1

Applying for ALTC Teaching Awards

Associate Professor Catherine Sinclair(Academic Coordinator, ALTC

Initiatives)

BXa G11 Werrington Southc.sinclair@uws.edu.au(x5190, 0410646578)

2

Overview

ALTC teaching awards

Articulation with UWS College & VC awards

Timeline for ALTC teaching awards

Preparing teaching awards

UWS review and support process

Putting together an application: Claim, Example, Impact & Evidence

3

ALTC Teaching Awards Awards for Teaching Excellence- $25,000

(22 awarded in 2008, 22.9% national success rate)

Prime Minister’s Award for the Australian University Teacher of the Year - $50 000

Programs that Enhance Student Learning- $25,000

(10 awarded in 2008, 23.8% national success rate)

Citations for Outstanding Contribution to Student Learning- $10,000

(210 awarded in 2008, 77.3% national success rate in 2007)

Career Achievement Award

4

Citations for Outstanding Contribution to Student Learning

To recognise and reward diverse contributions by individuals and teams Significant contribution to student learning

Sustained period Widely recognised- students, colleagues, UWS, broader community Strong institutional endorsement

For staff in many roles: academic, general, sessional, associates Nominations MUST:

relate to student learning in higher education address one or more criteria provide evidence of how contribution has influenced student learning, student engagement or overall student experience

Institutions MUST: Assess the nominationsSubmit to ALTC up to 10 ranked nominations with Citation wording (25

words)

5

Criteria for Citations for Outstanding Contribution to Student Learning

Five broad criteria

1. Approaches to the support of learning and teaching that influence, motivate and inspire students to learn

2. Development of curricula, resources and services that reflect a command of the field

3. Approaches to assessment, feedback and learning support that foster independent learning

4. Respect and support for the development of students as individuals5. Scholarly activities and service innovations that have influenced and

enhanced learning and teaching

(*Changed for 2008 to be more inclusive of the work of support and general staff)

6

Awards for Teaching Excellence To recognise teachers who:

Are renowned for the excellence of their teaching Have outstanding presentation skills Have made a broad and deep contribution to enhancing the quality of learning and teaching in higher education

Up to 8 nominations can be made by UWS & >1 nomination in any category

Eight categories Biological Science, Health and related studies Law, Economics, Business and related studies Humanities and the Arts Physical Sciences and related studies (includes Architecture, Building &

Planning, Engineering, Computing & Information Science) Social Sciences (includes Education) Indigenous Education Early Career Priority Area – Work integrated learning (2009)

7

Criteria for Teaching Excellence Five broad criteria1. Approaches to teaching that influence, motivate and inspire students to

learn2. Development of curricula and resources that reflect a command of the field 3. Approaches to assessment and feedback that foster independent learning4. Respect and support for the development of students as individuals5. Scholarly activities that have influenced and enhanced learning and

teaching

Assessment is made against all 5 criteria taking into account the extent: to which claims for excellence are supported by formal and informal evaluation of creativity, imagination or innovation of information from Student Feedback Questionnaires, references and selected teaching materials submitted

8

Programs that Enhance Student Learning

Recognise learning and teaching support programs and services

Programs that make an outstanding contribution to the:Quality of student learningQuality of the student experience in higher education

Must demonstrate effectiveness through: rigorous evaluation (formal & informal) creativity, imagination or innovation evidence of sustained effectiveness of the program

and be setting benchmarks for similar activities in other universities

9

Programs that Enhance Student Learning

Seven categories (Up to 7 nominations, 1 in each category)

Assessment and feedback 1st year experience

Flexible learning and teaching Postgraduate education

Innovation in curricula, learning and teaching

Services supporting student learning

Educational partnerships and collaborations with other organisations

Four criteria1. Distinctiveness, coherence and clarity of purpose2. Influence on student learning and student engagement 3. Breadth of impact4. Concern for equity and diversity

10

Articulation with UWS College & VC awards

College Teach

ing Awards

VC’s Excellence in Teaching Awards

ALTC Teaching Awards

11

Timeline for ALTC Teaching AwardsGuidelines and dates have been posted on the ALTC and PVC (Learning and Teaching) web sites

Closing Dates for applications

Send HoS/ Director endorsed EOI to Associate Dean Academic

Final application to PVC (L&T) via

ALTCinfo@uws.edu.au

ALTC

Citations 4/2/09 16/3/09 1/5/09

Programs 2/3/09 25/5/09 10/07/09

Teaching Excellence

13/03/09 25/05/09 10/07/09

12

Preparing a Citation application Do not attempt to address all criteria. Select one or two areas of strength.

No advantage to select more The examples under the criteria are indicative The written statement should contain

Proposed citation (max 25 words)Summary of particular contribution & specific contextStatement addressing chosen selection criterion/ia

provide examples, evidence & impactprovide evidence from a variety of sources demonstrate breadth and depth write in your own voice less is more – if it cannot be said in allocated pages (minimum 11

point, Arial Narrow recommended, 2cm margins) then EDIT

Choose 2 referees carefully You cannot start writing too soon. Start now. Seek feedback from

colleagues, supervisor, ALTC Coordinator, TDU

13

Preparing a Teaching Excellence application Application should contain

Synopsis (150-200 words)- 3rd personSelection criteria

For each criteria (address each of the criteria in turn)state claim provide examples, evidence & impactprovide evidence from a variety of sourcesDemonstrate breadth and depth (check under each criteria)

Ensure your own voice is heard Less is more – if it cannot be said in 8 pages (minimum 11 point, Arial

Narrow recommended, 2cm margins) then EDIT If you provide Supporting material – make sure it is relevant and adds more

information. Use sparingly. Choose referees carefully Start writing now and seek feedback on each draft- colleagues, supervisor,

ALTC Coordinator, TDU

14

Preparing a Program application It must be a program of activity (i.e. broader than one or two units). Provide a synopsis (350-400 words) to orientate the assessors-3rd person Provide a context for the program in the synopsis, not just describe it Demonstrate how program fits the category throughout the submission Address each criteria

state claim provide examples, evidence & impactprovide evidence from a variety of sources

Less is more – if it cannot be said in 12 pages (minimum 11 point, Arial Narrow recommended, 2cm margins) then EDIT

If you provide Supporting material – make sure it is relevant and adds more information. Use sparingly.

Start writing now and seek feedback on each draft-colleagues, supervisor, ALTC Coordinator, TDU

15

ALTC assessment and selection process

Reviewed independently by two (or more) assessors

Category expertiseTeaching and learning in higher education

Meeting of assessors Agree on recommendations

Shortlisted/recommended applications and assessor reports to the Selection

Committee Decisions on the Awards made by the Selection Committee Minister, DEST advised of decisions Universities and applicants advised Award Ceremonies

16

UWS review and support processResources on PVC (Learning and Teaching) web site: Timelines, Information for applicants, EOI forms Additional resources being developed (eg presentations & PowerPoints, models)

Discuss & seek feedback from colleagues, supervisor, HOPs, HOS, ALTC Academic Coordinator, TDUAcademic Coordinator ALTC Initiatives & TDU workshopsOffice of PVC (Learning and Teaching) Advertises ALTC Teaching Awards Organises distribution and collation of student feedback questionnaires

(Teaching Excellence Award) Obtains VC’s signature etc Posts application to ALTC Forwards ALTC receipt of application to applicant

ALTC Liaison Group Reviews all applications Provides feedback to applicants to help them improve application before

submitting to ALTC

17

Putting together an application: Claim, Example, Impact & Evidence

What is excellent about your teaching? (Claim) Approaches to teaching that influence, motivate & inspire students to learn Development of curricula and resources that reflect a command of the field Approaches to assessment & feedback that foster independent learning Respects & support for the development of students as individuals Scholarly activities that have influenced & enhanced learning & teaching

Why you did it? (rationale & link to teaching philosophy)

What you did? (Examples)

What effect did it have on students, learning & teaching? (Impact)

How do you know that your teaching is of an excellent standard? (Evidence)

18

Sources of evidence

1

Peers

2

Self

3

Student

Reactions

4

Student

Learning© Nicoll & Smith, 2000

19

Peersclassroom performance (face-to-face using observations/video) course materials course content assessment practices scholarship of teaching management of teaching teaching and learning strategies leadership roles invitations to speak, teach etc

Becoming clinical teaching experts:Skilling clinical teachers to maximise learning for pre-registration nursing students during the practicum (Invited presentation for School of Nursing & Midwifery)

Professional Learning Portfolios (Invited presentation for UTS)

“I believe Catherine to be a very dedicated teacher. She brings to the teaching situation enthusiasm, warmth and an ability to translate theory into practice. She fosters a positive learning environment where students are encouraged to grow and learn. She is an excellent model for student teachers” (colleague).

Using the Professional Portfolio as an Assessment Tool (Invited presentation for UWS, Teaching Development Unit)

20

Self

teaching journalteaching philosophyself reflections, analysis & evaluationreflective course memoresponsiveness to student feedbackpublicationsleadership roles

Sinclair, C. 2008). Attracting, training and retaining high quality teachers: The effect of initial teacher education in enhancing student teacher motivation, achievement and retention. In D.McInerney, S. Van Etten & M. Dowson (Eds). Research on Sociocultural Influences on Motivation and Learning. Vol. 8. Teaching and Learning: International best practice. Charlotte NC: Information Age Press.

Sinclair, C. (2007). Professional Preparation Standards for the Practicum. In D.McInerney, S. Van Etten & M. Dowson (Eds). Research on Sociocultural Influences on Motivation and Learning. Vol. 7. Standards in Education. (pp 217-272). Charlotte NC: Information Age Press.

Sinclair, C. (2003). Mentoring online about mentoring: Possibilities and practice. Mentoring & Tutoring: Partnership in Learning, 11 (1), 79-94.

Woodward, H. & Sinclair, C. (2002). Portfolio assessment: A student perspective. Educacao, 25(48), 7-24.

Sinclair, C., (1999). University education: Can it really make a difference in graduate student knowledge and workplace practice. Staff and Educational Development International Journal 3 (3), 253-264.

Woodward, H., & Sinclair, C. (1998). Reflective journal writing: Can student teachers be taught to be reflective? REFLECT. The journal of reflection in learning and teaching, 4 (1), 32 -38.

Sinclair, C., (1997). Redefining the role of the university lecturer in school-based teacher education. Asia- Pacific Journal of Teacher Education, 25 (3), 309 - 324.

21

Student Reactions

student evaluation of teachingstudent interviews (focus, nominal groups)informal class student feedbackcourse experience questionnaire (CEQ) etcunsolicited student feedbackstudent logs and journalson-line feedback

After much thought, I have pin-pointed exactly what it is that sets you and the subject Promoting Professional Growth… apart from any other subject that I’ve taken in my 17 year university career as a professional student…The interpersonal skills you practice are a mix of you the person and you the professional. It is always based on honesty and you convey a sense of caring which makes your student[s] feel they are important to you. These are quality relationships, to be replicated in any teaching context… Thank you for creating a student-centred, user-friendly, empathetic subject. You have been a role model and I think I’ve learnt just as much about how to teach from you as I did about the content of your subject. You are an inspiration to me because I’ve witnessed the bar being raised to the next level. I promise I’ll try to lift my game now that I have been shown how. You’re the embodiment of what you teach, Catherine, someone who promotes professional growth

22

Student Learning

students’ self-reported knowledge/ skill gainedrates of attrition, failure, progression to honours/postgraduatecourse identification and evaluation of generic skills/outcomes/attributesstudent work - assessment, thesis, projectsemployer/workplace feedbackapproaches to study questionnaire etc

Students have been published in refereed conference proceedings and journal articles (7.9, 18.4, 18.8, 18.12, 18.14), by the peak national professional Australian College of Educators organisation, and as a 'selected bibliography' in Unicorn, the senior national educational research body- Australian Association for Research in Education- journal).

The University of Sydney and a senior policy adviser from the Tasmanian Government have also requested one student’s thesis. That student also received this glowing report from one of the external examiners: ... I consider this to be an excellent thesis. The candidate and his supervisors are to be congratulated on what is an extremely thorough, very well researched and insightful thesis... I would like to congratulate XXXX and his supervisors on an excellent piece of work.

23

Putting together an application

1. Approaches to teaching that influence, motivate & inspire students to learn

2. Development of curricula and resources that reflect a command of the field

3. Approaches to assessment & feedback that foster independent learning

4. Respects & support for the development of students as individuals

5. Scholarly activities that have influenced & enhanced learning & teaching

ALTC Criteria Claim Example Impact Evidence

24

Questions & comments

Where to now?

www.altc.edu.au