SUPPORTING DOCUMENTS FOR THE
PROMOTIONS PROCESS FOR TEACHING FELLOWS,
SENIOR TEACHING FELLOWS AND PRINCIPAL
TEACHING FELLOWS
June 2014
A.
Notes of Guidance on the approved style for
the Curriculum Vitae
B.
Teaching Profile Preparation Guidance
Notes: Claiming Teaching Excellence
A.
NOTES OF GUIDANCE ON THE CURRICULUM VITAE
The following Notes are intended to help members of staff in submitting their Curriculum Vitae to
the Academic Staff Committee/Vice-Chancellor’s Advisory Group on Personal Promotions. The
recommended format of the CV is as follows:
PERSONAL DETAILS
Full Name and Title:
Department:
Title of current appointment:
Education/Qualifications:
[Details of degrees, diplomas and other qualifications and
where and when obtained.]
Appointments held:
[A complete account of all previous professional
appointments held, with dates and in chronological order.]
Membership of learned or professional societies:
TEACHING
Departmental Duties:
[Paragraph for Guidance only – to be removed on final version of CV.
List the lecture courses, laboratory exercises, tutorials, field courses etc. for which you were
responsible during the last academic year (or previous year if on Leave). Present the information
in a table as follows. If you do not regard this as a normal teaching year, indicate in which
respects it is different.]
Length of Course
(Contact hours)
Number of Students
(approx)
ug
pg
Lecture Courses
Tutorials/Seminars etc.
Taught Masters Classes
TOTAL
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Research Supervision:
[Paragraph for Guidance only – to be removed on final version of CV.
Only the number of research students and successful and unsuccessful theses need be given.
Please tabulate by year of initial registration, indicating year of submission as follows:]
Current Research (MPhil/PhD) Students
Individual
(unnamed)
Start Date
Qualification
aimed for
Anticipated
Completion Date
Individual/Joint
Supervisor
A
B
C
.
.
Oct 20xx
PhD/Mphil
September 20yy
Joint
Number of successful research students since 20zz:
Number of unsuccessful research students since 20zz:
Other Teaching:
[Paragraph for Guidance only – to be removed on final version of CV.
Describe briefly any teaching you may do in other departments or outside this University (e.g.
access courses, open studies, continuing education etc). External examining of taught courses
elsewhere may be included.]
RESEARCH
Publications:
[Paragraphs for Guidance only – to be removed on final version of CV.
The publication list should indicate date, title, name of publisher, name of journal, names of
co-authors, and order of authorship and LENGTH IN TERMS OF NUMBER OF PAGES. For
publications in journals, please give the initial and final page numbers (e.g. pp 315-325) and,
where appropriate, state whether these are refereed journals. In the case of books, state the
actual number of pages.
State the nature of the publications: eg. books (monograph, co-authored, co-edited, chapters);
articles; review articles; commissioned reports; conference proceedings; book reviews. A note of
work in ‘other media’ such as non-text based materials, film, databases, software etc., may be
included where appropriate.
Future publications and work in progress may be included, but please indicate whether or not the
work has been accepted for publication; if it has, please give date and name of publisher/journal.
In all relevant cases co-authorship must be acknowledged and an indication given of the
proportion of your contribution. The Academic Staff Committee asks for this information
in order to assess how major an individual’s contribution is to a multi-authored
publication. They are looking for overall contribution, so take into account who had the
original idea, who did the necessary fieldwork/lab research/data gathering etc., who did
the data analysis and who wrote and edited the publication. It is appreciated that it is
difficult to assess percentages in this way, but it gives the Committee an approximate idea
about the input into a publication. It may be helpful to indicate how you have identified the
contribution.
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Please asterisk publications that are seen as being of particular significance and indicate
why they are significant in a brief statement.]
Research Grants and Contracts:
Please indicate whether you are the Principal Investigator. If you are not the PI, please state
his/her name as well as the name of the Institution where the grant is held.
Present the information in a table as follows:
No.
Date
Awarded
Project
Title/Details
Duration of Award
Funding Body
Involvement
PI?
Names of
Other Holders
Total
Awarded
Total to
University if
amount split
1
2
3
4
5
Number of postdocs:
ADMINISTRATION AND OTHER SERVICE
Administration and Contributions to the University and its development:
[Examples for guidance only – to be removed on final version of CV.
 responsibility for a specific area of activity within a Department (e.g. admissions,
examinations, timetabling, Library provision, schools liaison etc);

service at University level, e.g. membership or chairmanship of University committees,
provision of student counselling or other support services;

representing the University on external bodies;

generating and managing within or between departments initiatives which contribute to the
development of the University.]
NATIONAL AND INTERNATIONAL RECOGNITION
[Examples for guidance only – to be removed on final version of CV.
Prizes, invitations to address conferences or learned societies, external examinations of higher
degrees, membership of a Government commission or board of trustees etc.
Date Curriculum Vitae Prepared:
CV/notes/June 2014
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B.
University of Warwick
Teaching profile preparation
Guidance notes
Claiming teaching excellence
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Claiming Teaching Excellence
Contents
(a)
Introduction
(b)
What is being assessed
(c)
Principles
(d)
Sources of evidence
(e)
Selecting evidence
(f)
Organising the profile
(g)
The Role of the Head of Department
Attached for completion:
 a blank cover sheet
 a supporting statement pro forma
 a profile evidence table pro forma
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(a)
Introduction
This document provides guidance on ways of presenting evidence of teaching
excellence through the production of a teaching profile. The opening section offers
general guidance. Later sections contain more specific guidance for particular cases.
(b)
What is being assessed
When teaching capability is to be evaluated a number of variables have to be taken into
account. First of all, the range of disciplines in a university means that teaching takes
many forms, and may look very different from one department to another. Secondly, one
might expect teaching approaches to vary across the range from first year undergraduate
to taught postgraduate teaching and supervision. Thirdly, the academic teaching role
may well change in nature as a member of staff gains greater experience and seniority. In
particular, the emphasis may change from classroom performance and module design in
the early stages of an academic career, to course management and design, supporting
the development of others and a national and perhaps international role later on.
Teaching should be interpreted very broadly. It may include work outside the University,
in schools, further education colleges, or teaching companies, for example, or in
continuing education, including the updating of the skills of professional staff, both within
and outside the University) or other teaching offered to the wider community.
The important issue is not just the quality of presentation in teaching sessions, but the
quality of the contribution made to students’ learning. Therefore many supporting
activities, including scholarship and the preparation of teaching materials are regarded as
a part of teaching.
(c)
Principles
(i)
The guidance notes below concentrate on the kind of evidence needed to
demonstrate excellence in teaching. The assumptions underlying the guidance are:
1.
Quality of evidence should be broadly comparable with that in a case using
evidence about research. This means that the evidence should be reliable,
open to scrutiny, and should provide a relatively objective basis upon which
a judgement can be made;
2.
The evidence must emphasise excellence, rather than simply competence,
and should therefore be highly selective rather than comprehensive.
3.
The evidence should illustrate that excellence in teaching has been
demonstrated consistently over a sustained period.
4.
It is the responsibility of the person whose capability is being evaluated to
provide evidence in the prescribed form;
5.
It is the responsibility of the evaluator to make a judgement and to
communicate the result of that judgement, and the reasoning leading to it,
to the person being evaluated;
6.
The method of evaluating evidence must be valid and reliable;
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7.
Practical performance is a necessary but not sufficient proof of capability at
any level. University teachers must also be able to reflect on their own
practice in order to evaluate and to improve it;
8.
Since the purpose of teaching is to facilitate students’ learning, evaluation
of teaching should focus wherever possible on the impact of aspects of
practice on students’ learning.
(ii)
“Teaching” is to be interpreted broadly. A conception of teaching is assumed that
is significantly more broad than instructional performance in lectures, seminars and
tutorials. The important issue is not just the quality of the presentation in teaching
sessions (eg. the use of audio-visual aids and educational technology, entertaining
style etc) but the quality of the contribution to the process of the students’
education.
(iii)
The following are examples of the areas of work which may be taken into account
when considering claims for acknowledged excellence in teaching. The items
listed are intended simply as examples, and not to be taken as either exhaustive or
mandatory; neither are the items listed in any particular order of priority:
1.
2.
3.
4.
5.
6.
7.
8.
(d)
the range and content of courses;
the quality of the environment and support made available to students, in
terms of the quality of the actual teaching, the course content, and
preparation;
contributions to course/curriculum development and planning, including any
evidence of the incorporation of current research and scholarship;
evidence of scholarly involvement in teaching issues and pedagogy,
including participation in training courses for others;
evidence of excellence in graduate teaching;
the development of novel methods of teaching;
involvement in special teaching situations (e.g. Widening participation,
outreach/in-reach access courses, open studies, continuing education,
distance learning, teaching companies, supervision of
practical
experience placements etc.);
evidence of an innovative attitude to teaching, and/or a willingness to adopt
a flexible approach taking account of the varying demands made upon, and
needs of, the department.
Sources of evidence
Evidence is likely to be drawn from the following:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
external reviews of teaching quality, such as external examiners’ reports, internal
reviews, notes of observation of teaching by appropriate colleagues, performance
of a formal programme of training in University teaching (such as the Postgraduate
Certificate in Academic and Professional Practice);
“objective” data (eg completion rates of research students, student ratings and
option choices);
outcomes of participation in professional updating in relation to teaching, including
course, conferences;
outcomes of participation in educational development projects, whether funded
within the University or funded externally or unfunded;
development of significant new approaches to teaching and / or teaching materials;
development of new courses and/or review and adaptation of existing provision
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(vii)
(e)
participation in quality assurance and enhancement of teaching, either internally;
through a departmental teaching committee or role in relation to teaching, or
externally through external examining or other function.
Selecting evidence
All claims should be supported by the best available evidence. This should be sought
from a number of valid and reliable sources, to ensure that the overall picture is as
“objective” as possible. Evidence should also be highly selective, and presented in
summarised form where appropriate.
What is important is not only a series of achievements, but a sense of coherent and
considered progression over time, and of choices made. This is most effectively presented
through careful selection of materials, together with an overall analytical statement about
aims and approaches.
(f)
Organising the profile
A profile will in all cases consist of:
(i)
(ii)
(iii)
(iv)
(g)
a supporting statement [maximum 2,000 words], setting out the context for
teaching, explaining and reflecting upon the significance of the materials presented
and justifying the claim that is being made;
demonstration of the impact of practice on student learning/the student experience.
a list of the criteria that relate to the relevant level, with the title / location of the
relevant evidence listed, so that an evaluator can readily see the significance of
each piece of evidence in relation to the criteria;
a concise body of evidence, normally not more than 10-12 items.
The role of the Head of Department
The profile should be submitted together with other documentation in the usual way, to the
Head of Department, who will make a judgement based upon it. Heads of Department
should refer to the candidate’s statement and profile in their overall supporting statement to
Academic Staff Committee/Vice-Chancellor’s Advisory Group, making reference to the
headings in the list of profile evidence.
The Committee will therefore receive:
 the Head of Department’s comment, incorporated in the supporting statement;
 the candidate’s supporting statement of his/her professional development in teaching;
 the candidate’s list of profile evidence.
A sample of profiles may be called upon should the Academic Staff Committee wish to
review the operation of the process.
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UNIVERSITY OF WARWICK
Teaching Profile – Cover Sheet
As part of a promotion claim, the attached sheets should be completed and submitted,
together with a highly selective body of evidence, demonstrating achievement in teaching.
Name:
Department:
Date:
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Achievement in teaching
Supporting Statement
Please set out the context for your teaching, explaining and reflecting upon the significance of the
materials presented and showing how you are meeting expectations of continuing professional
development.
A continuation sheet may be used but the statement should not exceed 2000
words.
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Achievement in teaching
Profile Evidence
Please list the evidence you are proposing and its location, against each of the criteria relevant to
the claim. Evidence should normally be offered against most of the criteria. The entry under
Location of Evidence is simply to guide the reviewer of the profile and should be extremely brief.
You are advised to use a simple indexing system, using letters to denote items of evidence and
page numbering where appropriate.
Criteria
Name and location of
evidence
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