expert peer review on course/program materials, assessment and innovation
  • External peer recognition and/or review on impact of curriculum, assessment or innovation
  • Details of leadership roles and specific contribution
  • Details of mentoring and support of colleagues
  • Feedback from staff mentored
  • Awards and citations for learning materials and/or assessments
  • Examples of innovative assessment tasks
  • Data evidencing impact of assessment innovation
  • National / international adoption of curricula / assessments / courseware

 

Dimension: Teaching and supporting student learning

Criteria:

  • Teach-1: Inspires and motivates students from diverse backgrounds to engage in critical thinking and active learning
  • Teach-2: Uses technology effectively to communicate with students and promote learning
  • Teach-3: Creates inclusive, safe, and supportive learning environments for students
  • Teach-4: Uses evidence-informed teaching approaches to enhance students' learning

Indicative Standards

Indicative Evidence

 Meets the requirements for Level D and

  • Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, or (inter)national level
  • Establishes effective organisational policies/strategies that promote and support others to deliver high quality teaching and support student learning (e.g. through mentoring/ coaching)
  • Leads effective organisational policies and/or strategies for supporting students and developing engaging learning environments
  • Successful mentoring of individuals and/or teams to support student diversity, student transition and learning communities
  • Leadership in educational practice in the university, discipline or (inter)nationally
  • Sustained excellent student feedback from myExperience course and teacher surveys and other sources
  • Positive feedback from formative and/or summative peer reviews of teaching
  • Leadership of successful initiatives to improve outcomes of student experience surveys
  • Leadership of successful initiatives to improve student recruitment
  • Improved achievement of student cohorts
  • Reports evaluating the effectiveness of targeted student support interventions on student retention and progression
  • Leadership of student employability initiatives
  • Successful outcome of supervision of undergraduate research projects (e.g. Honours) and/or research projects in postgraduate coursework programs
  • Systematic monitoring of student learning outcomes
  • Impact of innovations within university or beyond, e.g. adoption by others
  • Impact of mentoring on peers
  • Recognition from university, national and international peers
  • Nomination for, or receipt of, a university, national or discipline teaching award
  • Unsolicited student or peer feedback

Dimension: Disciplinary expertise and professional development

Criteria:

  • Expertise-1: Continuously updates disciplinary knowledge
  • Expertise-2: Undertakes professional development in pedagogy and implements new strategies
  • Expertise-3: Improves teaching practice through reflection and feedback
  • Expertise-4: Engages in educational scholarship that informs own teaching practice and influences others

Indicative Standards

Indicative Evidence

Meets the requirements for Level D and

  • Leadership in the development of curriculum/discipline within the relevant discipline at university and/or (inter)national level
  • Sustained leadership in work-based, professional practice at discipline and/or (inter)national level
  • Sustained and successful engagement in continuing professional development related to academic, institutional and/or other professional practice
  • A sustained and successful contribution to scholarly practice and theory in teaching
  • (Inter)national peer recognition of contribution to scholarship of teaching and learning in discipline, sector, or institution
  • Successful mentoring of others (individuals and/or teams) in the scholarship of teaching and learning
  • Authorship/co-authorship and systematic publication relevant to teaching and learning
  • Contributes to and/or leads professional development courses
  • Membership on school/disciplinary review and advisory committees in university and sector
  • Significant curriculum or disciplinary contribution through published student learning materials/textbooks
  • Excerpts from course materials demonstrating incorporation of current teaching and learning research into teaching activities and/or integration of authentic case studies and/or industry experience and/or the incorporation of current disciplinary research and/or the inclusion of research orientated tasks
  • Engagement with professional standards framework e.g. HEA Senior Fellowship or Principal Fellowship
  • National awards or prizes teaching
  • Details of education grant applications and outcomes
  • Impact of educational projects, grants and other initiatives for the university or (inter)nationally
  • Details of conference presentations
  • Record of teaching and learning publications and details of contribution and impact
  • Details of mentoring roles and outcomes
  • Details of leadership roles and confirmation of contribution by peers
  • National recognition as assessor or expert
  • Student surveys and feedback and changes in response to feedback
  • Peer review reports related to teaching/curriculum materials and changes in response to feedback
  • Letters of reference from peers or invitations indication standing in discipline
  • Invitations to work with industry, letters of support from industry
  • Feedback from industry partners indicating alignment between industry requirements and learning outcomes
  • Feedback from industry partners indicating the efficacy of programs in preparing graduates for professional practice
  • Adoption and awards for learning resources / textbooks
  • Editorship and membership of journal boards or referee for journals in the area of teaching

 

Dimension:  Educational Leadership

 Criteria:

  • Leadership-1: Teaches in accordance with professional and ethical standards
  • Leadership-2: Collaborates by creating opportunities for colleagues to network and share expertise
  • Leadership-3: Creates resources for the broader teaching community
  • Leadership-4: Mentors others to enable them to teach more effectively

Indicative Standards

Indicative Evidence

Meets the requirements for Level D and

  • Establishes effective organisational policies and/or strategies in supporting and promoting development of others educational practice (e.g. through mentoring, coaching)
  • Establishes effective organisational policies and/or strategies in curriculum development
  • Proactive sustained leadership and contribution to the development of teaching quality at the university, sector/disciplinary and/or (inter)nationally
  • Building and sustaining collaborative relationships and working proactively to create and develop capacity of a range of staff

 

  • 360-degree leadership feedback
  • Team and program awards
  • Charing of faculty / university education committees
  • Collaborative teaching and learning grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks
  • Contribution as Program Director / Authority
  • External reviewer for courses / programs
  • Offices of responsibility in relevant professional bodies
  • Invited reviewer/assessor of teaching at comparable institutions (e.g. for program approval, periodic review)
  • National / international reputation evidenced by invited presentations
  • Successful mentorship, peer reviewer (formative or summative)
  • Peer supported evidence of leadership in faculty/ university level initiatives (e.g. policy, staff development etc.)
  • Other national/international impact (e.g. funding body panel member, consultant, editor)
  • Outcomes of cross-university collaborations