Further Information on revisions to Teaching Criteria and Evidence
The University is committed to recognising and rewarding teaching excellence. As part of this
commitment, the criteria for teaching promotions have been redesigned. This document outlines the
changes to the teaching promotions criteria to enable staff to engage more readily with an evidence
base to inform their application for and judgements on teaching promotions.
The redesigned criteria aim to:
•
Be transparent, fair, and evidence based
•
Enable consistent informed decision making
•
Be flexible enough to reflect the evolving responses to the student experience from the
University, Faculties and Departments
•
Support the continuing development of teaching practice to create a learning environment
that inspires and challenges students
•
Where appropriate support colleagues in developing their practice to meet the required
standard
The promotions criteria have been aligned with the UK Professional Standards Framework for
teaching and supporting learning (UKPSF) (Appendix 1). The UKPSF is a nationally agreed
framework that provides a description of the main dimensions of the roles of teaching and supporting
learning within the HE environment. It is written from the perspective of the practitioner and outlines a
national Framework for comprehensively recognising and benchmarking teaching and learning
support roles within Higher Education.
The UKPSF is designed to encompass all elements of teaching and the support of learning, both in
terms of direct classroom activities as well as those activities that take place beyond the classroom
and the institution. As such outreach and Widening Participation activities are encompassed within
the framework.
The newly designed promotions criteria are aligned with the institutional Continuing Professional
Development (CPD) Framework for Teaching and the Support of Learning which addresses the
requirements of the UKPSF and is accredited with the Higher Education Academy. This enables staff
with teaching responsibility to more readily engage with professional development activities to
enhance their practice and to provide further opportunities for evidencing teaching excellence for
promotion. To further facilitate this, an allowance of one day a year will be built in to the work load
model to enable professional development activities that are dedicated to teaching and learning.
LDC will provide support and training in engaging with the UKPSF and the promotions criteria to panel
members and more generally to staff with teaching responsibility through the CPD framework.
The UKPSF has two components:
The Descriptors:
These are a set of statements outlining the key characteristics of someone performing at one of four
broad categories of typical teaching and learning support roles within Higher Education. (See
Appendix 1)
The Dimensions of Practice
These are a set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE
Core Knowledge that is needed to carry out those activities at the appropriate level
Professional Values that someone performing these activities should embrace and exemplify
Areas of Activity
A1. Design and plan learning
activities within the
institution or through
WP/outreach and/or
programmes of study
A2. Teach and/or support
learning within the institution
or as part of WP/outreach
A3. Assess and give feedback
to learners/aid learners in
their development
A4. Developing effective
learning environments and
approaches to
student/prospective student
support and guidance
A5. Engage in continuing
professional development 1in
subjects/disciplines and their
pedagogy2, incorporating
research, and/or scholarship
and the evaluation of
professional practices
Core Knowledge
K1. The subject material
K2. Appropriate methods for
teaching and learning in the
subject area and at the level
of the academic programme
K3. How students learn, both
generally and within their
subject/disciplinary area(s)
K4. The use and value of
appropriate learning
technologies
K5. Methods for evaluating
the effectiveness of teaching
K6. The implications of
quality assurance and quality
enhancement for academic
and professional practice with
a particular focus on teaching
Professional Values
V1. Respect individual learners
and diverse learning
communities
V2. Promote participation in
higher education and equality of
opportunity for learners
V3. Use evidence-informed
approaches and the outcomes
from research, scholarship and
continuing professional
development
V4. Acknowledge the wider
context in which higher
education operates recognising
the implications for professional
practice.
A6.3 Teaching related
Administration is
competently handled
1
The framework recognises the diverse approaches to professional development and the development of
effective approaches to enhance the student experience.
2
Pedagogy encompasses the theory, practice and skills associated with teaching and learning.
3
A6 is specific to the University of Warwick
The UKPSF descriptors and areas of activity provide a framework by which those seeking promotion
can evidence their practice at the appropriate level.
The framework is designed to be progressive and cumulative. In progressing through the framework
there is an expectation that teaching (or the support of learning) at all levels should be excellent.
The span of activities will differ significantly at each level, for example there will be considerably more
strategic activities associated with FA8 then with FA6 which will predominantly focus on direct
teaching activities.
To ensure the promotions panel has sufficient information to make an informed decision, it is
important to provide evidence from a range of sources (See evidence table attached for indicative
evidence). In providing evidence for promotion, a key element will be direct observation from
colleagues in the institution, this may be part of the institutional, or departmental observations
schemes and will include at least one observation from the Learning Development Centre. In this
instance observations can address any of the areas of activity.
Criteria for promotion for Teaching Fellows
Teaching Fellow (level 6)
Senior Teaching Fellow (level 7)
Principal Teaching Fellow (Level 8)
Demonstrates a broad understanding of effective
approaches to teaching and learning support as key
contributions to high quality student learning.
Demonstrates a thorough understanding of effective
approaches to teaching and learning support as a key
contribution to high quality student learning,
demonstrable competence in teaching-related
administration and management.
(Promotion to Senior Teaching fellow encompasses
evidence at level 6 for direct teaching
responsibilities)
Demonstrates active commitment to and championing
of all dimensions of teaching and learning, through work
with students and or staff, and in institutional
developments
Individuals should be able to provide evidence of:

Successful engagement across all six Areas of
Activity (A1-A6), Teaching performance is
demonstrably high quality and has led to
effective student learning,
Individuals should be able to provide evidence of:

Successful engagement across all six Areas of
Activity (A1-A6), that demonstrates impact
beyond own teaching practice and demonstrates
leadership in learning and teaching at a
departmental level which contributes to improving
the quality of teaching within the department.
Value of the teaching may be recognised beyond
the University.

Appropriate subject knowledge and
understanding

Successful engagement in continuing
professional development in relation to
teaching, learning, assessment and, where
appropriate, related professional practices

Successful incorporation of subject and
pedagogic research and/or scholarship within
the above activities, as part of an integrated
approach to academic practice
Successful incorporation of subject and
pedagogic research and/or scholarship that not
only improves own professional practice but
contributes to teaching and learning practices
within the department.

Successful engagement in both colleagues and
own continuing professional development in
relation to teaching, learning, assessment,
scholarship and, as appropriate, related
academic or professional practices.

Successful co-ordination, support, supervision,
management and/or mentoring of others (whether
individuals and/or teams) in relation to teaching
and learning


Teaching-related administration is competently
handled.
(Promotion to Principal Teaching Fellow
encompasses evidence at level 7 for direct
teaching responsibilities)
Individuals should be able to provide evidence of:

Successful, strategic leadership to enhance
student learning, with a particular, but not
necessarily exclusive, focus on enhancing
teaching quality in institutional, and/or
(inter)national settings

Significant contributions to the establishment of
effective organisational policies and/or
strategies for supporting and promoting others
(e.g. through mentoring, coaching) in delivering
high quality teaching and support for learning

Championing, within institutional and/or wider
settings, an integrated approach to academic
practice (incorporating, for example, teaching,
learning, research, scholarship, administration
etc.)

A sustained and successful commitment to, and
engagement in, continuing professional
development related to academic, institutional
and/or other professional practices
Guidance on evidence for promotion based on teaching
Teaching Fellow (level 6)
Senior Teaching Fellow (level 7)
Principal Teaching Fellow (Level 8)
The evidence presented will usually include, but is not
The evidence presented will usually encompass evidence
of excellence at level 6 and will usually also include but is
not limited to;
 Impact and value of teaching that is recognised at
departmental level and may be recognised
institutionally/nationally.
 The development of own and others teaching
practice that is creative and adaptable to
changing circumstances and technologies, and
may be innovative.
 Significant discipline-based and pedagogic
research / scholarship that has impact at
departmental level and may have impact more
widely
 A proven ability in departmental and/or University
academic management and administration, which
would normally include module/course leadership.
The evidence presented will usually encompass
evidence of excellence at level 7 and will usually
also include but is not limited to;
 Senior or Principal Fellowship of the HEA
 Development or substantial contribution to
the development of a learning and
teaching strategy underpinned by
professional values;
 Development and implementation of
innovative teaching and learning
approaches within the institution in
response to the specific needs of the
students;
 Leading institution-wide work on quality
enhancement initiatives;
 Providing mentoring and/or coaching;
 Conducting and/or disseminating national
or international pedagogic innovation
 Impact and value of teaching that is
recognised beyond the University.
 Leadership in learning and teaching
institutionally or nationally.
 Strategic support for innovation in
teaching approaches and methods, ,
innovations in assessment methods,
innovations in technology enhanced
learning, indicating a capacity for
creativity and adaptability to changing
circumstances and technologies.
 Major contributions to other kinds of
University and related activities, in
particular to the creation and maintenance
of the intellectual, cultural and social
environment of the University and its
standing and contribution to the life of the
local, national and international
community.
limited to the following areas.
Successful engagement in appropriate teaching practices
related to the Areas of Activity that demonstrates excellence
in

stimulating students’ curiosity and interest in ways
which inspire a commitment to learning
 organising and presenting high quality resources in
accessible, coherent and imaginative ways which in
turn clearly enhance students’ learning,
 recognising and actively supporting the full diversity
of student learning needs,
 drawing upon the results of relevant research,
scholarship and professional practice in ways which
add value to teaching and students’ learning,
 engaging with own evidence base for teaching and
learning.
 specific contributions to improvements in the
student learning experience.
In some instances the demonstration of excellence in
The evidence may also include



the areas of activity may be manifested beyond the
institution through activities such as WP and Outreach,

or may be achieved in non-traditional teaching roles
such as Dean of Students

How this is evidenced may include;




Fellowship of the HEA
Direct observation of practice from within
department and from LDC
(NB, observation is not limited to classroom activity,
where appropriate can be for any area of activity)
Feedback (Student, Peer, Partner institutions, WP,
outreach partners)
Innovations in assessment methods

Senior Fellowship of the HEA
Leadership in learning and teaching at a
departmental level.
A contribution to the development and
maintenance of teaching quality within and
beyond the University.
Major contributions to widening participation
activities, which could include outreach and
inreach activities, identifying potential applicants
from diverse backgrounds and building local
partnerships.
Major contributions to student experience
activities, which could include implementing
feedback mechanisms, innovations in assessment
methods, innovations in technology enhanced
learning, developing employability skills, including
links with providers and placements, alumni
relations work and increasing welfare support.
Engagement with/delivery on the University’s
Continuing Professional Development Framework
for Teaching



Innovations in technology enhanced learning
WATE/WATE PGR, Departmental teaching awards
Annual Review


On-going professional development and scholarship.

It is recognised that there is a diverse approach to
professional development across the institution. The
evidence presented should demonstrate how engaging in
professional development activities have enhanced
expertise and professional practice in teaching and learning
support.
How this is evidenced may include, but is not limited to;








Engagement with the University’s Continuing
Professional Development Framework for Teaching
Attendance at external conferences (Discipline and
or pedagogic)
Attendance at the University’s teaching and learning
showcases (in some instances this may be as a
presenter)
Attendance at Faculty/departmental/group Teaching
and learning events (for example Faculty T&L fora)
Involvement in teaching observations
Formal courses such as PCAPP, PGA TEL,
Annual Review
Widening participation / outreach activities



Attendance/presenting at external conferences
(Discipline and or pedagogic)
Attendance at the University’s teaching and
learning showcases (in some instances this may
be as a presenter)
Attendance at or a leadership role in
Faculty/departmental/group Teaching and
learning events (for example Faculty T&L fora)
Involvement in teaching observations
Formal courses such as PCAPP, PGA TEL,
Annual Review
Appendix 1: The UK Professional Standards Framework (UKPSF)