TC&SF Lecturer (Level B)

Criterion 1: Design and planning of learning activities

[Descriptor] Planning, development and preparation of learning activities, learning resources and materials for a unit, course or degree program; including coordination, involvement or leadership in curriculum design and development

Indicative standards Indicative evidence
  • Deep knowledge of the discipline area
  • Well-planned learning activities designed to develop the students' learning
  • Scholarly/informed approach to learning design
  • Thorough knowledge of the unit material and its contribution in the course
  • Effective and appropriate use of learning technologies
  • Effective unit/ course coordination
  • Effective preparation of tutors and management of teaching teams
  • Peer review of unit materials by course coordinator
  • Meet or exceeds agreed expectations (e.g. University, Faculty, Discipline) for relevant items in the student survey reports (where known) for all units taught and in two consecutive years
  • Unit/course outline and materials
  • Report from National Team Leaders, campus Lecturers in Charge, and/or course coordinators
  • Student survey data and feedback to students on response/outcomes
  • Student feedback from focus groups
  • Student feedback derived from external independent evaluation
  • Tutor feedback on preparation, organisation or mentoring support
  • Feedback from teaching teams
  • Expert peer review on course/program materials and innovation
  • External peer recognition and/or review on impact of curriculum, discipline or innovation
  • Details of leadership roles and specific contribution
  • Details of mentoring and support of colleagues
  • Feedback from staff mentored
  • Letter from Chair of curriculum committee on contribution
  • Awards and citations for learning materials
  • Textbook awards

Criterion 2: Teaching and supporting student learning

[Descriptor] Quality teaching, including; lecturing, classroom, on-line, field, work-based, studio, laboratory, workshop, undergraduate and postgraduate teaching

Indicative standards Indicative evidence
  • Student-centred approach to teaching
  • A range of teaching is undertaken (i.e. different levels/mode)
  • Effective collaborative teaching approaches
  • Regular peer review of various dimensions of teaching by a colleague
  • Evidence of innovation/creativity in teaching
  • Quality of student learning is monitored
  • A scholarly approach to teaching
  • Meets or exceeds agreed expectations (e.g. University, faculty, discipline) for relevant items in student survey reports (where available) in all units taught and for two consecutive years
  • Student survey data and feedback to students on response/outcomes
  • Student feedback from focus groups
  • Examples of student work/theses
  • Systematic monitoring of student learning outcomes
  • Peer review and personal responses to the review and practices
  • Adoption of innovation by others
  • Impact of innovation/initiative within university or wider
  • Impact of mentoring on peers or colleagues
  • Recognition from university national and international peers
  • Nomination for a teaching award
  • Success in a university, national or discipline teaching award
  • Letters of invitation or thanks
Criterion 3: Assessing and giving feedback to students on their learning

[Descriptor] Design and execution of assessment tasks that are aligned with student learning outcomes and the provision of appropriate and timely feedback.

Indicative standards Indicative evidence
  • Assessment tasks are well designed to assess the intended learning outcomes
  • Supports students to develop and demonstrate the intended learning outcomes
  • A variety of assessment tasks are used
  • Provides students with clear assessment criteria
  • Provides students with timely and consequential feedback
  • Innovation in assessment in units/degree programs
  • Meets agreed expectations (e.g. University, faculty, discipline) for relevant items in student survey reports (where available), in all units taught and for two consecutive years
  • Monitors the quality of student learning outcomes (including English language proficiency)
  • Unit/Course outline with assessment tasks and marking criteria
  • Student survey data and feedback to students on responses/outcomes
  • Student feedback from focus groups
  • Extracts from a number of units/courses showing variety of assessment tasks
  • Feedback from course coordinator on assessment tasks and student outcomes.
  • Examples of innovative assessment tasks
  • Examples of standards of student learning
  • Data evidencing impact of assessment innovation
  • Use of learning analytics
  • Feedback on role in establishing moderation and standards practices
  • Examples of examiner reports and/or independently moderated student work
  • Peer review of course assessment and response to review
  • Examples of policies, practices and their implementation
  • Peer recognition of leadership role and achievements

Criterion 4: Developing effective environments, student support and guidance

[Descriptor] Activities related to the creation of an engaging learning environment for students, including: supporting transition; the development of learning communities; and strategies that account for and encourage student equity and diversity.

Indicative standards Indicative evidence
  • Creates effective learning environments (in classroom/online/work placement etc.)
  • Directs students to appropriate support and services and follows up to determine outcomes e.g. language and study skills or counselling
  • Demonstrates respect and requires students to demonstrate respect for others
  • Serves as a student advisor/pastoral care
  • Initiative or innovation in supporting students and creating supportive, engaging learning environments

  • Student survey data and feedback to students on responses /outcomes
  • Informal unsolicited student or peer feedback
  • Details of role and engagement in learning communities (formal or informal)
  • Use of learning analytics showing student engagement with student support services such as PASS and English Language Proficiency
  • Feedback from students and peers relating to roles e.g. student advisor/pastoral care or leader in learning communities
  • Extent and participation in innovation for student engagement
  • Reports evaluating the effectiveness of targeted student support interventions on student retention and progression
  • Feedback from peers or students mentored
  • Examples of leadership role and outcomes
Criterion 5: Integration of scholarship, research and professional activities with teaching and in support of learning

Descriptor 1: Learning and teaching research incorporated into teaching practice

Indicative standards Indicative evidence
  • Incorporates learning and teaching scholarship into teaching practice and curriculum development
  • Applications for teaching grants that have a clear theoretical and scholarly basis (successful or unsuccessful)
  • Peer review of teaching materials and curricula that demonstrate engagement with the teaching-research nexus
  • Contribution, co-authorship or authorship of publications, presentations or workshops on learning and teaching
  • Contribution and systematic participation in professional development or disciplinary engagement in the scholarship of learning and teaching

  • Excerpts from unit/course materials demonstrating incorporation of current learning and teaching research into teaching activities
  • Details of grants and awards (successful and unsuccessful) and outcomes
  • Details of conferences and presentations
  • Copies of publications and details of contribution and impact
  • References and letters from peers
  • Details of mentoring roles and outcomes
  • Details of leadership roles and contribution confirmation by peers
  • Impact of projects, grants and other initiatives for the university or (inter)nationally
  • TEQSA, OLT recognition as assessor or expert
Descriptor 2:

Inclusion of discipline-based research in the curriculum and engagement of students in pedagogically  sound discipline-based research
Indicative standards Indicative evidence

  • Use of current disciplinary research in curriculum and teaching activities
  • Peer review of unit content by experts external to the university and confirmed by unit/course coordinator
  • Develops learning activities/unit/course work that supports student engagement in research
  • Develops student understanding of the research culture and research skills of the discipline
  • Contribution to the development of curriculum incorporating recent research across a unit/course/program

  • Excerpts from unit/course materials demonstrating the incorporation of current disciplinary research or the inclusion of research-orientated tasks
  • Student survey data and feedback to students on responses/outcomes
  • Student participation in conferences, presentation of papers and/or publishing
  • Number of students progressing to research degrees
  • Number of students in academic/research positions following graduation
  • Peer review recognising role and contribution
  • Receipt of prizes or awards by students supervised
  • Peer review reports related to teaching/curriculum materials
  • Adoption of teaching/curriculum materials by others
  • Letters of reference from peers or invitations indicating standing in discipline
  • Assessor reports
  • Details of leadership roles, duration, achievements
Descriptor 3: Incorporation of professional, industry and work-based practice and experiences into teaching practice and the curriculum
Indicative standards Indicative evidence
  • Use of authentic case studies, integration of industry experience and/or partnerships in teaching
  • Understands and implements practices to ensure that industry experience and/or partnerships benefit student learning e.g.
    • Work-based programs have clear educational expectations
    • Induction and preparation of students prior to their work-based experience is effective
    • Structured, critically reflective, self and peer learning processes are established for students during and after work-based learning placements
  • Effective preparation and support of industry partners involved in work-based practice and supervision of students, e.g.
    • Familiarises industry partners/supervisory staff with students' prior learning
    • Provides induction/professional development for industry partners/supervisory staff e.g. development of leadership capabilities
    • Includes all stakeholders in communication, development and innovation
  • Consults with industry to identify and align teaching and curriculum with desired graduate attributes, technical skills and knowledge
  • Excerpts from unit and/or course materials demonstrating the integration of case studies and/or industry experience
  • Feedback from students on experience
  • Extent of participation by students, industry
  • Letters or surveys of industry satisfaction on preparation of students for practice
  • Peer review of professional /authentic experience
  • Invitations to work with industry, letters of support from industry
  • Feedback from industry partners indicating alignment between industry requirements and learning outcomes
  • Feedback from industry partners indicating the efficacy of programs in preparing graduates for professional practice
Criterion 6: Evaluation of practice and continuing professional development
Indicative standards Indicative evidence
  • Systematic participation in teaching-related professional development activities
  • Successful completion of Foundation of University Teaching program (or equivalent)
  • Undertaking a graduate certificate in teaching
  • Membership of disciplinary teaching network (internal, e.g. T & L network; external e.g. HERDSA, OLT)
  • Attendance and participation in learning and teaching-related conferences.
  • Self-evaluation leading to changes in teaching practice and student outcomes
  • Student and peer feedback used throughout the unit to enhance teaching practice
  • Meets expectations (e.g. University, faculty, discipline) for relevant student survey items for two consecutive years and in all units taught.
  • Student survey data and feedback to students on responses/outcomes
  • Peer review on a range of dimensions of teaching
  • Mapping achievements and experience to professional standards frameworks
  • Application for teaching fellowship (HERDSA, HEA)
  • Certificates/ transcripts of professional development undertaken, duration, changes made as a consequence
  • Details and examples of the impact of the change in practice, evidence of changes in student, peer evaluation
  • Details of contribution to the professional development, mentoring of others, and outcomes
  • Invitations to present keynote at learning and teaching and disciplinary conferences
  • Teaching portfolio demonstrating reflective practice
  • Examples of leadership contribution in professional development and evaluation
Criterion 7: Professional and personal effectiveness
Indicative standards Indicative evidence

Professional qualities

Demonstrates progress towards the majority of the professional qualities of:

  • Taking ownership and management of teaching role
  • Demonstrating effective preparation and prioritisation
  • Demonstrating commitment to continuing professional development in discipline and learning and teaching
  • Responding positively to opportunities and new approaches
  • Communicating effectively in both formal and informal contexts
  • Application of professional ethical practices in work and in teaching contexts

Personal qualities

Demonstrates progress towards developing personal qualities of:

  • Approaching teaching with enthusiasm, passion and confidence
  • Demonstrating resilience and perseverance in the face of obstacles
  • Demonstrating time management of self and work to ensure others are not delayed in their work
  • Demonstrating self-reflective evaluation of practices and relationships
  • Demonstrating commitment and interest in students and their learning
  • 360 degree leadership feedback
  • Team and program awards
  • Committee contribution
  • Collaborative learning and teaching grants, publications
  • Industry, professional awards/recognition
  • Details of mentoring roles and outcomes
  • Feedback from staff mentored
  • Details of leadership roles and confirmation of contribution from peers
  • Letters of reference and/or thanks