Robust, rigorous, diverse, to philosophy or completely subjective independent evidence methods or unreliable aligned to philosophy and analysed for trends, ways of improving teaching, etc. The lecturer’s International, national and National and Departmental and some Some departmental and Stage of professional involvement institutional impact institutional impact institutional impact through team impact through growth does not lend with teaching through committee work, through committee committee work, subject or committee work, peer itself to broader and learning subject or T&L work, subject or T&L T&L associations, publications circles/ buddies involvement and has a broader associations, publications associations, on teaching in the discipline or Possible membership of impact so mainly team impact within on teaching in the publications on teaching more generally, joint research subject or T&L or individual work the university discipline or more in the discipline or more projects, mentoring associations and Inadequate or missing and beyond. generally, research generally, joint research Independent evidence that research into T&L evidence 50% projects, mentoring projects, mentoring indicates the scope and value Independent evidence Robust, rigorous, diverse, Diverse, independent of the activities but limited of independent evidence evidence showing, impact showing significant impact, level of impact, of engagement, leadership engagement, leadership, etc. TOTAL out of 500 CATEGORY 2: Exceptional Noteworthy Good Developing in teaching Development and/ or Sub-Totals GENERAL evidence needed (80%/ 20% x Criteria 5 4 3 2 1 5/4/3/2/1) Teaching is A coherent and inspiring Consistent philosophy Clear statement of philosophy Philosophy not Philosophy does not effective. philosophy showing up to showing up to date aligned to mission of the particularly show development of 80% date knowledge of knowledge of teaching university systematically presented teaching teaching and learning, and learning Teaching and assessment and possibly not Teaching and influences and Teaching and methods that complement or assessment methods development over time assessment methods are aligned to philosophy Teaching and that are not aligned to Teaching and assessment that complement or are Independent evidence from assessment methods philosophy or up to methods that aligned to philosophy expected sources such as that do not necessarily date systematically Diverse, independent students, or student complement philosophy Inadequate or missing complement or are evidence aligned to achievement aligned to Independent but evidence, not aligned strongly aligned to philosophy, possibly philosophy superficial evidence to philosophy or philosophy with some analysis possibly not well-aligned methods, possibly Robust, rigorous, diverse, to philosophy or completely subjective independent evidence methods or unreliable aligned to philosophy and
Robust, rigorous, diverse, independent evidence aligned to philosophy and analysed for trends, ways of improving teaching, etc. to philosophy or methods completely subjective or unreliable The lecturer’s involvement with teaching and learning has a broader impact within the university and beyond. 50% International, national and institutional impact through committee work, subject or T&L associations, publications on teaching in the discipline or more generally, research projects, mentoring Robust, rigorous, diverse, independent evidence showing significant impact, of engagement, leadership, etc. National and institutional impact through committee work, subject or T&L associations, publications on teaching in the discipline or more generally, joint research projects, mentoring Diverse, independent evidence showing, impact, level of engagement, leadership Departmental and some institutional impact through committee work, subject or T&L associations, publications on teaching in the discipline or more generally, joint research projects, mentoring Independent evidence that indicates the scope and value of the activities Some departmental and team impact through committee work, peer circles/ buddies Possible membership of subject or T&L associations and research into T&L Independent evidence but limited of impact Stage of professional growth does not lend itself to broader involvement and impact so mainly team or individual work Inadequate or missing evidence TOTAL out of 500 CATEGORY 2: GENERAL Criteria Exceptional 5 Noteworthy 4 Good 3 Developing in teaching 2 Development and/ or evidence needed 1 Sub-Totals (80%/ 20% x 5/4/3/2/1) Teaching is effective. 80% A coherent and inspiring philosophy showing up to date knowledge of teaching and learning, influences and development over time Teaching and assessment methods that systematically complement or are strongly aligned to philosophy Robust, rigorous, diverse, independent evidence aligned to philosophy and Consistent philosophy showing up to date knowledge of teaching and learning Teaching and assessment methods that complement or are aligned to philosophy Diverse, independent evidence aligned to philosophy, possibly with some analysis Clear statement of philosophy aligned to mission of the university Teaching and assessment methods that complement or are aligned to philosophy Independent evidence from expected sources such as students, or student achievement aligned to philosophy Philosophy not particularly systematically presented and possibly not Teaching and assessment methods that do not necessarily complement philosophy Independent but superficial evidence possibly not well-aligned to philosophy or methods Philosophy does not show development of teaching Teaching and assessment methods that are not aligned to philosophy or up to date Inadequate or missing evidence, not aligned to philosophy or methods, possibly completely subjective or unreliable
Rubrics_National%20Teaching%20Awards_2013.docx