• Leadership role and impact in curriculum design and review, planning and/or development at a (inter) national level
• Significant curriculum or disciplinary contribution through published student learning materials/textbooks
• Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum

• 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

• Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, or (inter)national level
• Leadership in academic practice in the university, discipline or (inter)nationally
• Establishes effective organisational policies/strategies that promote and support others to deliver high quality teaching and support student learning (e.g. through mentoring/ coaching)

• 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

• Establishes effective organisational policies and/or strategies in the support, supervision and management of assessment, standards and feedback for students
• Successful leadership/ mentoring of individuals and/or teams leading to enhanced assessment, standards and moderation

• 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

• Leads effective organisational policies and/or strategies for supporting students and developing engaging learning environments
• Successful mentoring of individuals and/or teams to support student diversity, student transition and learning communities

• 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

• A sustained and successful contribution to the research and/or literature on scholarly practice and theory in teaching
• Successful mentoring of others (individuals and/or teams) in the scholarship of teaching and learning
• (Inter)national peer recognition of contribution to scholarship of teaching and learning in discipline, sector, or institution
• Authorship/co-authorship and systematic publication relevant to 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

• Establishes effective organisational policies and/or strategies in curriculum development using current discipline based research
• Leadership in the development of curriculum/discipline within the relevant discipline at university and/or (inter)national level
• Membership on school/disciplinary review and advisory committees in university and sector
• Sustained leadership in initiatives involving students in pedagogically sound research programs/projects

• 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

• Establishes and maintains effective organisational policies and/or strategies on integrating work-based practice
• Sustained leadership in work-based, professional practice at discipline and /or (inter)national level
• Sustained industry/ professional peer recognition

• 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

• Sustained and successful commitment to and engagement in continuing professional development related to academic, institutional and/or other professional practice at (inter)national level
• Contributes to and/or leads professional development courses
• Establishing effective organisational policies and/or strategies in supporting and promoting others (e.g. through mentoring, coaching) in evaluation of teaching
• National impact and peer recognition

• 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

• Meets the requirements for Level D and
• Demonstrates further professional qualities such as:
  • Proactive sustained leadership and contribution to the development of professional qualities at the university, sector/disciplinary and/or (inter)national
  • Building and sustaining collaborative relationships and working proactively to create and develop capacity of a range of stakeholders

Personal qualities

• Meets the requirements for Level D and
• Demonstrates further personal qualities such as:
  • Building and sustaining proactive and effective collaborative relationships and working proactively to create and develop capacity of a range of stakeholders

• 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