Criterion 4

Indicative standards by criteria

Criterion 4 | Developing effective environments, student support and guidance

To demonstrate this criterion you should provide evidence of good practice in activities related to the creation of an engaging learning environment for students, including; supporting transition, and the development of learning communities and strategies that account for and encourage student equity and diversity. Good practice may be demonstrated across any or all of the full range of teaching contexts. Where possible you should demonstrate how you have shown leadership or influenced others.

Good practice in relation to this criterion might include demonstration of:
• Availability for consultation
• How you link students to appropriate support and services
• How you encourage students to support and engage with each other
• How you building communities in the unit/course or discipline
• How you respect and require students to demonstrate respect for others
• How you support students with diverse backgrounds and perspectives
• Innovation in supporting students and creating supporting or engaging learning environments

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 framework organised by criteria as a pdf or modifiable word document.

Criterion 4: Developing effective environments, student support and guidance
Activities related to the creation of an engaging learning environment for students. Including; supporting transition, the development of learning communities and strategies that account for and encourage equity and diversity
Lecturer (A)	Lecturer (B)	Senior Lecturer (C)	Associate Professor (D)	Professor (E)
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 e.g. • The teacher treats me with respect • The teacher is available for consultation (e.g. email, online, face-to-face or telephone)	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	Meets the requirements for Level B and Serves as a student advisor Demonstrates effective practice in developing learning communities Initiative or innovation in supporting students and the creation of engaging learning environments Demonstrates understanding and effective practice (in curriculum and teaching) in embedding principles of cultural diversity, equality, indigenous culture and traditions, support for students with special needs, and support for students in transition (e.g. 1st year, postgrad)	Meets the requirements for Level C and Initiative or innovation in supporting students and the creation of engaging learning environments Leadership role in promoting effective practices (in curriculum and teaching) that embed principles of cultural diversity, equality, indigenous culture and traditions, support for students with special needs, and support for students in transition (e.g. 1st year, postgrad)	Meets the requirements for Level D and 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
Indicative evidence
 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