• Deep knowledge of the discipline area
• Well planned learning activities designed to develop the students learning
• Scholarly/informed approach to learning design
• Thorough knowledge of the unit material and its contribution in the course
• Effective and appropriate use of learning technologies
• Effective unit/ course coordination
• Effective preparation of tutors and management of teaching teams
• Peer review of unit materials by course coordinator
• For relevant items in the student survey, average or above average scores for two consecutive years and in 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

•  Student centred approach to teaching
• A range of teaching is undertaken (i.e. different levels/mode)
• Effective collaborative teaching approaches
• Regular peer review of various dimensions of teaching by a colleague
• Evidence of innovation/ creativity in teaching
• Quality of student learning is monitored
• A scholarly approach to teaching
• Effective supervision of honours/postgraduate students to completion
• 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

•  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 consequential feedback
• Innovation in assessment in units/degree programs
• 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

• Creates effective learning environments (in classroom/ online/work placement etc.)
• Directs students to appropriate support and services and follows up to determine outcomes e.g. language and study skills or counselling
• Demonstrates respect and requires students to demonstrate respect for others
• Serves as a student advisor
• Initiative or innovation in supporting students and creating supportive, engaging learning environments
• 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

• Incorporates teaching and learning scholarship into teaching practice and curriculum development
• Applications for teaching grants that have a clear theoretical and scholarly basis (successful or unsuccessful)
• Peer review of teaching materials and curricula that demonstrate engagement with the teaching/research nexus
• Contribution, co-authorship or authorship of publications, presentations or workshops on teaching and learning
• Contribution and systematic participation in professional development or disciplinary engagement in the scholarship of teaching and learning

• 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

• Use of current disciplinary research in curriculum and teaching activities
• Peer review of unit content by expert external to the university and confirmed by unit/course coordinator
• Successful supervision of postgraduate students to completion
• 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
• Contribution to the development of curriculum incorporating recent research across a unit/course/program

• 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

• Use of authentic case studies, integration of industry experience and/or partnerships in teaching
• Understands and implements practices to ensure that industry experience and/or partnerships benefit student learning e.g.
  • Work-based programs have clear educational expectations
  • Induction and preparation of students prior to their work-based experience is effective
  • Structured, critically reflective, self and peer learning processes are established for students during and after work-based learning placements
• Effective preparation and support of industry partners involved in work based practice and supervision of students, e.g.
  • Familiarises industry partners/supervisory staff with students’ prior learning
  • Provides induction/professional development for industry partners/supervisory staff e.g. development of leadership capabilities
  • Includes all stakeholders in communication, development and innovation
• Consults with industry to identify and align teaching and curriculum with desired graduate attributes, technical skills and knowledge

• 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

• Systematic participation in teaching related professional development activities
• Successful completion of Foundation of University Teaching program (or equivalent)
• Completion of HDR supervision training
• Undertaking a Grad Cert in Teaching
• Membership of disciplinary teaching network (internal, eg T & L network, external eg, HERDSA, OLT)
• Attendance, participation in teaching and learning related conferences.
• Self-evaluation leading to changes in teaching practice and student outcomes
• Student and peer feedback is used to enhance teaching practice
• For relevant items in student surveys, average or above average score for two consecutive years and in all units taught e.g.
  • The teacher demonstrates enthusiasm in teaching the unit

• 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

• Demonstrates progress towards the majority of the 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

• Demonstrates progress towards 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

• 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