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
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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
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Indicative Evidence
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- 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
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Dimension: Teaching and supporting student learning
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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
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Dimension: Educational Leadership
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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
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Indicative Standards
|
Indicative Evidence
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- 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
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- 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
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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
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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
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Dimension: Disciplinary expertise and professional development
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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
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Indicative Standards
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Indicative Evidence
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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
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- 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
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Dimension: Educational Leadership
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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
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Indicative Standards
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Indicative Evidence
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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
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- 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
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