Rubrics for different categories of National Teaching Awards
CATEGORY 1:
LEADER
Teaching is
effective.
50%
Exceptional



The lecturer’s
involvement
with teaching
and learning
has a broader
impact within
the university
and beyond.
50%


TOTAL out of 500
5
A coherent and inspiring
philosophy showing up to
date knowledge of
teaching and learning,
influences and
development over time
Teaching and assessment
methods that
systematically
complement or are
strongly aligned to
philosophy
Robust, rigorous, diverse,
independent evidence
aligned to philosophy and
analysed for trends, ways
of improving teaching, etc.
International, national and
institutional impact
through committee work,
subject or T&L
associations, publications
on teaching in the
discipline or more
generally, joint research
projects, mentoring
Robust, rigorous, diverse,
independent evidence
showing significant
impact, level of
engagement, leadership,
etc.
Noteworthy





4
Consistent philosophy
showing up to date
knowledge of teaching
and learning
Teaching and
assessment methods
that complement or are
aligned to philosophy
Diverse, independent
evidence aligned to
philosophy, possibly
with some analysis
National and
institutional impact
through committee
work, subject or T&L
associations,
publications on teaching
in the discipline or more
generally, joint research
projects, mentoring
Diverse, independent
evidence showing,
impact, level of
engagement, leadership
Good





3
Clear statement of philosophy
aligned to mission of the
university
Teaching and assessment
methods that complement or
are aligned to philosophy
Independent evidence from
expected sources such as
students, peers or student
achievement aligned to
philosophy
Departmental and some
institutional impact through
committee work, subject or
T&L associations, publications
on teaching in the discipline or
more generally, joint research
projects, mentoring
Independent evidence that
indicates the scope and value
of the activities
Developing in teaching






2
Philosophy not
particularly
systematically presented
and possibly not up-todate
Teaching and
assessment methods
that do not necessarily
complement philosophy
Independent but
superficial evidence
possibly not well-aligned
to philosophy or
methods
Some departmental and
team impact through
committee work, peer
circles/ buddies
Possible membership of
subject or T&L
associations and
research into T&L
Independent evidence
but limited scope of
impact
Development and/ or
evidence needed
1

Philosophy does not
show development of
teaching

Teaching and
assessment methods
that are not aligned to
philosophy or are not
up to date

Inadequate or missing
evidence, not aligned
to philosophy or
methods, possibly
completely subjective
or unreliable


Stage of professional
growth does not lend
itself to broader
involvement and
impact so mainly team
or individual work
Inadequate or missing
evidence
Sub-Totals
(50% x
5/4/3/2/1)
CATEGORY 2:
Excellent
teacher/
teaching team
Teaching is
effective.
80%




The lecturer’s
involvement
with teaching
and learning
has a broader
impact within
the university
and beyond.
20%


TOTAL out of 500
Exceptional
Noteworthy
Good
Developing in teaching
5
4
3
2
A coherent and inspiring
philosophy showing up to
date knowledge of
teaching and learning,
influences and
development over time
Teaching and assessment
methods that
systematically
complement or are
strongly aligned to
philosophy and context,
with a particular focus on
challenges
Robust, rigorous, diverse,
independent evidence
aligned to philosophy and
analysed for trends, ways
of improving teaching, etc.
Detailed reflection on the
ways of working as a team
and evidence of its being a
sustained and sustainable
team.
International, national and
institutional impact
through committee work,
subject or T&L
associations, publications
on teaching in the
discipline or more
generally, joint research
projects, mentoring
Robust, rigorous, diverse,
independent evidence
showing significant
impact, level of
engagement, leadership,
etc.






Consistent philosophy
showing up to date
knowledge of teaching
and learning
Teaching and
assessment methods
that complement or are
aligned to philosophy
and context, with a
particular focus on
challenges
Diverse, independent
evidence aligned to
philosophy, possibly
with some analysis
Clear reflection on the
ways of working as a
team and evidence of its
being a sustained and
sustainable team.

National and
institutional impact
through committee
work, subject or T&L
associations,
publications on teaching
in the discipline or more
generally, joint research
projects, mentoring
Diverse, independent
evidence showing,
impact, level of
engagement, leadership





Clear statement of philosophy
aligned to mission of the
university
Teaching and assessment
methods that complement or
are aligned to philosophy and
context, with a particular
focus on challenges
Independent evidence from
expected sources such as
students, peers or student
achievement aligned to
philosophy
Some reflection on the ways
of working as a team and
evidence of its being a
sustained and sustainable
team.

Departmental and some
institutional impact through
committee work, subject or
T&L associations, publications
on teaching in the discipline or
more generally, joint research
projects, mentoring
Independent evidence that
indicates the scope and value
of the activities






Development and/ or
evidence needed
1
Philosophy not
particularly
systematically presented
and possibly not up-todate
Teaching and
assessment methods
that do not necessarily
complement philosophy
or context or address
challenges
Independent but
superficial evidence
possibly not well-aligned
to philosophy or
methods
Roles in the team not
clear or the team itself
being based on a single
project and not
sustained or sustainable.

Some departmental and
team impact through
committee work, peer
circles/ buddies
Possible membership of
subject or T&L
associations and
research into T&L
Independent evidence
but limited scope of
impact





Philosophy does not
show development of
teaching
Teaching and
assessment methods
that are not aligned to
philosophy or context
nor are they up to
date
Inadequate or missing
evidence, not aligned
to philosophy or
methods, possibly
completely subjective
or unreliable
No reflection on the
ways of working as a
team or evidence of its
being a sustained and
sustainable team.
Stage of professional
growth does not lend
itself to broader
involvement and
impact so mainly team
or individual work
Inadequate or missing
evidence
Sub-Totals
(80%/ 20% x
5/4/3/2/1)
CATEGORY 3:
Excellent
teacher/
teaching team
in challenging
and underresourced
context
Teaching is
effective.
90%





The lecturer’s
involvement
with teaching
and learning
has a broader
impact within
the university
and beyond.
10%


Exceptional
Noteworthy
Good
Developing in teaching
5
4
3
2
Achievements that are
excellent within the
context of a challenging
environment such as an
under-resourced HDI
A coherent and inspiring
philosophy showing up to
date knowledge of
teaching and learning,
influences and
development over time
Teaching and assessment
methods that
systematically
complement or are
strongly aligned to
philosophy, context and
challenges
Robust, rigorous, diverse,
independent evidence
aligned to philosophy and
analysed for trends, ways
of improving teaching, etc.
Detailed reflection on the
ways of working as a team
and evidence of its being a
sustained and sustainable
team.
International, national and
institutional impact
through committee work,
subject or T&L
associations, publications
on teaching in the
discipline or more
generally, joint research
projects, mentoring
Robust, rigorous, diverse,
independent evidence







Achievements that are
noteworthy within the
context of a challenging
environment such as an
under-resourced HDI
Consistent philosophy
showing up to date
knowledge of teaching
and learning
Teaching and
assessment methods
that complement or are
aligned to philosophy,
context and challenges
Diverse, independent
evidence aligned to
philosophy, possibly
with some analysis
Clear reflection on the
ways of working as a
team and evidence of its
being a sustained and
sustainable team.

National and
institutional impact
through committee
work, subject or T&L
associations,
publications on teaching
in the discipline or more
generally, joint research
projects, mentoring
Diverse, independent
evidence showing,






Achievements that are
admirable within the context
of a challenging environment
such as an under-resourced
HDI
Clear statement of philosophy
aligned to mission of the
university
Teaching and assessment
methods that complement or
are aligned to philosophy,
context and challenges
Independent evidence from
expected sources such as
students, peers or student
achievement aligned to
philosophy
Some reflection on the ways
of working as a team and
evidence of its being a
sustained and sustainable
team.

Departmental and some
institutional impact through
committee work, subject or
T&L associations, publications
on teaching in the discipline or
more generally, joint research
projects, mentoring
Independent evidence that
indicates the scope and value
of the activities






Development and/ or
evidence needed
1
Philosophy not
particularly
systematically presented
and possibly not up-todate
Teaching and
assessment methods
that do not necessarily
complement philosophy,
context and challenges
Independent but
superficial evidence
possibly not well-aligned
to philosophy or
methods
Roles in the team not
clear or the team itself
being based on a single
project and not
sustained or sustainable.

Some departmental and
team impact through
committee work, peer
circles/ buddies
Possible membership of
subject or T&L
associations and
research into T&L
Independent evidence
but limited scope of
impact





Philosophy does not
show development of
teaching
Teaching and
assessment methods
that are not aligned to
philosophy or context
or are not up to date
Inadequate or missing
evidence, not aligned
to philosophy or
methods, possibly
completely subjective
or unreliable
No reflection on the
ways of working as a
team or evidence of its
being a sustained and
sustainable team.
Stage of professional
growth does not lend
itself to broader
involvement and
impact so mainly team
or individual work
Inadequate or missing
evidence
Sub-Totals
(90%/ 10% x
5/4/3/2/1)
showing significant
impact, level of
engagement, leadership,
etc.
TOTAL out of 500
impact, level of
engagement, leadership