Transcript Teaching Matters: Developing indicators of teaching

Teaching Matters: Developing
indicators of teaching quality,
a comparative study
The Teaching Quality Indicators
Project
www.catl.uwa.edu.au/tqi
Objective
To reward and recognise quality
teaching in higher education through
systematic implementation of
indicators and metrics on teaching and
teacher effectiveness
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Dimensions of Teaching
Quality Framework
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TQI Pilot Institutions
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Themes
Assessment
Griffith University
RMIT University
University of Queensland
Diversity
University of Tasmania
Engagement and Learning Community
Deakin University
University of South Australia
Institutional Climate and Systems
Macquarie University
University of Western Australia
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Example from the Framework Tables:
Rewarding & Recognising Teaching extract
Staff Issues:
Professional
Development
provision on
teaching and
learning
Institutional
Issues
Focus
Program of
professional
development
on teaching
and learning
Program to
attain
educational
qualifications
Attendance and
participation in
professional
development
Institutional Level
Provision of professional
development program
in teaching and
learning.
Program for different
levels eg induction,
mid career,
leadership etc.
Review of program for
completeness and
complementing the
institutional strategic
direction, targeted
students.
Provision of range of
resources on-line etc
Faculty level
Provision of programs
in addition to
institutional
programs to meet
faculty needs
Active support for
attendance at
programs, attaining
qualifications.
Program/Dept
Identify professional
development needs
of the program eg
tutor training,
curriculum review,
assessment etc.
Evidence of provision
of program and
attendance
Teacher level
Develop a
professional
development
plan relevant to
career plan and
institutional
needs
Attend professional
development
programs, in and
outside
institution
Measurement
Attendance numbers
at professional
development
programs by
type/level of
appointment by
faculty.
Numbers enrolled in
educational
qualifications by
faculty
Trend for attendance
in programs.
Level and attainment
of education
qualifications
Evaluation and review
of programs
Comparisons with
similar institutions
Carrick Institute
CAAUT
Awards
Processes in place to
identify and nominate
staff for Carrick
teaching awards
Submission of award
nominees for each
category of awards
Promotion of nominees
and winners within
the institution.
Provision of support to
develop applications.
Involvement of Carrick
assessors and
previous winners in
selection and
preparation.
Involvement of the
award winners,
nominee in
promoting T &L.
Identification and
promotion of
programs and
teams for
nomination
Active promotion of
awards and
identification of
nominees
Celebration and
recognition of
nominees and
success.
Nomination of
programs for
Program awards
Seek support and
feedback on the
development of
application.
Review previous
(successful)
applications,
nominations.
Seek advice from
previous
successful
nominees,
Carrick Institute
Institutional
contact person.
Follow Carrick
guidelines and
criteria
Record nomination
and outcome in
CV
Number of
nominations by
category by staff
level, position etc
Number of successful
awards
Value of awards
obtained
Trend data by
category and
success
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THE UNIVERSITY OF
WESTERN AUSTRALIA
The Promotion, Recognition
and Reward of Teaching
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UWA: Review of Current
Practice
Objective:
Comprehensive Snapshot of policy, practice and new
initiatives in teaching and learning
Method:
Collection of data in thirteen categories of process
indicators identified by the Teaching Quality Indicators
project at Institution, Faculty and School levels
Outcomes:
Focus on the PROMOTION, RECOGNITION AND
REWARD of teaching
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UWA: Reward & Recognition
Indicators
Evaluating the quality of our reward and recognition structures
“Participation
and
engagement
in
professional
development
activities is
related to the
quality of
student
learning”
“Clear promotion and annual review policy and
criteria, a developmental approach, and common
criteria across the institution, along with training
and clear guidelines for supervisors demonstrates
a commitment of the institution to quality teaching
and assists raising the status of teaching within the
institution”
“Performance review criteria of
teaching staff that clearly conveys
expectations of evidence of quality
student learning will encourage staff
to focus on students”
“If teaching is valued and appropriately rewarded, higher levels
of staff satisfaction with subsequent motivation for teachers to
enhance the quality of their teaching would be expected”
“Quality teachers are those who
integrate established theories of
learning in their practice of
education in order to understand
how students develop and learn “
“Student Evaluations of teaching are well evidenced
as important proxy measures of teaching quality”
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UWA: The Criteria Project
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PRINICIPLES:
Teaching quality is the responsibility of the whole
organisation; not just individual staff
•
The organisation must:
– Provide excellent support for teaching;
– Reward quality teaching;
– Improve the status of teaching in the institution;
– Provide ‘space’ (time and support) for staff to engage
in quality teaching; and
– Robustly evaluate its efforts.
•
Quality should be measured via a number of evaluation
tools, which should be systematic and enable
comparison.
•
Overall process should be developmental and designed to
assist the staff member to enhance their practice.
•
Criteria for quality teaching must be:
– Consistent across all mechanisms (recruitment,
promotion, review) and aligned with Carrick award
criteria and the TQI framework
– Evidence based and supported by the research.
– Detailed but not prescriptive
– Differentiated by level
– Aligned with professional development opportunities
– Flexible enough to allow contextualisation by
discipline
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UWA: The Professional
Development Project
Professional Development of Teaching should be:
• part of valued, everyday efforts to enhance
student learning outcomes
• efficient and effective
• consistent with, and support the attainment of,
teaching criteria (promotion, review etc.) and
relevant definitions of teaching quality
• rewarded and recognised
• visible, flexible, consistent
• inclusive
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MACQUARIE
UNIVERSITY
Recognising and rewarding
quality Learning and Teaching
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MQ: Cultural Change
•
•
•
•
•
•
•
new VC
new Deputy VC (Provost)
new Executive
Macquarie@50 Strategic Plan
new Academic Structure
Learning and Teaching Plan
Curriculum Review
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MQ: Focus
Student Learning / Student Experience
Performance-based
Quality Assurance Culture
Quality Teaching
Cultural Change
AUQA 2009
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MQ: Audit existing
learning & teaching
policies
Findings
1. Lack of an integrated Universitywide approach to policy
development and management
2. Perceived lack of recognition and
reward for quality teaching
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MQ: Action &
Outcomes
Action
Develop and implement a University-wide
Policy Framework
Outcomes
Integrated Policy Management
Framework, Policy Central
www.mq.edu.au/policy
Dialogue about Learning and Teaching
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MQ: Action &
Outcomes
Action
Review the Academic Promotion policy
Outcomes
Alignment of the recruitment,
appointment, probation, performance
and promotion policies
Development of Selection Criteria
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With thanks to Gerd Waloszek (whose created this version of Sidney Harris' cartoon)
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Comparison
UWA
• Consolidation
• Research-based
• Gradual
enhancement of
evaluative
practices
MQ
• Development
• Change agenda
• Direct impact on
University culture
and practice
COMMON
Developing a common language for talking
about, enhancing, and evaluating teaching.
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Learning to Date
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•
•
•
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Change from within
The importance of a dialogue
The need for a common language
Need for substance behind the rhetoric
Building an understanding about
quality
• Quality not quantity
• Learning & Teaching integral to HE
• Recognition and reward essential
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The framework is:
A lens through which to view
quality learning and teaching
The framework can:
Help each institution to develop quality
indicators to evaluate their practice
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Next Steps
• Continuation of Framework
implementation
• Development of indicators
• Extending scope of project
• Assessing implications
• Benchmarking
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Any
Questions?
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