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› Evidence of impact of practice on student learning (unpublished evidence)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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A final word of advice...

Tell your educational (short*) story!

*There is a word limit

QUESTIONS?

Email: pip.pattison@sydney.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