Project METIS: Teaching Domain Criteria, Effective Practice and Indicative Evidence 18-4-17

Project METIS: Teaching Domain Criteria, effective practice and indicative evidence 18-4-17

RMIT Teaching Domain

Overview

For the purposes of academic promotion at RMIT, the Teaching Domain encompasses all aspects of academic practice that facilitate student learning and contribute to the quality of the student experience. Teaching at RMIT is underpinned by scholarly practice and engagement in the Scholarship of Teaching and Learning to improve the effectiveness of learning design, delivery, assessment and evaluation.

The Teaching Domain comprises four criteria:

1. Teaching, assessment and feedback
2. Student support and develop
3. Scholarly teaching and the Scholarship of Teaching and Learning (SOTL)
4. Design and development of learning and assessment

These criteria are summarised below, and aligned to Academic Levels A – E on the tables following.

Each of the three criteria specify outputs or practices relevant to each of the five academic levels A-E. Applicants need to use indicative evidence to demonstrate the quality and impact of their outputs/practices. To demonstrate your performance against any of these three criteria you do not need to show achievement against all or even most of the outputs/practices at the level to which you are applying to be promoted. You need to make a case of achievement at this level based on your own academic role and in relation to your opportunity[1]. This will involve:

1. Building a profile on the basis of evidence, including input from peers, supervisors, academic leaders and other sources, that best highlights their achievements in the context of your discipline, stage of career, academic level and role requirements;
2. Explaining how your evidence demonstrates achievements against criteria standards.
3. Demonstrating a sustained and/or improving record of achievement

To apply for promotion in the teaching domain, an applicant must demonstrate both achievement against the level to which you are applying and the threshold criterion ‘Teaching, assessment and feedback’.

Applications for promotion above level B need to demonstrate leadership.

Research related to learning and teaching research may be captured under either the Teaching Domain or the Research Domain. When the same evidence is relevant to more than domain, the evidence should be cross-referenced, but not duplicated in an application.

The criteria are presented below in two sections:

●Section 1 aligns criteria practices to each of the academic levels A – E

●Section 2 provides a list of indicative evidence that can be used as a demonstration of effectiveness and impact for each of the criteria.

SECTION 1: Criterion practices aligned to academic levels

Practices/outputs for each criteria
It is not necessary to demonstrate every practice/output within an academic level

Academic Level A

Teaching, assessment and feedback
●Student centred approach to teaching and assessment.
●Demonstrates an understanding of specific aspects of effective teaching and assessment methods.
●Peer review of classroom teaching by colleague.
●Supports students to develop and demonstrate the intended learning outcomes
●Provision of timely feedback to students
Student support, guidance and development
●Ensures students have access to information and support to navigate their way through their course.
●Is regularly available for individual student consultation.
●Encourages students to seek support.
●Directs students to appropriate support and services.
●Monitors student progress and supports students experiencing difficulties
Scholarly teaching
●Uses learning activities that enhance student engagement in learning.
●Uses authentic case studies, and other forms of industry knowledge and practice to support student engagement with the world of work and enhance their understanding of ways in which disciplinary knowledge is applied in work organisation and practice.
●Engages in professional development related to teaching and learning.
●Reviews teaching materials and learning plans to demonstrate engagement with the teaching/research nexus.
Design and development of learning and assessment
●Demonstrate sound knowledge of course content
●Work with course coordinator and team to:
−Plan learning activities relevant to the student cohort;
−Prepare course information for students;
−Prepare assessment activities
−Plan processes to collect student feedback
−Revise and improve course materials and assessment

Academic Level B

Teaching, assessment and feedback
●Student centred approach to teaching and assessment.
●A range of teaching is undertaken (i.e. at different levels and modes
●Effective collaborative teaching approaches
●Design of a variety of assessment tasks to meet the intended learning outcomes.
●Clear communication to students of assessment criteria aligned to course learning outcomes
●Provides students with timely formative feedback
●Innovation in assessment.
●Regular peer review of various dimensions of teaching by a colleague
●Evidence of innovation/ creativity in teaching
●Quality of student learning and assessment outcomes is monitored
Effective supervision of honours/ postgraduate students to completion.
Student support, guidance and development
●Supports student wellbeing through creation of classroom, online and work-based learning environments that practice respect and encourage positive student relationships.
●Regularly consults with students, and as appropriate directs students to appropriate support and services.
●Follows up with students to assess whether supports have been met.
●Refers students to advisors.
●Demonstrates respect and requires students to demonstrate respect for others.
●Innovation in the design and implementation of approaches to student support and engagement
Scholarly teaching
●Applies reflection on own teaching practice to improve the quality of the student experience and learning outcomes.
●Develops learning activities and course work that supports student engagement in research, and student understanding of the research culture and research skills of the discipline.
●Engages students in self-reflection on their learning.
●Reviews learning content and teaching materials to demonstrate engagement with the teaching/research.
●Participates in professional development in scholarly teaching.
●Contributes to course and program level presentations or workshops on teaching and learning.
●Consults with industry to identify and align teaching and curriculum with desired graduate attributes, technical skills and knowledge.
Design and development of learning and assessment
●Demonstrate deep knowledge of the discipline area
●Work with course team to develop course information, learning and assessment activities and student learning support strategies.
●Use learning technologies to enhance student learning experience and offer flexibility in modes of student engagement
●Effective support for teaching team members.
Support peers to develop innovative learning approaches

Academic level C

Teaching, assessment and feedback
●Quality of student learning is systematically monitored
●Successful teaching techniques are adopted by peers.
●Innovation and creativity in teaching
●Peer recognition of quality of teaching e.g. invitations to teach in other units/ courses/universities or nomination for a teaching award
●Leadership and innovation in teaching practices is recognised at a university, disciplinary or national level
●Leadership in supporting colleagues’ in their teaching through peer support and review
●Innovation in assessment and leadership in the moderation, planning and delivery of course assessment.
●Monitors and changes assessment practices to improve student learning outcomes.
●Monitors the quality of student learning outcomes (including English language proficiency)
●Assessment and grading of postgraduate theses and projects.
●Effective supervision of postgraduate students to completion
Student support, guidance and development
●Uses comprehensive knowledge of institutional services and personnel to design course and program support strategies.
●Serves as a student advisor at course/program level.
●Demonstrates effectiveness in embedding the principles of cultural diversity and equity, and indigenous culture and traditions into practice at a program level to support all students and especially those with special needs.
●Develops strategies to support students in transition to further study.
Scholarly teaching
●Contribution to professional development and/or disciplinary engagement in scholarly teaching as an individual or team member.
●Peer recognition at school level for contributions to scholarly teaching practice
●Invitations to contribute to disciplinary teaching in other courses/programs
●Involvement in and leadership of committees within university
●Coordination of higher degree programs
●Initiatives involving students in pedagogically sound research programs or projects.
●Coordinates work-based learning activities at a course level
●Participates in the development of work-based activities with clear educational expectations, and effective induction and preparation of students prior to their work-based experience.
●Integration of industry knowledge and practices into teaching and learning.
●Systematic monitoring, evaluation and improvements in industry engagement for students and/or industry partnerships in teaching.
●Innovation in practice and assessment related to WIL e.g. use of technology to enhance placements
Design and development of learning and assessment
●Leads course team to develop course information, learning and assessment activities and student learning support strategies.
●Demonstrates innovation in the design and development of learning and assessment in multiple modes
●Demonstrates innovation in the use of learning technologies
●Leads and manages program and course design and development.
●Coordinates the work of teaching teams
●Leads program/project teams in working with teachers of VE and associate degree qualifications to design learning pathways
Development of significant curriculum materials and teaching approaches.

Academic level D

Teaching, assessment and feedback
●Peer recognition of quality teaching e.g. invitations to teach at other universities or awarded a faculty and/or university teaching award.
●Evidence of systematic and integrated development of teaching practices informed by scholarship/research
●Leadership and innovation in teaching practices is recognised at a university, disciplinary or national level
●Leadership in supporting colleagues’ in their teaching through peer support and review
●Provides leadership in the moderation, planning and delivery of course and degree assessment
●Successful coordination, support, supervision and management of assessment, standards and feedback to students
●Successful engagement and demonstration of appropriate knowledge of effective assessment practices
●Assessment and grading of postgraduate theses and projects
Student support, guidance and development
●Shows initiative and innovation in leading the design and management of supportive learning environments at a whole of program and school level.
●Plays a leadership role in promoting and modelling ways of embedding the principles of cultural diversity and equity, and indigenous culture and traditions into practice at a program level to support all students and especially those with special needs
●Leads and facilitates the work of teaching teams in promoting and supporting students in transition into the tertiary environment, from VE to HE and undergraduate to graduate studies.
Scholarship of teaching and learning
●Engages in teaching and learning scholarship that demonstrates research-informed and/or contemporary teaching within or across disciplines.
●Successful application for awards, grants or competitive funding related to teaching and learning (as an individual or team member/leader).
●Peer recognition at (inter) national level detailing contribution to scholarly teaching practice
●Mentors and supports junior colleagues in teaching and learning scholarship
●Authorship/co-authorship and systematic publication relevant to teaching and learning
●Coordination of higher degree programs
●Leadership within the discipline, in the development of curriculum that incorporates or engages students in disciplinary research
●Leads the development of work-based activities with clear educational expectations, and effective induction and preparation of students prior to their work-based experience.
●Supports industry partners involved in work based practice and supervision of students including familiarising industry partners/supervisory staff with students’ prior learning and induction for industry partner staff.
●Invitations to contribute to disciplinary teaching in other units/courses or universities
●Leadership role/involvement in committees within university, nationally and internationally
●Initiatives involving students in research programs/projects
●Industry/ professional peer recognition
●Sustained innovation in practice and assessment related to WIL
Establishes effective organisational policies and/or integrating work-based practice
Design and development of learning and assessment
●Demonstrates leadership in effective curriculum development at a program level
●Contribution to the teaching or curriculum and/or discipline at a national level
●External expert peer review of program design and curriculum materials
●Participates in national projects to design innovative curriculum and pedagogy
●Recognition by disciplinary peers and learning and teaching quality agencies

Academic level E

Teaching, assessment and feedback
●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)
●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
Student support, guidance and development
●Leads effective organisational policies and/or strategies to promote student wellbeing and engagement.
●Successful mentoring of individuals and teams to support student diversity, student transition and learning communities.
Scholarship of teaching and learning
●Leadership and contribution at (inter)national level in professional development or disciplinary engagement in the scholarship of teaching and learning.
●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.
●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
●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
Design and development of learning and assessment
●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

Indicative evidence for criterion 1: Teaching, assessment and feedback

Indicative evidence of effectiveness and impact. It is not necessary to demonstrate all or even most of this evidence. You may choose other evidence if useful.
●Demonstration of use of a range of teaching approaches that enhance student learning and management of own learning.
●Course outline showing how assessment tasks and marking criteria support achievement of learning outcomes.
●Extracts from two or more courses showing variety of learning approaches and assessment tasks
●Samples of student work that demonstrate the standards of student learning.
●Student surveys and feedback to students on response/outcomes
●Feedback from program manager/course coordinator as part of workplanning process, on assessment tasks and student outcomes.
●Examples of innovative learning and assessment tasks
●Student feedback from focus groups
●Feedback from course coordinator on assessment tasks and student outcomes.
●Feedback on role in supporting and implementing moderation and standards practices.
●Peer review of teaching practice and course assessment and personal responses to the review.
●Examples of policies, practices and their implementation
●Demonstration that teaching techniques are adopted by peers.
●Recognition from university national and international peers
●Nomination for a teaching award
●Success in a university, national or discipline teaching award
●Adoption of innovation by others
●Systematic monitoring of student learning outcomes
●Use of learning analytics
●Demonstration of leadership in curriculum reform based on student and industry feedback.
●Demonstration of leadership in coordination of the design and implementation of assessment across a program.
●Demonstration of impact of innovation/initiative within university or wider
●Impact of mentoring on peers or colleagues
●Data evidencing impact of assessment innovation

Indicative evidence for criterion 2: Student support, guidance and development

Indicative evidence of effectiveness and impact. It is not necessary to demonstrate all or even most of this evidence. You may choose other evidence if useful.
●Information used to assist students to understand the structure and content of the course(s) you teach.
●Diary/report showing process and outcomes of consultation with students.
●Feedback from students
●Student survey data showing above average scores in preceding year for relevant student support items.
●Documentation showing how learning environments provide students with appropriate support and encouragement.
●Diary/report showing process and outcomes of consultation with students.
●Documentation showing systematic and effective student support strategies, and monitoring of student wellbeing and progress.
●Student survey data showing above average scores for relevant student support items for two consecutive years and in all units taught for three consecutive years and in all units taught.
●Feedback from peers and students demonstrating effectiveness of strategies and practices
●Evaluative data demonstrating effectiveness of environments and support systems and improvement strategies.
● Data and documentation showing how students in transition are supported by their program and school.
●Head of School report and/or school review data indicating how your leadership has contributed to whole of school improvements in student support and wellbeing.
●Institutional recognition for leadership role.
●Evaluative data demonstrating effectiveness of environments and support systems and improvement strategies.
● Data and documentation showing how students in transition are supported by their program and school.
●Head of School report and/or school review data indicating how your leadership has contributed to whole of school improvements in student support and wellbeing.
●Institutional recognition for leadership role.

Indicative evidence for criterion 3: Scholarly teaching, and scholarship of teaching and learning

Indicative evidence of effectiveness and impact. It is not necessary to demonstrate all or even most of this evidence. You may choose other evidence if useful.
●Course materials demonstrating incorporation of current T & L and disciplinary research and/or industry/professional case studies and experience into teaching activities
●Adoption of teaching/curriculum materials by others
●Evidence of engagement in Peer Partnerships to critically reflect on practice for the continuous improvement of teaching practice
●References and letters from peers and/or peer review reports related to teaching and curriculum materials
●Letters of support from industry and/or feedback from industry partners indicating alignment between learning outcomes and work requirements and the efficacy of courses in preparing graduates for professional practice.
●Applications for teaching grants that have a clear theoretical and scholarly basis
●Evidence of impact of projects, grants and other initiatives for the university or (inter)nationally
●Details of leadership roles, duration, achievements
●Reports, presentations and/or publications demonstrating national and international leadership.
●Details of funded projects including plans, progress and final reports and other demonstrations of outcomes and application of findings.
●Recognition as assessor or expert by TEQSA, OLT
●Receipt of prizes or awards by students supervised.
●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

Indicative evidence for criterion 4: Design and development of learning and assessment

Indicative evidence of effectiveness and impact. It is not necessary to demonstrate all or even most of this evidence. You may choose other evidence if useful.
●Course content and examples of learning and assessment activities showing evidence of the application of learning and teaching design principles.
●Report from course coordinator/disciplinary leader/program manager demonstrating effectiveness in design and development
●Engagement in Peer Partnerships to reflect on teaching practice and to support continuous improvement
●Peer review report on course materials
●Course outlines and resources showing the application of disciplinary and educational knowledge and evidence of innovation in development of learning approaches
●Documentation showing how educational and communications theories have been used to develop technology enhanced learning opportunities
●Student feedback on effectiveness of learning and assessment strategies
●Teaching team report reflecting on effectiveness of design and development processes
●Report on benchmarking with similar courses/programs at RMIT and other institutions
●Feedback from VE and HE teachers on the effectiveness of pathways initiatives
●Membership of external university disciplinary review program
●Nomination/self-nomination for a teaching award for leadership in curriculum design and development.
●Reports from nationally/internationally recognised expert in the teaching and learning in the discipline.
●Reports and other outputs from national projects
●Evidence of effective participation and contributions to leadership of national disciplinary associations and networks
●Evidence of leadership in the development of innovative curriculum and impact on practice at institutional and national levels, including published curriculum materials, text books and scholarly papers.

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