Contents

• Introduction
• Level 1
• Level 2
• Level 3

Introduction

In all cases, the term ‘teaching’ here covers teaching across the range of degree programmes offered by the University, including the delivery of professional training in vocational degrees and the development of innovative training techniques.

While specific types of evidence may vary from discipline to discipline, the elements defined below remain the same.

Level 1

Performance at this level (commensurate with one's teaching duties) requires good standards in the following key aspects of teaching / scholarship / professional practice. A sustained performance over a minimum period of 2-3 years will be expected.

• effective learning design ‐ modules and programmes designed in an effective way appropriate for the subject matter and the level and types of students concerned, and with explicit aims and appropriate learning outcomes;
• effective teaching practice ‐ teaching delivery which is of a good standard (as indicated by student feedback and/or enhancement of learning) and is stimulating, well organised and makes appropriate use of learning technologies; contribution to setting up new initiatives, e.g. collaborative teaching, use of e-learning;
• support for students' learning inside and outside the classroom; responding positively to the diverse needs of students, including those with learning disabilities;
• effective academic supervision ‐ for example, good support for students’ independent projects as evidenced from feedback;
• effective fulfilment of duties as a supervisor;
• the creation of effective teaching materials ‐ teaching materials which are of a good standard and incorporate appropriate recent research material;
• effective assessment practice ‐ assessment of students' work which fits with the teaching aims and the material;
• effective feedback practice ‐ the provision of timely and effective feedback to students, and sets good academic standards;
• a reflective approach, identifying good practice and seeking to enhance teaching practice where appropriate;
• positive engagement with and clear evidence that the applicant has completed or is working towards completion of the Postgraduate Certificate in Academic Practice (PGCAP) or, where appropriate, another recognised course for teaching in higher education, achievement of relevant professional qualifications; achievement of relevant continued professional development.

Professional education and training at Level 1

Staff responsible for the delivery of professional education and training should demonstrate:

• effective updating of programme material to meet the requirements of regulatory bodies with respect to content, standards, knowledge, clinical competences, etc;
• contributions to the strategic networking and relationship building with the range of partners who are essential to developing contemporary programmes;
• engagement with the negotiation and maintenance of such partnership arrangements;
• maintenance of current knowledge in professional practice;
• for those in clinical subjects, maintenance of clinical credibility by constantly researching and updating themselves on new clinical developments and ‘best practice’.

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Level 2

Performance at Level 2 will be marked by continuing achievement of Level 1 criteria and a sustained teaching performance (i.e. over a period of 3-5 years with demonstrable departmental impact) evidenced by positive responses from students and colleagues.  Leadership in teaching will be demonstrated by developments in teaching and learning which are recognised as innovative and effective and by a significant contribution to developing the teaching of others.
Essential requirements at this level are:

• consistency in very good teaching practices attested by, for example, peer observation, student feedback, University or national prize for teaching, invitations to teach at other universities or to professional bodies (e.g. the delivery of continuing professional development (CPD);
• significant contributions to programme review and development of modules and programmes;
• successful innovation in, or application of, teaching methods and/or assessment;
• a strong role in departmental/interdisciplinary initiatives that improve teaching;
• a strong role in steering the teaching/professional training strategy of the department/interdisciplinary grouping.

In addition, those on teaching and scholarship contracts should demonstrate:

• evidence of the dissemination of excellent teaching practices in the University or more widely through significant participation in discipline or interdisciplinary groups, across the White Rose Consortium or through learned society groups for improving teaching;
• evidence of a leading role within the department in programme development and delivery
• contributions to the development of teaching strategy at an institutional level or across the White Rose Consortium;
• evidence of external esteem for example through attainment of externally validated fellowships;
• authorship or co-authorship of externally published teaching materials;
• demonstrable leadership of the departmental/inter-disciplinary teaching endeavour, both in terms of quality assurance and quality enhancement.

Professional education and training at Level 2

Staff responsible for the delivery of professional education and training should demonstrate:

• a major role in strategic networking and relationship building with the range of partners who are essential to developing contemporary programmes;
• a major role in the negotiation and maintenance of such partnership arrangements;
• continuing engagement in professional practice (e.g. supporting professionals and organisations in improving practice in health care, education, social work etc; development of practiceinformed educational materials for pre- and post-registration students, maintenance of the integrity of practice-based assessments);
• dissemination of excellent teaching practice through professional bodies and other stakeholder groups;
• evidence that teaching has been informed by developments in professional practice or professional settings.

Supporting indicators at Level 2

Other supporting indicators (for all applicants) include:

• contributions to university teaching events or to internal publications about teaching such as Forum or internal departmental/inter-disciplinary newsletters;
• the development of external networks of contacts to develop teaching programmes;
• teaching of CPD courses and other forms of professional training to practitioner groups;
• income generation in support of teaching programmes, including funding for learning technologies and other teaching-related equipment;
• contribution to successful cross-departmental projects;
• an established reputation with external agencies/clients and portfolio of activities that lead to financial, reputational or other significant benefits to the University;
• innovative development and leadership within the department/inter-disciplinary grouping and the institution more widely in the use of teaching, learning and assessment methods, e.g. problem-based learning, virtual learning environment (VLE), e-assessment and the creative exploitation of electronic resources;
• development and successful promotion of curricula or methods of teaching designed to attract prospective students;
• frequent service as external examiner for taught courses at other universities.

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Level 3

This Level is marked by achievements in teaching in terms of continued exceptionally positive impact on students and colleagues, leadership, or impact and dissemination which are of national and international eminence and have been sustained over a significant period.  The applicant's referees can attest to the high regard in which the applicant’s work is held, and that the applicant’s teaching activities have changed ways of thinking about teaching in particular disciplines or have changed a significant element of how the subject is taught or learned.
Essential requirements:

• evidence of sustained positive impact on students, colleagues and mentees (either internal and external) and continued excellent feedback.
• leadership in  departmental/interdisciplinary initiatives that improve teaching;
• leadership in steering the teaching/professional training strategy of the department/interdisciplinary grouping;
• external recognition of excellence and innovation in teaching and scholarship as assessed by independent referees.

In addition, those on T&S contracts should demonstrate:

• authorship of teaching materials which are widely acknowledged as central to the discipline and widely used in teaching in the UK and further afield;
• invitations to undertake external activities such as programme reviews;
• scholarly publications which are critical, reflective and evaluative of teaching, and which advance ideas on how a subject should be taught.

Professional education and training at Level 3

Staff responsible for the delivery of professional education and training should demonstrate:

• leadership in strategic networking and relationship building with the range of partners who are essential to developing contemporary programmes;
• leadership in the negotiation and maintenance of such partnership arrangements;
• leadership in continuing engagement in professional practice (e.g. supporting professionals and organisations in improving practice in health care, education, social work etc; developing practice-informed educational materials for pre- and post-registration students, maintaining the integrity of practice based assessments);
• development of educational provision to upskill professional staff in areas of priority need (eg evidence of working effectively with regional education commissioner, and major employers);
• leadership of the development of new programmes that meet the requirements of both regulatory bodies and the University (e.g. evidence of leading successful programme approval and re-approval exercises);
• maintenance of high standards across time of programme led by the individual as indicated by re-validations;
• support of work-based education and training for students (e.g. by ensuring placements meet quality thresholds and placement managers are appropriately trained and accredited);
• improvement in the performance of professional staff who have completed University of York programmes (i.e. Return on Investment);
• support for the scholarship of other T&S staff.

Supporting indicators at Level 3

Other supporting indicators include:

• the supporting indicators at Level 2;
• establishing and developing sustainable teaching-related networks with other institutions which bring benefit to the University;
• where such resources are available, a sustained record of income generation in the field of teaching activities, pedagogic research, curriculum development, learning technologies and other teaching-related equipment;
• leadership in the development and delivery of CPD and other forms of professional training, and/or having an impact on national (international developments) in this field;
• research into teaching and learning, and dissemination of best practice both within and outside the institution;
• successful leadership of bids for, and development of, course provision funded by external bodies;
• invitations to teach in other universities, including those outside the UK;
• authorship of teaching materials which are widely acknowledged as central to the discipline and widely used in teaching in the UK and further afield.