Lecturer (A)

Indicative standards by promotional level

Lecturer (A)

Note: Indicators in Bold up to Lecturer B should be considered as minimum standards. Indicators in Bold above Lecturer B should be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in bold are to illustrate other activities and evidence that can be used to demonstrate achievement.

Download the indicative standards by promotional level as a .pdf or modifiable word document here.

Criterion 1:  Design and planning of learning activities
Planning, development and preparation of learning activities, learning resources and materials for a unit, course or degree program; including coordination, involvement or leadership in curriculum design and development
Indicative Standards Indicative Evidence
  • Planned learning activities designed to develop the students’ learning
  • Sound knowledge of the unit content and material
  • Unit outline that clearly details learning outcomes, teaching and learning activities and assessment
  • Preparation of unit materials
  • Peer review of unit materials by unit/course coordinator
  • For relevant items in the student survey, average or above average scores for all units taught e.g.
    • Appropriate teaching techniques are used by the teacher to enhance my learning.
    • The teacher is well prepared.
    • The teacher effectively used learning technologies to support my learning
  • Unit/course outline and materials
  • Report from unit and/or course coordinator
  • Student surveys and feedback to students on response/outcomes
  • Student feedback from focus groups
  • Student feedback derived from external independent evaluation
  • Tutor feedback on preparation, organisation or mentoring support
  • Feedback from teaching teams
  • Expert peer review on course/program materials and innovation
  • External peer recognition and/or review on impact of curriculum, discipline or innovation
  • Details of leadership roles and specific contribution
  • Details of mentoring and support of colleagues
  • Feedback from staff mentored
  • Letter from Chair of curriculum committee on contribution
  • Awards and citations for learning materials
  • Text book awards
Criterion 2:  Teaching and supporting student learning
 Quality teaching, including; lecturing, classroom, on-line, field, work-based, studio, laboratory, workshop, undergraduate and postgraduate teaching, and supervision of student research
Indicative Standards Indicative Evidence
  •  Student centred approach to teaching
  • Demonstrates an understanding of specific aspects of effective teaching and learning support methods
  • Peer review of classroom teaching by colleague
  • For relevant items in student survey, average or above average scores for two consecutive years and in all units taught e.g.
    •The teacher explains important concepts/ideas in ways that I can understand.
    •The teacher stimulates my interest in the subject.
    • I am encouraged to participate in classroom and/or online activities.
    •The teacher is helpful if I encounter difficulties with the lecture/unit.
  • Student surveys and feedback to students on response/outcomes
  • Student feedback from focus groups
  • Examples of student work/ theses
  • Postgraduate student grades and time to completion
  • Systematic monitoring of student learning outcomes
  • Peer review and personal responses to the review and practices
  • Adoption of innovation by others
  • Impact of innovation/initiative within university or wider
  • Impact of mentoring on peers or colleagues
  • Recognition from university national and international peers
  • Nomination for a teaching award
  • Success in a university, national or discipline teaching award
  • Letters of invitation or thanks
Criterion 3:  Assessment and giving feedback to students
 Design and execution of assessment tasks that are aligned with student learning outcomes and the provision of appropriate and timely feedback
Indicative Standards Indicative Evidence
  • Supports students to develop and demonstrate the intended learning outcomes
  • Timely feedback is provided to students
  • For relevant student survey items, average or above average scores for two consecutive years and in all units taught e.g
    • The assessment requirements were clearly stated.
    • The assessment tasks were closely linked to the unit objectives
    • I receive constructive feedback that assists my learning.
    • I receive feedback in time to help me improve.
  • Unit/Course outline with assessment tasks and marking criteria
  • Student surveys and feedback to students on response/outcomes
  • Student feedback from focus groups
  • Extracts from a number of units/courses showing variety of assessment tasks
  • Feedback from course coordinator on assessment tasks and student outcomes.
  • Examples of innovative assessment tasks
  • Examples of standards of student learning
  • Data evidencing impact of assessment innovation
  • Use of learning analytics
  • Feedback on role in establishing moderation and standards practices
  • Examples of examiner reports and/or independently moderated student work
  • Peer review of course assessment and response to review
  • Examples of policies, practices and their implementation
  • Peer recognition of leadership role and achievements
Criterion 4:  Developing effective environments, student support and guidance
Activities related to the creation of an engaging learning environment for students. Including; supporting transition, and the development of learning communities that account for and encourage equity and diversity.
Indicative Standards Indicative Evidence
  • Creates effective learning environments (in classroom/ online/work placement etc.)
  • Directs students to appropriate support and services
  • Demonstrates respect and requires students to demonstrate respect for others
  • For the relevant Student Survey item, average or above average score for two consecutive years and in all units taught e.g
    • The teacher treats me with respect
    • The teacher is available for consultation (e.g. email, online, face-to-face or telephone)
  • Student surveys and feedback and responses to these
  • Informal unsolicited student or peer feedback
  • Details of role and engagement in learning communities (formal or informal)
  • Use of learning analytics showing student engagement with student support services such as PASS and English Language Proficiency
  • Feedback from students and peers relating to roles e.g. student advisor or leader in learning communities
  • Extent and participation in innovation for student engagement
  • Reports evaluating the effectiveness of targeted student support interventions on student retention and progression
  • Feedback from peers or students mentored
  • Examples of leadership role and outcomes
Criterion 5: Integration of scholarship, research and professional activities with teaching and in support of learning
1: Teaching and learning research incorporated into teaching practice
Indicative Standards Indicative Evidence
  • Incorporates teaching and learning scholarship into teaching practice and curriculum development
  • Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus
  • Engagement in professional development related to teaching and learning (including engagement in teaching and learning scholarship related to discipline and/or participation in teaching and learning conferences/forums)
  • Excerpts from unit/course materials demonstrating incorporation of current T & L research into teaching activities
  • Details of grants and awards (successful and unsuccessful) and outcomes
  • Details of conferences and presentations
  • Copies of publications and details of contribution and impact
  • References and letters from peers
  • Details of mentoring roles and outcomes
  • Details of leadership roles and contribution confirmation by peers
  • Impact of projects, grants and other initiatives for the university or (inter)nationally
  • TEQSA, OLT recognition as assessor or expert
2: Inclusion of discipline based research in the curriculum and engagement of students in pedagogically sound discipline based research
Indicative Standards Indicative Evidence
  • Use of current disciplinary research in curriculum and teaching activities
  • Peer review of unit/course content by recognised expert within the university
  • Develops learning activities/unit/course work that supports student engagement in research
  • Develops student understanding of the research culture and research skills of the discipline
  • Excerpts from unit/course materials demonstrating the incorporation of current disciplinary research or the inclusion of research orientated tasks
  • Student surveys and feedback
  • Student participation in conferences, presentation of papers and/or publishing
  • Number of students progressing to research degrees
  • Number of postgraduate students supervised to completion, grades and time to completion
  • Number of students in academic/research positions following graduation
  • Peer review recognising role and contribution
  • Receipt of prizes or awards by students supervised
  • Peer review reports related to teaching/curriculum materials
  • Adoption of teaching/curriculum materials by others
  • Letters of reference from peers or invitations indication standing in discipline
  • Assessor reports
  • Details of leadership roles, duration, achievements
3: Incorporation of professional, industry and work-based practice and experiences into teaching practice and the curriculum
Indicative Standards Indicative Evidence
  • Use of authentic case studies, integration of industry experience and/or partnerships in teaching


  • Excerpts from Unit/Course materials demonstrating the integration of case studies and/or industry experience
  • Feedback from students on experience
  • Extent of participation by students, industry
  • Letters or surveys of industry satisfaction on preparation of students for practice
  • Peer review of professional /authentic experience
  • 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
Criterion 6:  Evaluation of practice and continuing professional development
Indicative Standards Indicative Evidence
  • Engages in professional development activities related to teaching and learning
  • Participation in teaching related professional development (e.g. induction program)
  • Self-evaluation leading to changes in teaching practice.
  • For relevant student survey items, average or above average score for two consecutive years and in all units taught in student surveys e.g.
    Overall, the tutor/teacher effectively supports my learning
  • Student surveys, comments and feedback
  • Peer review on a range of dimensions of teaching
  • Mapping achievements and experience to professional standards frameworks
  • Application for teaching fellowship (HERDSA, HEA)
  • Certificates/ transcripts of professional development undertaken, duration, changes made as a consequence
  • Details and examples of the impact of the change in practice, evidence of changes in student, peer evaluation
  • Details of contribution to the professional development, mentoring of others, and outcomes
  • Invitations to present keynote at T & L and disciplinary conferences
  • Teaching Portfolio demonstrating reflective practice
  • Examples of leadership contribution in professional development and evaluation
Criterion 7:  Professional and personal effectiveness
Indicative Standards Indicative Evidence
Professional Qualities

  • 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 discipline and T & L
    • 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

Personal qualities

  • Is aware of and consciously developing personal qualities of:
    • Approaching teaching with enthusiasm, passion and confidence
    • Demonstrating resilience and perseverance in the face of obstacles
    • Demonstrating time management of self and work to ensure others are not delayed in their work
    • Demonstrating self-reflective evaluation of practices and relationships
    • Demonstrating commitment and interest in students and their learning
  • Average or above average scores for two consecutive years and in all units taught for relevant items in student survey e.g.
    • The teacher demonstrates enthusiasm in teaching the unit.
  • 360 degree leadership feedback
  • Team and program awards
  • Committee contribution
  • 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