Robust, rigorous, diverse, independent evidence aligned to philosophy and analysed for trends, ways of improving teaching, etc. to philosophy or methods completely subjective or unreliable The lecturer’s involvement with teaching and learning has a broader impact within the university and beyond. 50% International, national and institutional impact through committee work, subject or T&L associations, publications on teaching in the discipline or more generally, research projects, mentoring Robust, rigorous, diverse, independent evidence showing significant impact, of engagement, leadership, etc. 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 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 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 of impact Stage of professional growth does not lend itself to broader involvement and impact so mainly team or individual work Inadequate or missing evidence TOTAL out of 500 CATEGORY 2: GENERAL Criteria Exceptional 5 Noteworthy 4 Good 3 Developing in teaching 2 Development and/ or evidence needed 1 Sub-Totals (80%/ 20% x 5/4/3/2/1) Teaching is effective. 80% 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 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 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, or student achievement aligned to philosophy Philosophy not particularly systematically presented and possibly not Teaching and assessment methods that do not necessarily complement philosophy Independent but superficial evidence possibly not well-aligned to philosophy or methods Philosophy does not show development of teaching Teaching and assessment methods that are not aligned to philosophy or up to date Inadequate or missing evidence, not aligned to philosophy or methods, possibly completely subjective or unreliable
aligned to philosophy and analysed for trends, ways of improving teaching, etc. The lecturer’s involvement with teaching and learning has a broader impact within the university and beyond. 10% International, national and institutional impact through committee work, subject or T&L associations, publications on teaching in the discipline or more generally, research projects, mentoring Robust, rigorous, diverse, independent evidence showing significant impact, level of engagement, leadership, etc. 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 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 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 Stage of professional growth does not lend itself to broader involvement and impact so mainly team or individual work Inadequate or missing evidence TOTAL out of 500