Teaching Excellence at Curtin
Introduction
The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for
reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the
student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders
in globally innovative education; provide a richly interactive and personalised learning experience and provide
opportunity for graduates, equipping them with skills for the future.
It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are
engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire.
These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition
and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide
a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is
clear and consistent with the University’s strategic goals.
The teaching excellence criteria are designed to assist individual academic staff, particularly new and early
career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting
academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and
their supervisors as a formative development tool to identify career objectives, and development needs, in
addition to forming the basis for informing promotion and awards.
Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid
definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within
Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and
General Staff Enterprise Agreement 2012-2016
Curtin’s Teaching Excellence Criteria
Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and
informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional
Standards Framework for teaching and supporting learning in higher education 2012 4, the Higher Education
Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of
criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will
‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination,
for example, presentations within the learning and teaching community, collegial mentoring, pairing and
networking, and involvement in university and higher education committees’ (Office for Learning and Teaching).
Curtin’s Teaching Excellence criteria aim to:
1.
2.
3.
4.
1
Support the initial and continuing professional learning of staff engaged in teaching and supporting
learning.
Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching
and Learning at Curtin through creativity, innovation and continuous development in diverse academic
and/or professional settings
Acknowledge the variety and quality of teaching, learning and assessment practices that support and
underpin student learning.
Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and
supporting learning.
CEAP outlines expected performance in teaching for a Teaching and Research Academic and a Teaching Focussed
Academic.
2 University Teaching Criteria and Standards Framework project
3 Office for Learning and Teaching, http://www.olt.gov.au/awards, accessed 5th April. 2013
4 UK Professional Standards Framework for teaching and supporting learning in higher education 2012
http://www.heacademy.ac.uk/UKPSF
The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and
development in teaching, learning and the broader educational context which advances and publicly provides
educational benefit to students, staff and the higher education sector.
Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by:
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Consulting and applying the literature on teaching and learning
Investigating their own teaching
Adopting innovative teaching approaches
Formally communicating their ideas and practice to peers through publication and other formal means;
and
Seeking and obtaining peer recognition for their ideas and practice.
The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the
definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland.
Scholarly teaching
Scholarly teaching in a discipline involves all of the following:
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striving for a high level of proficiency in stimulating students and fostering their learning in a variety of
appropriate ways,
being familiar with the latest ideas in one's subject,
being informed by current ideas for teaching that subject,
evaluating and reflecting on one's teaching practice and the student learning which follows.
The scholarship of teaching
The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as
excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning
processes, curricula, policies and learning materials. It meets the following additional criteria in the context of
promoting student learning:
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It requires high levels of discipline-related expertise.
It requires an understanding of who the learners are, how they learn and what practices are most
effective in the context of the discipline (pedagogical content knowledge)
It breaks new ground and is innovative
It can be replicated and elaborated
It is documented and subjected to peer review
Educational Research
Like other social science researchers, educational researchers are guided by theoretical and methodological
paradigms. A research academic in the field of education deploys theoretical perspectives to understand
educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and
cultural analysis; and empirical research on a range of areas including learning and teaching processes,
pedagogy and curriculum studies. Such research tests the assumptions and worth of theory in terms of whether
it provides adequate explanations of the data and evidence. The aim of educational research is to expand our
understanding of all aspects of education and to contribute to theoretical debates and developments in the area.
The questions addressed are broader than those focused on in the area of teaching innovation and involve
stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines,
2008)6.
5
1. Boyer, Ernest. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for
the Advancement of Teaching.
University of Queensland (2007). Report: Working Party on the Diversity of Academic Roles.
6
Research Assessment Exercise Guidelines (2008). http://www.rae.ac.uk/default.asp
Curtin Teaching and Learning (Sept 2013)
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Curtin’s Teaching Excellence Criteria
The seven criteria are:
1.
2.
3.
4.
5.
6.
7.
Design and planning of learning activities, units and courses
Teaching and supporting student learning
Assessment and giving feedback to students
Developing effective learning environments, student support and guidance
Integration of scholarship, research and professional activities with teaching and in support of student
learning
Evaluation of practice and continuing professional learning
Professional and personal effectiveness
Evidence of Teaching Excellence at Curtin
Teaching
1.
2.
3.
4.
Design and planning of learning activities, units and courses
Teaching and supporting student learning
Assessment and giving feedback to students
Developing effective learning environments, student support and guidance
eVALUate Unit Summary Report including unit coordinator response
Evidence
eVALUate Teaching Evaluation Report
Student learning outcomes: (retention and pass rates, student projects)
Formal Peer Review Report
Formal Teaching Evaluation Review – evidence of report
Report from community partners and feedback on outcomes
Faculty, University or national teaching awards
Peer recognition of quality teaching eg invitations to teach in other universities
Scholarship of teaching
5. Integration of scholarship, research and professional activities with teaching and in support of student
learning
6. Evaluation of practice and continuing professional learning
Evidence
Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP
Formal teaching qualification in higher education e.g. Grad Certificate in Teaching
Attendance at internal or external teaching-related workshops
Training and experience from the relevant industry/profession/ discipline Invitation to present, design or
evaluate a teaching and learning workshop
Peer reviewed publications / citations
University or national teaching and learning grants
Details of grants, awards (successful and unsuccessful) and outcomes
Service and Leadership in Teaching and Learning (including Community Engagement and
Professional Practice)
7. Professional and personal effectiveness
Independent reports from mentees
Evidence
Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus
Peer review of curricula as an expert
Leadership in supporting colleagues’ teaching through peer support and review.
Outcomes of committee leadership
Professional Association Awards that validate leadership and expertise in teaching and learning
External Reports from the relevant industry/profession/ discipline
Invitation to present, design or evaluate a teaching and learning workshop
Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and
learning
Membership of senior advisory groups to Government
Leadership in external professional networks / interest groups in teaching and learning
Recognition by national or international professional bodies (awards, fellowships, honorary memberships
etc)
Leadership of professional bodies
Contribution to the review and development of national and international professional practice standards
Leadership of a school, faculty, university or national teaching and learning initiative
Curtin Teaching and Learning (Sept 2013)
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Level
Dimensions of Curtin’s Teaching Excellence
Evidence of achievement
Teaching
Teach and support student learning
Design and plan for learning
Assess and give feedback to learners
Develop effective learning environments and approaches to student support and guidance
A
B
C
A developing profile in teaching and a scholarly approach to teaching as
evidenced by:
●participating in team teaching within an established program with
appropriate mentoring
●gaining experience in teaching in a variety of settings (eg small and large
group, clinical, lab, field, research supervision)
●developing skills in all aspects of teaching practice, with appropriate
mentoring, including
-curriculum design,
-development of learning materials
-analysis of learning needs of students
-identification of appropriate approaches to teaching
- moderation of assessments
-development of formative and summative assessment appropriately
linked to learning outcomes
●seeking ways to improve practice by obtaining and analysing feedback
●embedding reflective practice within all aspects of teaching.
●maintaining currency with the latest ideas in discipline
●being informed of current ideas for teaching in the discipline
A developing profile in teaching and a scholarly approach to teaching as
evidenced by:
●using the latest ideas and research in the discipline in teaching and learning
●applying current pedagogies in teaching and learning
Strong teaching practice evidenced by:
●teaching in a range of different settings (1st year to PG; large and small
group, different learning environments);
Curtin Teaching and Learning (Sept 2013)
Formal Peer review report
Evidence of reflective practice and plan for improvement
Teaching evaluation review report
Evidence of planned learning activities designed to develop the students’ learning
Sound knowledge of the unit material
eVALUate TER
80% agreement or higher for two consecutive years and in most units taught
Formal Peer review report
Evidence of reflective practice and plan for improvement
eVALUate USR with unit coordinator response and response in unit outline
Teaching evaluation review report
Evidence of well-planned learning activities designed to develop the students learning
Scholarly/informed approach to learning design
Thorough knowledge of the unit material and its contribution in the course
Effective and appropriate use of learning technologies
Evidence of effective unit coordination and management of teaching teams and impact of
mentoring on peers, colleagues
Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity)
Student learning outcomes: (retention and pass rates, student projects)
Additional evidence
Tutor feedback on preparation, organisation, mentoring support
Evidence of effective supervision of honours/postgraduate students to completion
eVALUate TER
80% agreement or higher for two consecutive years and in most units taught
eVALUate USR
80% agreement or higher for two consecutive years and in most units taught
As per level B plus:
Formal Peer review report
Evidence of reflective practice and plan for improvement
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D
E
●consistently high percentage agreement in teaching and unit evaluations;
other evidence of positive student feedback and peer review
●reflection, review and continuous improvement of curricula, teaching resources
and teaching approaches;
●application to teaching practice of new ideas in the discipline and new ideas
about teaching in the discipline
●Recognition through awards and prizes at School or Faculty level
●Mentoring and supporting the development of teaching skills in Early Career
teaching academics
A sustained record of excellence in teaching practice at all levels as
evidenced by:
●Breadth and depth of teaching portfolio,
●recognition through awards and prizes at University level and above
Mentoring and supporting the development of teaching skills in Early Career
and Mid-Career teaching staff
A distinguished record of scholarly teaching at all levels as evidenced
by:
●demonstrable impact on student learning in and attitude towards the
discipline over a sustained period
●demonstrable impact on success of graduates over a sustained period
●recognition through awards and prizes at National level
●substantial role in mentoring and supporting the development of teaching
skills of Early Career and Mid-Career teaching academics.
Teaching evaluation review report
Tutor feedback on preparation, organisation, mentoring support
Evidence of effective supervision of honours/postgraduate students to completion
Report from community partners and feedback on outcomes
Receiving a teaching award (faculty or university)
As per level C plus:
Teaching evaluation review report (External expert)
Evidence of leadership of effective curriculum development at the program level.
Evidence of contribution to the teaching or curriculum and/or discipline at the national level.
Curriculum, learning materials adopted at other universities
Receiving a teaching award including curriculum development (university or national)
Details of leadership roles and specific contribution
Feedback from staff mentored
As per level D plus:
Teaching evaluation review report (External expert)
Evidence of a leadership role and impact in curriculum design and review, planning and/or
development at the (inter) national level
Evidence of significant curriculum, disciplinary contribution through published student
learning materials, textbooks
Leadership in mentoring and supporting colleagues in planning and designing learning
activities and curriculum
Details of mentoring and leadership support of colleagues
External peer recognition and/or review on impact of curriculum, discipline, innovation
Scholarship of teaching
Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional
practice
A
B
A developing profile in the scholarship of teaching as evidenced by:
●Participation in the communication and dissemination of teaching practice
within the discipline
●Participation in research on how students learn in the discipline
●Presentations on teaching and learning at local and national conferences
A developing profile in teaching and a scholarly approach to teaching as
evidenced by:
●using the latest ideas and research in the discipline in teaching and learning
Curtin Teaching and Learning (Sept 2013)
Teaching evaluation review report
Excerpts from unit materials demonstrating incorporation of current teaching and learning
research into teaching activities
Evidence of teaching and learning scholarship in the practice of teaching and curriculum
development
Evidence of teaching materials and curricula which demonstrate engagement with the
teaching/research nexus
Evidence of self-evaluation leading to changes in practice and student learning
Evidence of professional learning
Completion of FOLT (all modules)
Completion of ALUCP (if in unit coordination role)
Evidence of attendance at internal or external teaching-related workshops
Evidence of participation in conference / forum relevant to teaching and learning
Working toward a formal teaching qualification in higher education e.g. Graduate Certificate
in Higher Education
As per level A plus:
Evidence of professional learning
Completion of ALUCP, ALCCP and/or ALFCP (according to role)
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●applying current pedagogies in teaching and learning
C
A strong record in the scholarship of teaching as evidence by:
●Demonstrated institutional impact through curriculum development at the
discipline or interdisciplinary level;
●Presentations on teaching and learning at local and national conferences
●Success in attracting funding to undertake projects related to teaching practice
in the discipline
D
An excellent record of scholarship of teaching as evidenced by:
● Demonstrated institutional impact in relation to teaching policy and
practice
●Evidence of text books or innovative teaching materials that are used
elsewhere
●Participation in international organisations related to teaching area
●A strong record of scholarly publication in major international education journals
●Invited presentations at national and international conferences
Partner and/or lead investigator on externally funded teaching and/or
curriculum projects
E
A distinguished record of scholarship of teaching as evidenced by:
●Recognition as an eminent international authority for scholarship of teaching,
as reflected in:
 high quality scholarly publications in international education journals
 invitations to present keynote addresses & workshops at relevant national
and international conferences
 Lead investigator on externally funded teaching and/or curriculum
projects
 teaching fellowships
•Evidence of text books or innovative teaching materials that are used
elsewhere
Evidence of attendance at internal or external teaching-related workshops
Contribution and systematic participation in professional learning or disciplinary engagement in
the area, scholarship of Teaching and learning
Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching
Teaching evaluation review report
Evidence application of current pedagogies in the practice of teaching and curriculum
development
Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA,
OLT)
As per level B plus:
Details of grants, awards (successful and unsuccessful) and outcomes
Teaching evaluation review report
Contribution and systematic participation in professional learning or disciplinary engagement in
teaching and learning
Peer reviewed publications in the Scholarship of Teaching and Learning (local and national
conferences)
As per level C plus:
Contributes to teaching and learning policy development and practice
Invitation to present, design or evaluate a teaching and learning workshop (evidence of
invitation)
Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a
faculty and/or University teaching award.
Leadership and innovation in teaching practices and supporting students recognised at the
university, disciplinary, national level
Leadership in supporting colleagues’ teaching through peer review and teaching evaluation
Success in a university, national, discipline teaching award
Peer reviewed journal publications in the Scholarship of Teaching and Learning
Textbook publications or innovative teaching materials used in the higher education sector
As per level D plus:
Teaching evaluation review report (External expert)
Evidence of successful, strategic leadership and innovation in enhancing quality teaching
practices and supporting student learning at the university, disciplinary, (inter) national level
Evidence of championing an integrated approach to academic practice in the university,
discipline, (inter)nationally.
Evidence of establishing effective organisational policies and/or strategies for supporting and
promoting others (eg through mentoring, coaching) in delivering high quality teaching and
support for student learning
Evidence of Keynote addresses and workshops in national and international Teaching and
Learning conferences
Peer reviewed publications in the Scholarship of Teaching and Learning - sustained
publication record in high quality international journals
Leadership in Teaching and Learning, Engagement and Professional practice
A
Demonstration of potential for leadership in teaching and learning
B
Demonstration of growing profile in service and leadership in teaching
Curtin Teaching and Learning (Sept 2013)
Teaching evaluation review report
Contribution and active participation in school teaching and learning committees
Evidence of participation in external activities relevant to the discipline/profession and
community engagement
Teaching evaluation review report
Active participation in School committees with measureable outcomes - details, role and
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and learning
C
Demonstration of effective service and leadership in teaching and
learning ●
D
A significant leadership role in teaching and learning as evidenced by:
●Leadership in curriculum development and renewal at School, Faculty and
institutional levels
●Leadership in introduction of new approaches to teaching and learning at
School, Faculty and institutional levels
●Invitations to participate in reviews of teaching and learning at other
institutions; involvement in national educational activities
●Participation in collaborative partnerships relating to teaching and learning
with other educational institutions or other bodies
E
A national and international leadership profile in teaching and learning
as evidenced by:
● Impact on educational policy and curriculum development nationally and
internationally; contributions to curriculum debates
● Leadership in educational activities of national and international
organisations
● Leadership of collaborative partnerships relating to teaching and learning
with other educational institutions or other bodies
Curtin Teaching and Learning (Sept 2013)
outcomes
Independent reports from mentees
Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research
nexus
Evidence of significant external contributions to the discipline/profession and community
engagement
As per level B plus:
Teaching evaluation review report
Successful prosecution of a major task (sustained or one-off project) that enhances
performance of School/Faculty in teaching and learning
Evidence of supporting the development of teaching skills in Early Career teaching academics
Evidence of successful achievement in roles such as mentor, peer reviewer
As per level C plus:
Teaching evaluation review report (External expert)
Peer review of curricula as an expert
Leadership in supporting colleagues’ teaching through peer support and review
Outcomes of committee leadership
Professional Association Awards that validate leadership and expertise in teaching and
learning
External Reports from the relevant industry/profession/ discipline
Invitation to present, design or evaluate a teaching and learning workshop – evidence of
invitation
Invitations to present keynote at Teaching and Learning and disciplinary conferences on
teaching and learning – evidence of invitation
Leadership of a school, faculty, university or national teaching and learning initiative
As per level D plus:
Membership of senior advisory groups to Government
Leadership in external professional networks / interest groups in teaching and learning
Recognition by national or international professional bodies (awards, fellowships, honorary
memberships etc)
Leadership of professional bodies
Contribution to the review and development of national and international professional
practice standards
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