Academic Promotion Guideline

Document Number000799
Date Approved2 March 2007
Date Last Amended22 May 2010

Developing A Case for Promotion In Relation to Teaching, Research and Service 

1.     Developing a Case for Promotion in Relation to Teaching

Teaching involves the facilitation of undergraduate and postgraduate student learning and the supervision of honours and postgraduate research students.

The teaching portfolio within the case for promotion should include the following:

  • the rationale behind the applicant’s approach to teaching and learning;
  • an account of the applicant’s involvement in course and program design, demonstrating how the courses and programs link student learning outcomes to teaching activities, assessment and graduate attributes;
  • an analysis of various forms of evidence collected to evaluate and assess teaching (including formal and informal student evaluations, peer review of teaching, other forms of evaluation) together with a description of changes made to teaching in response to feedback and evidence of the impact of changes on student learning; and
  • an explanation of how the applicant’s teaching practice has been informed by scholarship (both educational and disciplinary), by professional academic development, and by external professional expertise.

Particularly at higher levels, applicants may also wish to provide evidence of:

  • contribution to the scholarship of teaching and learning within their discipline or more broadly; and
  • the impact of their leadership in teaching and learning at the program/school/university level or more broadly.

Teaching Checklist: Possible Sources of Evidence

Applicants should consider addressing four major areas.

1. Evidence of engagement and effectiveness of course and program design and delivery.

2. Evidence of continual development of teaching derived from analysis of multiple sources of feedback.

3. Evidence of leadership in teaching and learning, such as influencing educational practice and/or policy.

Below are some suggestions for possible sources of evidence that applicants may include in their case for promotion. There is no expectation that evidence will be provided for all the areas listed, nor that applicants will be equally strong in all aspects of teaching. Primarily, those areas for which applicants can provide evidence of scholarly teaching should be emphasised.

1.1      Major teaching and learning achievements since appointment to the present level

1.2      Rationale/approach: What is the rationale behind your approach to teaching and student learning?

1.3      Course and program design delivery

Convening and Coordination of Courses

  • Evidence of effective approach to course convening, course co-ordination and administration (where relevant)
  • Evidence of active support for mentoring of students
  • Involvement in academic advising role
  • Effective design, delivery, co-ordination and evaluation of course curricula
  • Responsibility for design, delivery, co-ordination and evaluation of curricula in programs of study

Planning and Development of Courses/programs

  • Development and review of programs/courses
  • Incorporation of University of Newcastle policy on course outlines  – Policy 000598
  • Evidence of the application of appropriate University of Newcastle Quality Assurance Improvement Policy and System for Teaching and Learning – Policy 000652
  • Evidence of the development of inclusive curricula that takes account of, and draws upon, student diversity and/or exposes students to diverse perspectives
  • Evidence that students experience research teaching links through the curriculum
  • Evidence that expertise in the discipline informs course design and implementation
  • Evidence of cross disciplinary teaching
  • Initiation/development/evaluation and review of new programs/courses

Collaboration in Course (program design and delivery)

  • Effective collaborative participation of course and program teams where possible
  • Evidence of contribution to collaborative review, development and/or evaluation of curricula where possible
  • Evidence of leadership in collaborative course and program design and teaching and learning practice
  • Collaboration with colleagues at other universities in the development of program materials/teaching and in response to shared learning issues (eg as a consequence of a Carrick Grant)

Innovations including the use of new technologies to support/enhance student learning

  • Evidence of the effectiveness of innovation in terms of student learning
  • Evidence of engagement with colleagues in the development/ implementation/adaptation/evaluation of innovative assessment

Continual Improvement

  • Evidence, that student course and teaching feedback has been collected, summarised and analysed systematically over time (eg SET and SEC feedback) and that the action plans that you have developed in response to your reflections on feedback from a range of sources (colleagues, students, self the literature, etc) to overcome issues in student learning
  • Peer review of teaching used to continually develop teaching practice
    Professional Development in Teaching Practice
  • Participation in professional activities and research related to teaching; eg participation in Graduate Certificate in the Practice of Tertiary Teaching and other professional development programs and services, IRUA teaching and learning workshops, and Faculty or School teaching and learning groups
  • Participation in conferences on teaching and learning in the discipline
  • Consultations with teaching and learning support services and the Centre for Teaching and Learning
  • Formal qualifications in teaching and learning (eg Graduate Certificate in the Practice of Tertiary Teaching)

1.4      Effectiveness of teaching in terms of student learning: evidence of teaching effectiveness needs to be derived from analysis of multiple sources of feedback

Evidence from student evaluation could include:

  • Evidence of student achievement
  • Exemplary student work
  • PhD completion rates
  • Success of past honours and postgraduate students
  • Recognition achieved by previous and current students in research, professional and other Communities

1.5      Leadership

Evidence of leadership (ie influencing educational practice and/or policy in accordance with University strategic goals) is required rather than evidence of activity (eg committee memberships) alone. Evidence of the impact and achievements relating to the activity is required so that a judgment can be made about the level of leadership displayed.

Responsibility for Teaching

  • Course coordination of large classes
  • Co-ordination of tutor/sessional training program within the school/faculty

Supporting the Learning of Colleagues

  • Leadership in curriculum design teams
  • Involvement in school/faculty/university curriculum development
  • Assisting others, formally or informally, in developing their teaching and learning practice e.g. through facilitation or participation in Centre for Teaching and Learning workshops, shared peer observation of teaching of colleagues, mentoring, and coaching
  • Participation in University committees relating to the improvement of teaching and learning
  • Involvement in policy development in teaching and learning in the school/faculty
  • Leadership in the scholarship of teaching and learning, eg establishing school/faculty teaching and learning interest group

Participation in or Cultivation and Development of Communities

  • Membership of teaching associations, committees, accreditation panels, or working parties relating to the improvement of teaching and learning
  • Organisation of teaching conferences, seminars or workshops
  • Chair of teaching and learning committees or similar bodies within the University
  • Leadership or active participation in teaching in professional organisations

Improvement of teaching standards at the school, faculty or university levels

  • Contribution to the improvement of teaching and learning standards within the school
  • Attraction of grants for teaching development
  • Contribution to University or external teaching forums
  • Support for the learning of colleagues and the improvement of teaching standards at the School, Faculty or University levels
  • Effective participation in the development implementations of ongoing review teaching and learning policy at school/faculty/university level
  • National leadership in the development of teaching policy/or practice

1.6      Research and honours supervision

  • Effective supervision of research students (as defined in the Code of Practice for Research Higher Degree Candidature – Policy 000061
  • Completion rates
  • Achievements of research students
  • Development of relevant graduate attributes
  • Encouragement of publication and conference presentations by research students
  • Provision of appropriate feedback to research students

1.7      Teaching and related activities form

  • Complete the form and attach to your teaching portfolio (refer to Appendix C)

2.     Developing a Case for Promotion in Relation to Research including Scholarship related to Teaching and Learning

Research is characterised as having the following attributes:

  • it is the result of substantial scholarly activity;
  • it involves original work (ie not a compilation of existing works);
  • its veracity, validity, or scholarly quality has been tested through a peer review process or similar process involving an assessment or review of the research output in its entirety by an independent qualified expert/s, or by satisfying the commercial publisher processes;
  • it contributes to increasing the stock of knowledge; and
  • it is in a form that enables dissemination of knowledge.

This includes creative and artistic works where they relate to the discipline area.

In developing the research portfolio, the applicant should highlight areas of greatest strength and achievement since appointment at or promotion to their present level.

The research portfolio should address the following areas where evidence of research performance may be provided:

  • research achievements & measures of esteem
  • research supervision;
  • research leadership; and
  • future direction of research.

Research Checklist: Possible Sources of Evidence

Below are some suggestions for possible sources of evidence that applicants may include in their case for promotion.

2.1      Major research achievements since appointment to the present level

2.2      Research outputs

Provide an introductory statement on your case for promotion indicating the context for your research program.

Research Program

Provide evidence of having conducted a program of research that is original in concept and has made a contribution to the discipline.

Dissemination

Complete the Research Outputs section of the "Research and Related Activities Including Scholarship Related to Teaching and Learning Form”.

  • Evidence of research output respected in the discipline including those publications reported to DEST and refereed designs, patents, creative works or major exhibitions as defined by DEST
  • Other research outputs which take into account the practices of the discipline concerned
  • Invited keynote or plenary addresses and full-length prepared papers presented at major scholarly or professional conferences
  • Commercialisation of research outcomes through licensing or assignment to “start-up” or pre-existing companies, corporations or government departments; development of Intellectual Property

2.3      Recognition and indicators of esteem

Complete the Research Income section of the “Research and Related Activities Including Scholarship Related to Teaching and Learning Form”.

  • Research income received from grants, fellowships or commissions for research from major competitive granting bodies or other funding agencies, major research or professional consultancies, major planning projects, buildings, or major commissions for artistic work
  • Awards for research including prizes, medals, winning entries in competitions, elected memberships of academies, fellowship of academic associations or professional institutes, honorary degrees and other research distinctions
  • Critical acclaim for research including positive editorials, reviews, interviews or significant citations to your research by others

2.4      Leadership in research

  • Evidence of significant contributions to and leadership in national and international research including leadership positions in academic, learned and professional societies, editorial advisory boards, invitations to review manuscripts, appointment to advisory bodies or organisations because of academic standing, appointment to adjudicate
  • Assisting others, formally or informally, in developing their research profile e.g. through shared peer observation, mentoring, facilitating workshops in research and research training, including postdoctoral training
  • Participation in University committees relating to the improvement of research and research training
  •  Involvement in policy development in research and research training
  • Membership of associations, committees, panels, or working parties relating to the improvement of research and research training
  • Directorship of centres, or the coordination of major research facilities, networks and infrastructure
  • Organisation of research conferences, seminars or workshops
  • Leadership or active participation in professional organisations

Evidence of leadership (ie influencing research practice and/or policy in accordance with University and Faculty strategic goals) is required rather than evidence of activity (eg committee memberships) alone. Evidence of the impact and achievements relating to the activity is required so that a judgment can be made about the level of leadership displayed.

2.5      Future direction of your research program

  • Provide a statement on the future directions of your research program.

2.6       Scholarship related to teaching and learning

Complete the Scholarly Approach to Teaching and Learning section of the “Research and Related Activities Including Scholarship Related to Teaching and Learning Form. Provide evidence in relation to contribution to research on teaching and learning.
Contribution to the Scholarship of Teaching and Learning

  • Scholarly research into student learning in your own discipline and/or across disciplines
  • Dissemination/communication eg in refereed publications of scholarly work related to teaching and learning and/or peer reviewed scholarly work (including curricula and teaching and learning practices)
  • Participation in national and international conferences, seminars and workshops in teaching and learning
  • Participation in professional teaching and learning organisations and/or disciplinary teaching and learning groups and their activities
  • Contribution to University of Newcastle or external teaching and learning forums
  • Invitations to teach courses at other institutions
  • Effective involvement in, and leadership of, funded and unfunded educational research
  • Editor/referee for scholarly journal in teaching and learning
  • Publications and citations relating to teaching and learning in national/international peer reviewed educational journals/ discipline based journals
  • Presentations of conference papers (invited and uninvited) on teaching and learning within discipline or more generally
  • Citations of peer reviewed published work in teaching and learning

2.7      Research and related activities including scholarship related to teaching and learning form

  • Ensure the Research and Related Activities Including Scholarship Related to Teaching and Learning Form has been completed and attach to your research portfolio (refer to Appendix D).

3.     Developing a Case for Promotion in Relation to Service

Service to the organisation, the community, the profession or the discipline is an integral part of an academic career at the University of Newcastle. In developing a service portfolio, the applicant should demonstrate their achievements and contribution to service in relation to one or more of the following categories:

  • Organisational contribution to governance, strategic direction and planning, capacity building and/or development of inclusive cultures
  • Community engagement through significant contributions to the Australian, global or business and government communities or through building partnerships with the community
  • Contribution to the profession and or discipline through engagement in the governance of professional bodies; editing, refereeing, evaluation of research or other activities and/or through contribution of professional or disciplinary expertise to the community

Service Checklist: Possible Sources of Evidence

Below are some suggestions for possible sources of evidence that applicants may include in their case for promotion.

A list of examples of contributions to service follows. These examples are provided as a guide only. The list is not exhaustive and there is no expectation that applicants will have made a contribution in all, or even most, of the areas listed. While the level of service will be greater at the more senior levels, it is recognised that there will be considerable variations in the level and nature of service across diverse disciplines.

3.1      Organisational contribution

Governance

  • Faculty and School contributions: eg. Head of School, Deputy Head of School, Assistant Dean, first year co-ordinator, postgraduate or undergraduate course coordinators, research co-ordinators, or other equivalent Faculty roles
  • University contributions: eg membership of boards, committees, advisory bodies, working parties, etc within the University
  • Director of a research centre
  • Course or program co-ordination
  • Administrative responsibilities within the school or faculty over and above those expected at current level

Strategic direction and planning

  • Contributions to strategic and operational planning and/or policy formulation and development at school, faculty or University level
  • Engagement in reviews and evaluations
  • Involvement in quality assurance and improvement processes
  • Leadership role in providing strategic direction for key organisational activity; eg research strategy, program review, etc.

Capacity Building

  • Contributions to the improvement of the student experience through involvement in recruitment, induction, mentoring, pastoral care and support networks
  • Involvement in student employment programs and industry/community links for benefit of students
  • Involvement in staff development programs, or support or monitoring networks for staff
  • Involvement in the development of a research culture or capacity
  • Support for education innovation

Building Inclusive Cultures

  • Contribution to cultural diversity or equity goals within the school or faculty
  • Active role in establishing and strengthening cross-disciplinary links within the University
  • Active role in the development of cross-cultural competencies of staff or students
  • Active role in grievance management and conflict resolution with staff or students
  • Development of collegiate activities

3.2      Community engagement

Significant contributions to the Australian Community

  • Membership of national delegations in area of expertise
  • Contributions to universities or other educational institutions
  • Contributions to government agencies, non-government organisations or other Australian institutions
  • Management of or participation in an external organisation that contributes to the University’s goals
  • Contribution to continuing education programs
  • Promotion of the University in the community
  • Fostering a national exchange of ideas
  • Communication of scholarship

Significant contributions to the global community

  • Membership of international delegations in area of expertise
  • Contributions to overseas government agencies, non-government organisations, universities or other educational institutions
  • Promotion of the University in the global community
  • Fostering an international exchange of ideas

Significant contributions to business and government

  • Membership of government committees, enquiries, tribunals, etc.
  • Contributions to collaborative relationships with the profession or industry
    Building partnerships with the community
  • Establishment or promotion of collaborative relationships with the profession, industry or the community
  • Participation in governance or policy development in external institutions that have relevance to the University
  • Creation and maintenance of linkages between the University, employer groups, industry, schools and other agencies with shared interests
  • Contributing to the University’s commercial interests and enterprise
  • Contribution to the promotion of University of Newcastle alumni
  • Communication of scholarship to the community
  • Dissemination of professional practice to the community
  • Involvement in the development of a field of study in the community
  • Entrepreneurial work that promotes the University and/or the discipline
  • Involvement with community groups that draw on research expertise

3.3      Contribution to the profession and/or discipline

Governance of professional bodies

  • Leadership of or participation in the governing bodies of professional or learned societies
  • Activity that strengthens links with professional practitioners and institutions

Editing, referring, evaluation of research or other activities

  • Membership of editorial boards
  • Editor or referee for scholarly journals
  • Service for a funding or reviewing panel

Contribution of professional or disciplinary expertise to the community

  • Consultancies
  • Liaison between the university and the professions or industry
  • Membership of a professional accreditation panel
  • Service on, or on behalf of, a Government Statutory Authority or Commission of Enquiry
  • Service to community agencies through honorary professional work
  • Significant role in the organisation of a discipline conference, exhibition or similar activity
  • Contributions to the media
  • Active involvement with other universities to enhance teaching or research programs
  • Role as a public intellectual in area of expertise

3.4      Service and related activities form

Complete the service and related activities form and attach to your service portfolio (refer to Appendix E).

4.     Checklist for Applicants

Ensure you completed the following:

  • checked that eligibility requirements have been meet
  • consultation with Head of School/Pro Vice-Chancellor prior to lodgement of application
  • filled in the Application for Academic Promotion Form (Appendix A), Teaching and Related Activities Form (Appendix C), the Research and Related Activities Including Scholarship Related to Teaching and Learning Form (Appendix D), and the Services and Related Activities Form (Appendix E), and that all relevant signatures are included on the Application for Academic Promotion Form
  • provided a 20 page application including a one page summary
  • checked that Head of School Report is attached & signed by both Head of School and applicant
  • checked that contact details of all referees are provided including email addresses
  • checked that copies of application have been sent to all referees
  • checked that any additional supporting documentation has been deposited in the area nominated by the Pro Vice-Chancellor

The University of Newcastle acknowledges the assistance provided by other universities, in particular the University of New South Wales, in the preparation of these guidelines.
 

DESCRIPTORS TO ASSIST WITH A CASE FOR PROMOTION IN RELATION TO TEACHING

These descriptors are intended as a guide. Applicants are not required to have participated in all items at every level.

Promotion to Level B - Lecturer

Demonstrate the ability to engage in best practice undergraduate and postgraduate teaching; to make peer-reviewed contributions to teaching and learning; and to perform in service related to teaching and learning.

Excellence in Teaching and Learning (including flexible delivery mode)

  • Demonstrate through student surveys, peer assessment and teaching awards, best practice in teaching in undergraduate and postgraduate courses in programs offered by the School and other programs as required, including lecturing and group or individual tutoring and consulting
  • Supervise Honours and postgraduate students where appropriate
  • Prepare teaching and assessment materials
  • Design, mark and grade assessment items
  • Participate in the development of course material and the design of curriculum with guidance from more senior academic staff
  • Coordinate courses, including casual and other tutors and lecturers
  • Undertake professional/clinical practice and associated teaching where relevant
  • Demonstrate continuous improvements in teaching to enhance student learning, including drawing on student and peer feedback on teaching
  • Engage in peer review of teaching to continually develop teaching practice
  • Cooperate with teaching and learning support services and the Centre for Teaching and Learning to improve the learning experiences of students
  • Demonstrate that teaching material reflects the internationalisation of the curriculum
  • Demonstrate the ability to deliver courses, seminars and tutorials through a variety of modes, where appropriate
  • Complete Graduate Certificate in the Practice of Tertiary Teaching or equivalent professional development programs

Research/Scholarship Related to Teaching and Learning

  • Participate in national and international conferences on teaching and learning
  • Present for peer review new curricula and teaching and learning practices and research into teaching ad learning within discipline groups, schools or faculties, and/or external groups, such as program reviews
  • Participate with colleagues and/or the Centre for Teaching and Learning to deliver evidence-based improvements in teaching and learning practice
  • Participate in Faculty/University committees and working groups to deliver evidence-based improvements in teaching and learning practice, policy and procedure
  • Participate in teaching and learning interest group(s) in the School/Faculty
  • Support the development of teaching and learning skills of colleagues and the improvement of teaching standards at the School/Faculty/University level
  • Undertake scholarly research into teaching and learning within and across disciplines which is peer reviewed
  • Disseminate outcomes of teaching and learning research in peer-reviewed outlets
  • Participate in grants for teaching development
  • Provide evidence of citations of curriculum improvements, innovations, teaching materials or peer reviewed published work in teaching and learning

Service/Engagement

  • Participate in School/Faculty teaching and learning committees and/or working groups, including assisting with policy development in teaching and learning
  • Participate in and coordinate tutor training programs within the School/Faculty
  • Participate in development and implementation of initiatives relating to the student experience through involvement in Peer Assisted Study Schemes, orientation, mentoring, and other student learning support activities
  • Perform administrative functions related to teaching and learning in the School
  • Participate in professional teaching and learning organisations and/or disciplinary teaching and learning groups and their activities
  • Referee for scholarly journals in teaching and learning
  • Participate in the development of teaching and learning links with industry, government departments, professional bodies and the wider community
  • Comply with the University’s Code of Conduct and Policy on Diversity and Inclusiveness

Promotion to Level C – Senior Lecturer

Demonstrate the ability to engage in outstanding undergraduate and postgraduate teaching, including supervision of Honours and postgraduate research students where appropriate; to undertake scholarship related to teaching and learning; and to perform in service related to teaching and learning.

Excellence in Teaching and Learning (including flexible delivery mode)

  • Demonstrate through student surveys, peer assessment and teaching awards, best practice in teaching in undergraduate and postgraduate courses in programs offered by the School and other programs as required, including lecturing and group or individual tutoring and consulting
  • Supervise Honours and postgraduate students
  • Develop and implement innovative teaching, curricula and assessment materials
  • Design, mark and grade assessment items
  • Mentor other academic staff in the design, implementation and evaluation of course material and curriculum design, including teaching and learning practices
  • Coordinate courses, including casual and other tutors and lecturers
  • Undertake professional/clinical practice and associated teaching where relevant
  • Demonstrate continuous improve teaching to enhance student learning, including drawing on student and peer feedback on teaching
  • Provide evidence of peer review of teaching that leads to the continual improvement of teaching practice
  • Cooperate with teaching and learning support services and the Centre for Teaching and Learning to improve the learning experiences of students
  • Demonstrate that teaching material reflects the internationalisation of the curriculum
  • Demonstrate the ability to deliver courses, seminars and tutorials through a variety of modes, where appropriate
  • Complete Graduate Certificate in the Practice of Tertiary Teaching or equivalent professional development programs

Research/Scholarship Related to Teaching and Learning

  • Deliver a paper or act as a discussant in national and international conferences on teaching and learning
  • Present for peer review new curricula and teaching and learning practices and research into teaching ad learning within discipline groups, schools or faculties, and/or external groups, such as program reviews
  • Participate with colleagues and/or the Centre for Teaching and Learning to deliver evidence-based improvements in teaching and learning practice
  • Take a leadership role in Faculty/University committees and working groups to deliver evidence-based improvements in teaching and learning practice, policy and procedure
  • Initiate and lead teaching and learning interest group(s) in the School/Faculty
  • Initiate and lead programs to enhance the teaching and learning skills of colleagues and to improve teaching standards at the School/Faculty/University level, providing evidence of measured outcomes
  • Undertake scholarly research into teaching and learning within and across disciplines which is peer reviewed
  • Disseminate outcomes of teaching and learning research in peer-reviewed outlets
  • Participate in and lead applications for grants/external funding for teaching development
  • Provide evidence of citations of peer reviewed published work in teaching and learning

Service/Engagement

  • Provide leadership and coordination of School/Faculty teaching and learning committees and/or working groups, including leading policy development in teaching and learning
  • Lead the development and implementation of initiatives relating to the student experience through involvement in Peer Assisted Study Schemes, orientation, mentoring, and other student learning support activities
  • Lead tutor training programs within the School/Faculty
  • Provide leadership and coordinate administrative functions related to teaching and learning in the School
  • Participate in professional teaching and learning organizations and/or disciplinary teaching and learning groups and their activities
  • Referee for scholarly journals in teaching and learning
  • Lead and coordinate the development of teaching and learning links with industry, government departments, professional bodies and the wider community
  • Promote the internationalisation of the curriculum
  • Promote teaching that reflects the University’s Code of Conduct and Policy on Diversity and Inclusiveness

Promotion to Level D – Associate Professor

Demonstrate the ability to engage in undergraduate and postgraduate teaching, including supervision of Honours and postgraduate research students; to undertake scholarship related to teaching and learning; to publish scholarly works on teaching and learning in peer reviewed outlets; to provide leadership in service related to teaching and learning.

Excellence in Teaching and Learning (including flexible delivery mode and clinical/professional practice)

  • Demonstrate through student surveys, peer assessment and teaching awards, best practice in teaching in undergraduate and postgraduate courses in programs offered by the School and other programs as required, including lecturing and group or individual tutoring and consulting
  • Supervise Honours and postgraduate students
  • Develop and implement innovative teaching, curricula and assessment materials
  • Design, mark and grade assessment items
  • Mentor other academic staff in the design, implementation and evaluation of course material and curriculum design, including teaching and learning practices
  • Coordinate courses, including casual and other tutors and lecturers
  • Undertake professional/clinical practice and associated teaching where relevant
  • Demonstrate continuous improve teaching to enhance student learning, including drawing on student and peer feedback on teaching
  • Provide evidence of peer review of teaching that leads to the continual improvement of teaching practice
  • Cooperate with teaching and learning support services and the Centre for Teaching and Learning to improve the learning experiences of students
  • Lead the development of innovative teaching and assessment materials which have cross-School/Faculty/University take-up
  • Lead curriculum reviews, design and development, including mentoring and supervising other academic staff
  • Coordinate programs and degrees
  • Lead peer review of teaching with evidence of improving teaching practice
  • Lead the internationalisation of the curriculum


Research/Scholarship Related to Teaching and Learning

  • Evidence of outstanding scholarly research into teaching and learning which is published in peer reviewed outlets
  • Demonstrate ability to provide University or national leadership in the development of teaching policy and/or practice
  • Present evidence of citations of peer reviewed published work in teaching and learning
  • Demonstrate outcomes from substantial grants/external funding for teaching development

AND

  • Present papers, chair sessions and act as a discussant at major national and international conferences on teaching and learning
  • Present for peer review new curricula and teaching and learning practices with evidence of impact practice
  • Participate with colleagues and/or the Centre for Teaching and Learning to deliver evidence-based improvements in teaching and learning practice
  • Lead Faculty/University committees and working groups to deliver evidence-based improvements in teaching and learning practice, policy and procedure
  • Initiate and lead teaching and learning interest group(s) in the School/Faculty/University
  • Initiate and lead programs to enhance the teaching and learning skills of colleagues and to improve teaching standards at the School/Faculty/University level
  • Initiate and lead applications for grants/external funding for teaching development

Service/Engagement

  • Provide leadership to Faculty/University teaching and learning committees and working groups and participate in relevant teaching associations and accreditation panels
  • Participate and provide leadership in professional teaching and learning organisations and/or disciplinary teaching and learning groups and their activities
  • Participate in teaching associations, committees, accreditation panels or working parties relating to the improvement of teaching and learning
  • Organise teaching conferences, and major seminars/workshops
  • Represent the University on external teaching forums
  • Member of editorial board of a scholarly journal in teaching and learning
  • Develop tutor training programs within the School/Faculty/University
  • Lead and coordinate administrative functions across programs and degrees related to teaching and learning in the School
  • Referee for scholarly journals in teaching and learning
  • Develop and lead teaching and learning links with industry, government departments, professional bodies and the wider community
  • Promote teaching that reflects the University’s Code of Conduct and Policy on Diversity and Inclusiveness

Promotion to Level E – Professor

Demonstrate excellence in undergraduate and postgraduate teaching, including supervision of Honours and postgraduate research students; excellence in scholarship related to teaching and learning, which must include outstanding publishing of scholarly works on teaching and learning in major peer reviewed international ranked outlets; excellence in leadership in service related to teaching and learning.

Excellence in Teaching and Learning (including flexible delivery mode and clinical/professional practice)

  • Demonstrate excellence in undergraduate and postgraduate teaching
  • Supervise to completion Honours and postgraduate students
  • Lead the development of innovative teaching and assessment materials, which have Faculty/University/National/International take-up
  • Lead curriculum reviews, design and development, including mentoring and supervising other academic staff 
  • Coordinate programs and degrees
  • Lead peer review of teaching with evidence of improving teaching practice
  • Lead teaching and learning support services, including with the Centre for Teaching and Learning to improve the learning experiences of students
  • Lead the internationalisation of the curriculum

Research/Scholarship Related to Teaching and Learning

  • Evidence of original, innovative and distinguished contributions to scholarship in the discipline, as an eminent authority with distinction at the international level
  • Evidence of outstanding scholarly research into teaching and learning which is published in major peer reviewed internationally ranked outlets
  • Demonstrate ability to provide national and international leadership in the development of teaching policy and/or practice
  • Present evidence of citations of peer reviewed published work in teaching and learning
  • Demonstrate outcomes from substantial grants/external funding for teaching development

AND

  • Present papers, chair sessions and act as a discussant at major national and international conferences on teaching and learning
  • Present for peer review new curricula and teaching and learning practices with evidence of impact practice
  • Lead colleagues and/or the Centre for Teaching and Learning to deliver evidence-based improvements in teaching and learning practice
  • Lead Faculty/University committees and working groups to deliver evidence-based improvements in teaching and learning practice, policy and procedure
  • Initiate and lead teaching and learning interest group(s) in the School/Faculty/University
  • Initiate and lead programs to enhance the teaching and learning skills of colleagues and to improve teaching standards at the School/Faculty/University level
  • Initiate and lead applications for grants/external funding for teaching development

Service/Engagement

  • Provide leadership to Faculty/University teaching and learning committees and working groups
  • Participate in and provide leadership in national professional teaching and learning organizations and/or disciplinary teaching and learning groups and their activities
  • Participate in international teaching associations, committees, accreditation panels or working parties relating to the improvement of teaching and learning
  • Organise teaching conferences, and major seminars/workshops
  • Represent the University on external teaching forums
  • Editor or senior member of editorial board(s) of a scholarly journal(s) in teaching and learning
  • Develop tutor and lecturer training programs within the School/Faculty/University
  • Lead and coordinate administrative functions across programs and degrees related to teaching and learning in the School
  • Referee for scholarly journals in teaching and learning
  • Develop and lead teaching and learning links with industry, government departments, professional bodies and the wider community
  • Promote teaching that reflects the University’s Code of Conduct and Policy on Diversity and Inclusiveness
Approval AuthorityVice-Chancellor
Date Approved2 March 2007
Date Last Amended22 May 2010
Date for Review1 February 2011
Policy SponsorVice-Chancellor
Policy OwnerDeputy Vice-Chancellor (Academic)
Policy ContactDirector, Human Resource Services
Amendment History

Minor amendment - Deputy Vice-Chancellor (Academic) replaced Deputy Vice-Chancellor (Academic & Global Relations) as Policy Owner to reflect structural changes, The Secretariat, 23 May 2013.

Reviewed: Deputy Vice-Chancellor (Academic & Global Relations), 22 May 2010 - Removal of point 3 of Teaching checklist; Amendment Clauses 1.4; Removal of Clause 1.5; Addition of Scholarship related to Teaching and Learning to Section 2; Modification Section 2.6 to cover Scholarship related to Teaching and Learning; Addition of 2.7; Addition of Section on descriptors for promotion in relation to teaching.