Post on 21-Dec-2015
Making the Case for Teaching
Professor Pip Pattison
Deputy Vice-Chancellor (Education)
2015Academic Promotions Applicant Information Session
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What do we mean by ‘teaching’ in this context?
An inclusive sense:
› Undergraduate teaching
› Graduate coursework teaching
› Research higher degree supervision
› Curriculum design and development
› Educational design, instructional design, learning design
› Learning support and learning enrichment
› Educational leadership (course, faculty, university, discipline, profession)
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Structuring the case
A compelling narrative setting out purpose and method:
- What are you trying to achieve?
- Why?
- How?
Evidence for success – how can you establish that:
- Your educational approach is effective?
- Your students are inspired and motivated to learn?
- Your students are achieving excellent outcomes?
- You are improving student outcomes, including through effective feedback cycles?
- You are contributing beyond the units of study in which you teach directly?
- Your contribution is innovative?
- You are contributing to research/scholarship in education?
- You are contributing to educational leadership in the University or beyond?
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Sources of evidence (1)
New and prevailing evidence
› The scholarly literature (existing evidence for effective practice, e.g. for ‘high impact’, inquiry-based and/or collaborative methods)
› Contributions to the scholarly literature (new evidence for effective practice)
› Evidence of impact of practice on student learning (unpublished evidence)
› Use of student feedback and student learning to inform practice
Judgments by experts and peers
› External and internal awards
› Other peer reviews and reports (e.g. Group of Eight Quality Verification System)
› Invitations to share insights and expertise within school, beyond school, faculty, university (and even university sector)
› Invitations for educational consultancies, even commercialisation opportunities
› Uptake of educational innovations
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Sources of evidence (2)
Student views of the learning experience
› Unit of Study Evaluation/new Unit of Study Survey results (reported concisely but comprehensively)
› Other sources of data on students’ learning experience
Evidence of student outcomes
› Evidence of student learning
› Evidence of student retention
› Benchmarking, external assessment of student learning
› Uptake of further learning pathways where relevant
› Judgments of students by others (e.g. employers, external supervisors)
› External recognition of student learning (e.g. prizes and awards)
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Sources of evidence (3)
Documentation of educational approach and innovation
› Curriculum
› Learning design
› Learning activities
› Resources
› Assessment strategy
› Improvement strategies
Evidence of broader impacts
› Evidence of leadership impact (curriculum, discipline)
› Evidence of contribution to professional learning in learning and teaching
› Evidence of community, industry or professional impact of teaching
› Educational thought leadership
› Judgments of mentees
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Strength of evidence
Evidence is most convincing where:
› It is aligned with your compelling narrative of purpose and method
› It is ‘independent’ (as far as possible)
› It is consistent
› It draws from multiple sources and perspectives
› It involves substantial student cohorts
Needless to say:
› everything is relative and needs to be understood in context!
MINIMUM STANDARDS FOR PROMOTION
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TEACHING AND RESEARCH STREAM – Minimum required standards
Promotion sought
Teachingstandard
Researchstandard
Servicestandard
Comment
Level A to Level B;Level B to Level C;Level C to Level D
Superior or Outstanding
Superior or Outstanding
Superior At least one Outstanding is required in either Teaching or Research
Level D to Level E Outstanding Outstanding Superior N/A
Promotion sought
Teachingstandard
Researchstandard
Servicestandard
Comment
All Exceptional Superior orSatisfactory
Superior orSatisfactory
At least one Superior is required, in either Research or Service
EDUCATION FOCUSSED STREAM – Minimum required standards
RESEARCH FOCUSSED STREAM – Minimum required standardsPromotion sought
Teachingstandard
Researchstandard
Servicestandard
Comment
All Superior orSatisfactory
Exceptional Superior orSatisfactory
At least one Superior is required, in either Teaching or Service
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Making sense of the all-important descriptors...
› Exceptional: highly significant achievements and contributions at level to which promotion is sought
› Outstanding: achievements and contributions meet criteria at level to which promotion is sought
› Superior: highly significant achievements and contributions at current level
› Satisfactory: achievements and contribution meet criteria at current level
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Some important resources
ITL workshops and resources
› Please see Academic Promotions (teaching) at the ITL website: itl.usyd.edu.au
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Taking account of level-dependent criteria...
› Level A: ... contribute ... under supervision...
› Level B: ... education-related scholarly activities which have resulted in improvements of teaching quality and/or educational outcomes
› Level C: ... disseminate knowledge in L&T to benefit and promote good practice ...
› Level D: ... Contribution to national efforts to enhance curriculum ... Sustained track record of effective leadership in teaching teams ... Evidence of major original and innovative contributions ...
› Level E: ... international recognition for scholarship ... enhance University’s operations ... enhance University’s international reputation