Selection Process for the Vice Chancellor's Teaching Excellence Awards

• Timetable for 2007
• Application Form and Selection Criteria (word doc)
• Selection Criteria for the Application
• Selection Criteria for Assessing Teaching Presentations

The Vice Chancellor's Teaching Excellence Awards are presented each year to the University's top teaching staff. The process involves the following four stages of selection according to the Timetable for 2007.

1. In 2nd Semester of each year, the staff who have Student Survey of Teaching results in the top 10% of surveys conducted in the previous 12 months (2 semesters or 3 trimesters) are identified by the Institutional Research and Evaluation Services staff in the TLC. This list is then scrutinised to eliminate any staff who have won a TEX award in the past five years. Staff may also be nominated by students or staff, their Head of School or themselves. The eligible staff members on this initial list are then notified in writing inviting them to a workshop about the remainder of the selection process and asked to notify the TLC if they wish to proceed with the next stage of the process. Executive Deans are also notified of the staff in their Division who are in the top 10% or have been nominated.

2. Those staff who elect to proceed are invited to prepare an application containing a maximum of eight pages using the Application Form and Selection Criteria to apply in one of the four categories for the awards, which align with those used in the national Carrick Awards:
     • General Teaching Excellence in their Discipline;
     • Early Career Teaching (not more than 7 years experience);
     • Team Teaching (not more than 5 team members);
     • Indigenous Teaching (contribution to indigenous education).
   The application form applies across all four categories. A confidential reference outlining the applicant's contribution to teaching and learning in the division and confirming their suitability for the award, is also sought for each candidate from the appropriate Executive Dean by the Committee. The applicants have about 4 weeks to develop their application which are intended to be brief, although supported by evidence which can be sought by the Committee. The Committee, comprising two staff from the TLC, a nominee from each academic divisions, and two student representatives appointed by the Vice Chancellor, assesses the submitted applications and references and selects a shortlist of up to ten finalists.

3. All candidates are notified of the outcomes of the short-listing process and unsuccessful candidates are provided with feedback about improving their applications. The finalists are invited to either invite a sub-group of the selection committee to one of their actual teaching sessions or prepare a 30 minute teaching presentation highlighting their strengths. The presentations are assessed by the Selection Committee against the Selection Criteria for Assessing Teaching Presentations, and are also open to staff and students.

4. The Selection Committee meets to select a final list using equal weighting for the application/reference and teaching presentation. Up to four awards will presented, preferably one in each category. The results of the final meeting are then forwarded to the Vice Chancellor for endorsement, and a certificate and cheque are presented to the recipients at the appropriate awards ceremony in 2008.

Timetable for 2007

Selection Criteria for the Application

The following criteria should be addressed with reference to materials, information and evidence contained in your teaching portfolio/s or available to the Selection Committee if required.

1. Approaches to teaching that influence, motivate and inspire students to learn
   Which may include: fostering student development by stimulating intellectual curiosity and independence in learning; contributing to the development of students' critical thinking skills, analytical skills and scholarly values; encouraging student engagement through the enthusiasm shown for learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills.

2. Development of curricula and resources that reflect a command of the field
   Which may include: developing and presenting coherent and imaginative resources for student learning; implementing research-led approaches to learning and teaching; demonstrating up-to date knowledge of the field of study in the design of the curriculum and the creation of resources for learning; communicating clear objectives and expectations for student learning.

3. Approaches to assessment and feedback that foster independent learning
   Which may include: integrating assessment strategies with the specific aims and objectives for student learning; providing timely, worthwhile feedback to students on their learning; using a variety of assessment and feedback strategies; implementing both formative and summative assessment; adapting assessment methods to different contexts and diverse student needs.

4. Respect and concern for the development of students as individuals
   Which may include: participating in the effective and empathetic guidance and advising of students; assisting students from equity and other demographic subgroups to participate and achieve success in their courses; influencing the overall academic, social and cultural experience of higher education.

5. Scholarly activities that have influenced and enhanced learning and teaching
   Which may include: showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to learning and teaching; conducting and publishing research related to teaching; demonstrating leadership through activities that have broad influence on the profession.

Selection Criteria for Assessing Teaching Presentations

A competent teacher who delivers content effectively

• Appears to be thoroughly familiar with their subject
• Cares about their subject
• Has a clear and logical structure to their presentation of content
• Provides a clear introduction and recapitulation for session
• Explains unfamiliar terms
• Avoids discriminatory language, examples and remarks
• Plans their session to cater for diverse student needs
• Uses skilled and appropriate questions, where applicable
• Plans the session to make effective use of the time available
• Uses any audiovisual or other aids smoothly and professionally
• Makes full and effective use of any handouts, overheads or other aids

A distinctive teacher who builds on individual strengths

• Has developed a personal style that facilitates learning
• Shows imagination in their teaching and is possibly willing to take some risks
• Displays a repertoire of teaching skills

An excellent teacher who focuses on the learners and their learning

• Enjoys helping people learn
• Uses strategies which draw the learners in
• Is genuinely able to listen as well as talk, if appropriate
• Responds thoughtfully and skilfully to learners' comments and questions, if appropriate

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