Academic Promotions Annex 2
SOAS, University of London
Guidance on Teaching Evidence
To evaluate that component of a promotion case dependent on assessment of teaching
achievement, the School Promotions Panel will require evidence of the quality of achievement.
Reference to this evidence should be submitted to the School Promotion Panel in a brief form as
outlined in the Promotion Procedures and the Academic Promotion Form (APF1) available at
http://www.soas.ac.uk/hr/procedures/reward/acaprom/
The value of having this Guidance is to make academics aware of the spectrum of teaching
activities and forms of recognition that could contribute to a case for promotion.
Promotion Procedures Teaching Criteria
Academic staff may apply for promotion to Senior Lecturer, Reader or Professor and will be
expected to have successfully performed the duties outlined in their current job description (Lecturer,
Senior Lecturer/Reader) available at [Annex 1].
For purposes of promotion they will be assessed by reference to their scholarly and other
contribution to the School as evidenced by:
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Teaching: Contribution to the advancement of a particular subject area by teaching, and by
educational innovation where appropriate.
The specific criteria for Senior Lecturer, Reader and Professor are as follows:
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Senior Lecturer: A prerequisite for promotion to Senior Lecturer is academic achievement
in both research and teaching. Academic leadership and overall contribution to the work of a
department, faculty and the School, including through enterprise activity, will also be taken
into consideration.
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Reader: In considering a Lecturer or Senior Lecturer for the conferment of the title of
Reader, regard shall be made to the person’s standing and promise in the relevant subject
or profession as established by important contributions to its advancement through
publications, creative work or other appropriate forms of scholarship or performance, and
through teaching. Academic leadership and other contributions to the work of the School as
above, the University, learned societies and other relevant bodies may also be taken into
account.
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Professor: In considering a proposal for the conferment of the title of Professor regard shall
be made to the person's international standing in the relevant subject or profession as
established by outstanding contributions to its advancement through publications, creative
work, or other appropriate forms of scholarship or performance, and through academic
leadership, teaching and administration and other contributions to the work of the School as
above.
Guidance on Teaching Evidence – September 2014
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Academic Promotions Annex 2
Teaching Evidence
Teaching Evidence may vary considerably from teacher to teacher and discipline to discipline.
Nevertheless, there can be defined a short list of categories in which evidence could be required in
a situation where assessment of performance is the issue. Such a list might look like: 1. Contributions to teaching and learning
2. Outcomes
3. Recognition
Within these categories, there are many possible forms of evidence to attest to the excellence of
teaching performance and academics will no doubt be creative in providing them. Obviously, the
emphasis throughout should be on quality.
A claim to performance at each level should be supported by reliable evidence and must include: 
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student or alumni feedback on teaching;
testimonials from external clients;
and may include any of the following: 
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data on completion rates and students' progression and attainment;
evidence of a successful programme of continuing professional development, including the
Academic Practice programme.
The following is a list of examples within each of the above categories. It is completely open-ended,
non-prescriptive and non-prioritised. It is given solely to stimulate creativity in providing evidence of
achievement in teaching.
1
Contributions to teaching and learning
a)
Courses taught (undergraduate or postgraduate)
(i)
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Title, level and nominal contact hours
Average student numbers
Years taught
Course text (if any)
Lecture, fieldwork, seminar, other
Project, essays or dissertation required
(ii)
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(b)
Course details:
Documentation produced for students:
Course aims and objectives
Supplementary material
Coursework definition (e.g. problem papers, essay topics, etc.)
Written examination papers, or other assessment papers
General contributions
(i)
Innovation
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Academic Promotions Annex 2
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In curriculum and/or course development
In use of special teaching methods and/or special learning resources
In assessment methodology
(ii)
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Account of times teaching observed by peers and of peer observations done
Account of quality assessment observations by external agencies
Record of courses and conferences attended
Involvement with teaching support activities
Service as a teacher or facilitator in the local community
Self-assessment of teaching performance
(iii)
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2
Self-improvement
Teaching and learning research and development
Involvement with local, national or international activity
Research and development publications in the area of teaching and learning conference
presentations
Production of teaching materials, e.g. video tapes, learning packages
Publication of textbooks
Outcomes
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3
Results from formal student evaluation questionnaires
Results of student examinations or other assessments
Products of student learning (publications, exhibitions, projects, etc.)
Student progress (to advanced cognate courses, higher degrees)
Recognition
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Appointment as convenor of course or programme
Accreditation of courses by professional bodies
Departmental leadership in teaching
Membership of Faculty Teaching Committee or equivalent
Receipt of awards for teaching
Professional teaching qualifications achieved
Provision of courses on teaching
Providing mentorship to colleagues
Acting as a Visiting Examiner at other Institutions
Solicited authorship of texts or sections of text
Editorship or referee for journals in area of teaching
Fellowship of, and/or offices of responsibility in, relevant professional bodies
Involvement with external quality audit or assessment
Service as an advisor on teaching and learning in the local community
Unsolicited written evidence (e.g. published reviews of textbooks)
Documented opinion (e.g. published reviews)
Relevant extracts from minutes of committees and/or working groups
Receipt of grants for aspects of teaching and learning development
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