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Table 1: Teaching Responsibilities
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Items of evidence
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Description of items
of evidence
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Validity of items
of evidence
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| 1. List of subjects taught and supervised |
List of unit/course titles & codes, year,
points value, enrolments, hours, level of responsibility and a brief description
of the way each unit/course was taught. Number of honours and postgraduate
students supervised. Research group activities directed. Schedule of times
you are available to students outside class. |
All of these items establish the context in which
teaching occurs. They reflect workload and professional issues, not necessarily
merit. Statements should be brief and focus on current and recent teaching.
Earlier teaching can be listed summarily. This information provides context
and background for judgements of other information and is valid where
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| 2. List of concurrent related duties |
Concurrent teaching related duties and responsibilities
eg unit/course co-ordination. |
it reflects your normal duties. Reliability can
be enhanced by referring to official School/Departmental records.
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| 3. Statement of School/ Departmental expectations
and resources |
Summary statement of your School/Department’s
policies, expectations and resources in relation to teaching. A statement
by the head of School/Department assessing your contribution to the School/Department
and how the School/Department plans to use your skills in the future.
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Table 2: Teaching that promotes effective
learning
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Items of evidence
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Description of items
of evidence
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Validity of items
of evidence
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Criteria for assessing items of evidence
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| 1. Statement of teaching philosophy, aims and
methods |
Summary of your own practices, approaches and
attitudes to teaching and student learning. Description of the way you monitor
or evaluate your classes and teaching. How you identify student difficulties
and encourage participation in unit/courses or programmes. Description of
student assessment methods and rationales, and feedback to students. Methods
in supervising postgraduate students. Summary of main strengths as a teacher,
teaching aims and future goals. |
These items provide a basis for judgements of
other information presented. This is an opportunity to direct attention
to the areas you consider most important in your teaching. The reliability
of your statements should be confirmed by relating them to other evidence
provided. Particular merit can be established if data is provided to demonstrate
superiority of practices. |
Effective teachers ...
1. Provide a clear and empathic learning environment
2. Promote active student involvement
3. Cater for student learning differences
4. Assist students to identify the outcomes of their learning
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| 2. Description of teaching strategies |
Description or demonstration of how your teaching
strategies have improved or assisted the learning of your students |
Information about any of these activities substantiates
your professionalism as a teacher. Particular merit may need to be demonstrated
eg by special recognition, reviews, awards, comparisons with others or demonstrated
leadership. Particular merit is also reflected by materials or methods which
have been published, or which have been acknowledged by others and which
subsequently have been used elsewhere. |
To do this they
1.1 Use their discipline knowledge base effectively to develop student
understanding of concepts
1.2 Justify their teaching goals for each teaching episode
1.3 Develop a plan of action for each teaching episode
1.4 Communicate effectively with their students
1.5 Demonstrate enthusiasm for the discipline/subject area
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| 3. Examples of teaching innovations |
Examples of innovations designed or adopted and
their effectiveness. This might include work carried out as part of a teaching
development grant or a video of your teaching.
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2.1 Use teaching strategies that actively involve students in the teaching/learning
process
2.2 Create opportunities for their students to practise relevant skills
2.3 Develop student independence by encouraging students to assume responsibility
for their own learning
2.4 Establish student workloads at a level appropriate to deep learning
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| 4. Descriptions of use of technology |
Description of how audiovisual or computer-based
materials were used in teaching. |
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| 5. Representative unit/course syllabi |
Details of unit/course content, objectives, teaching
methods, reading lists, homework assignments, student assessment procedures,
reflective statements as to the unit/course construction. |
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3.1 Identify students' varying backgrounds, abilities, experiences and
approaches to learning
3.2 Cater for differences in learning styles
3.3 Diagnose and help correct students’ misconceptions about the
subject area or content
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| 6. Unit/course and instructional materials |
List and examples of quality unit/course materials,
manuals, outlines, new projects, assignments, study guides, reading lists,
annotated bibliographies. Publication of a textbook or other instructional
materials. |
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4.1 Identify the intended outcomes/learning objectives of each teaching
episode
4.2 Design assessment tasks appropriate to deep learning
4.3 Provide appropriate and timely feedback to students on what has been
learnt
4.4 Administer assessment fairly and report results as required
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| 7. Informal student feedback |
Unsolicited comments, including letters received
and articles in student newspapers. |
Informal student feedback may be unrepresentative
of the opinions of all students taught, and can only be used for illustrative
purposes. |
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| 8 Teaching awards |
Awards for teaching excellence presented by student
bodies or academic peers. |
These reflect merit, especially if they are officially
recognised or have been appropriately refereed. |
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| 9. Materials indicating student outcomes |
What your students have learned and achieved.
Student or class grades improvement on teacher-made or standardised tests.
Exemplary student work: essays, creative work, reports, lab workbooks, publications,
presentations on unit/course-related work, advanced study, and your influence
on students’ career choices. |
Student scores need to have comparable data (eg
previous unit/course pass rates, norms, unit/course pre-test/post-test).
Exemplary student work presented must be as direct result your teaching
methods and encouragement, and indicate development of technical or specialised
skills. |
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Table 3: Use of feedback, reflection and professional development
to improve teaching and learning
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Items of evidence
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Description of items
of evidence
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Validity of items
of evidence
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Criteria for assessing items of evidence
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| 1.Description of steps taken to evaluate and
improve your teaching. |
Changes might be as a result of others’
evaluation or self-evaluation, time spent reading journals on improving
teaching, reviewing new teaching materials or exchanging course materials
with colleagues. |
These items provide a basis for judgements of
other information presented. This is an opportunity to direct attention
to the areas you consider most important in your teaching. The reliability
of your statements should be confirmed by relating them to other evidence
provided. Particular merit can be established if data is provided to demonstrate
superiority of practices. |
Effective teachers ...
5. Engage in self-development
6. Develop their teaching practice to improve quality in outcomes
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| 2. Professional development |
Participation in seminars, workshops, a Tertiary
Teaching Course, or formal study of Education, or use of learning/teaching
support services, leading to improvement of your teaching |
Information about any of these activities, and
their effect on your teaching, substantiates your professionalism as a teacher. |
To do this they
5.1 Undertake appropriate professional development activities
5.2 Seek and act on constructive feedback
5.3 Engage in regular critical reflection
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| 3. Formal student feedback |
The use, to improve your teaching and students’
learning, of student, unit/course and teaching feedback. Statements that
such data has been collected and a short summary of the results. Also provide
summaries from structured individual or group interviews and from student
committees. Include here any formal feedback from alumni or from postgraduate
students. |
Formal student feedback refers to properly designed,
administered and interpreted student surveys. These provide reliable and
valid information for establishing merit. |
6.1 Document information on professional practice in teaching
6.2 Identify issues/concerns/questions for the development of their professional
practice
6.3 Demonstrate action planning to address identified issues/concerns/questions
6.4 Implement planned initiatives to enhance the quality of student learning
outcomes
6.5 Reflect critically on the processes and outcomes associated with
implementation of the action plan
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| 4. Formal peer feedback |
The use, to improve your teaching and students’
learning, of feedback from colleagues (team-teachers, subsequent unit/course
teachers, peers, Head of Department) regarding aspects of your teaching
that are generally not evaluated by students (eg unit/course development,
content and administration, teaching materials, student assessment, text
selection, reading lists, student support practices) and out-of-class activities
such as instructional curricular development and teaching research. |
The reliability of formal peer feedback is enhanced
by providing two or more evaluations over an extended period, by different
colleagues. |
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| 5. Classroom observations |
The use, to improve your teaching and students’
learning, of reports from colleagues or independent observers who have viewed
you in the classroom. |
Can be included as illustrative evidence that
you are actively interested in developing and improving your teaching. |
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Table 4: Research or leadership in teaching and learning
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Items of evidence
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Description of items
of evidence
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Validity of items
of evidence
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Criteria for assessing items of evidence
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| 1.Unit/course or School/Department curriculum
development |
Revising, setting up or running a unit/course,
programme or internship. Contribution to the improvement of teaching in
your School or Department. |
Information about any of these activities substantiates
your professionalism as a teacher. Particular merit may need to be demonstrated
eg by special recognition, reviews, awards, comparisons with others or demonstrated
leadership. Particular merit is also reflected by materials or methods which
have been published, or which have been acknowledged by others and which
subsequently have been used elsewhere. |
Effective teacher leaders ...
7. Provide leadership in the professional development of academic colleagues
8. Assume a leadership role in course/unit development
9. Promote quality in teaching and learning within and beyond the University
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| 2. Teaching research |
Pursuing research that contributes directly to
teaching |
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To do this they |
| 3. Teaching publications |
Contributing to a professional journal on teaching
in general, or in a specific discipline. |
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7.1 Facilitate the provision of support structures for academics
7.2 Facilitate the professional development of colleagues
7.3 Initiate, develop and evaluate projects designed to enhance the quality
of learning and teaching
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| 4. Teaching associations |
Participating in conferences, seminars, workshops
and professional meetings focussing on teaching and learning (eg Teaching
Learning Forum, HERDSA activities) |
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8.1 Demonstrate knowledge of external/internal strategic initiatives
which impact on course/unit development
8.2 Provide leadership in the development of courses or units
8.3 Evaluate the effectiveness of courses/units for which they have leadership
responsibility
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| 5. Teaching consultancies |
Teaching consultancies in outside institutions
and agencies or requests for demonstrations of effective teaching methods. |
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9.1 Assist the University to plan for quality teaching and learning outcomes
9.2 Provide leadership in the implementation of strategic initiatives
9.3 Conduct and publish research into teaching and learning
9.4 Contribute to development of teaching and learning in the discipline
locally, nationally and internationally
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| 6. Securing grants |
Success at securing grants for teaching related
activities eg CUTSD, Unit/course SD grants. |
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| 7. Assistance to colleagues |
Evidence of help given to colleagues on unit/course
development or teaching improvement (eg contributing to departmental seminars
or workshops, acting as a mentor, letters of acknowledgment or thanks).
Professional exchanges with colleagues inside or outside the institution.
This might focus on unit/course materials or methods of teaching particular
topics. |
Information establishing that any of the rest
of these activities are undertaken substantiates your professionalism as
a teacher. Reliability is enhanced by retaining appropriate documentation. |
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| 8. Request for advice |
Requests for or acknowledgment of advice given
to committees on teaching or similar bodies. |
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| 9. Invitations to teach, present or publish. |
Invitations from outside institutions and agencies
to teach or to demonstrate effective teaching methods. Invitations to present
at conferences on topics about teaching. Invitations to contribute to the
literature on teaching. |
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