Criterion 6


Criterion 6 | Evaluation of practice and continuing professional development


Exemplar 1 – Supporting reference from Prof. Mark Freeman for Giuseppe Carabetta, the University of Sydney

In his letter of support, Prof. Mark Freeman acknowledges numerous attributes of Giuseppe’s practice that could be used as evidence for criterion 6. In particular how Mark engages in proactive mentorship and support of colleagues and helps them to develop professional qualities.

“I am particularly impressed with Giuseppe’s commitment to help colleagues and see teaching improved within and beyond the disciple. Examples would be his willingness to engage in peer review, particularly with new colleagues within the discipline and his active involvement in various school programs, events, and committees. Not only is he a regular mentor in the School’s academic mentoring program, but a number of his mentees have gone on to win deans citations and school teaching awards. His pedagogical research, particularly his collaborative research on mobile learning and the use of short-form podcasts, extends that influence beyond the University"

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The University of Sydney. (2013). Recipients of Excellence Awards. Available from,


Exemplar 2 –  John Durmay, Accounting, The University of Sydney

John won the Wayne Lonergan Award for Outstanding Teaching (Early Career). In this  application for that award he demonstrates his commitment to ongoing professional development and explains how he uses reflection, self-evaluation and pedagogical principles to guide changes in practice that improve student learning. He also gives examples of how he has contributed to the teaching community and helped to improve practice at his institution.

“After attending initial classes in the Graduate Certificate of Educational Studies, the light bulb went on as I realised upon reflecting, my practices, were not good enough. Therefore in my Semester 1 2010 ACCT6005 class I changed the way I assessed the students’ major essay. When I marked the essays, I followed the rules of good feedback. First, I used the second person in giving positive feedback and informed them of what ‘I’ thought they could do to improve their essays (Brinko, 1993). I also made sure that papers were marked before the next class and when I finished marking each paper I emailed each student personalised feedback, ensuring feedback was timely and relevant. I then gave the students the opportunity to revise their essay to address the feedback and to improve their assignment for the opportunity of a higher grade. Additionally, I required students to submit 1-2 page reflection on what they improved, why they made the changes and what they learnt from doing the revision... the impact was phenomenal!... On average students were able to lift their grades from a class average of about 65 to a final average of over 75.” “I have an active role in the dissemination of teaching and learning practice in the Accounting discipline. In 2009 I was the Accounting Learning and Teaching Associate and in 2010 I became the Accounting delegate on the Faculty Learning and Teaching Committee. Third, I have become a vocal critic of teaching practices that disadvantage our students…”

The University of Sydney. (2013). Recipients of Excellence Awards. Available from,


Criterion 6: Guides to good practice and other resources