| 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
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- 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
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| 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.
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- 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
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| 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.
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- 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
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| 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)
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- 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
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| 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)
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- 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
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| 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
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- 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
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| 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
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- 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
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| Criterion 6: Evaluation of practice and continuing professional development |
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| 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
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- 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
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| Criterion 7: Professional and personal effectiveness |
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| 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.
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- 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
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