Teaching Matters: Developing indicators of teaching quality, a comparative study The Teaching Quality Indicators Project

2 Objective To reward and recognise quality teaching in higher education through systematic implementation of indicators and metrics on teaching and teacher effectiveness

3 Dimensions of Teaching Quality Framework

4 TQI Pilot Institutions

5 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 Themes

6 Example from the Framework Tables: Rewarding & Recognising Teaching extract

7 THE UNIVERSITY OF WESTERN AUSTRALIA The Promotion, Recognition and Reward of Teaching

8 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

9 “Performance review criteria of teaching staff that clearly conveys expectations of evidence of quality student learning will encourage staff to focus on students” “Student Evaluations of teaching are well evidenced as important proxy measures of teaching quality” “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” Evaluating the quality of our reward and recognition structures “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” “Participation and engagement in professional development activities is related to the quality of student learning” “Quality teachers are those who integrate established theories of learning in their practice of education in order to understand how students develop and learn “ UWA: Reward & Recognition Indicators

10 UWA: The Criteria Project 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

11 UWA: The Professional Development Project Professional Development of Teaching should be: part of valued, everyday efforts to enhance student learning outcomespart of valued, everyday efforts to enhance student learning outcomes efficient and effectiveefficient and effective consistent with, and support the attainment of, teaching criteria (promotion, review etc.) and relevant definitions of teaching qualityconsistent with, and support the attainment of, teaching criteria (promotion, review etc.) and relevant definitions of teaching quality rewarded and recognisedrewarded and recognised visible, flexible, consistentvisible, flexible, consistent inclusiveinclusive

12 MACQUARIE UNIVERSITY Recognising and rewarding quality Learning and Teaching

13 MQ: Cultural Change new VCnew VC new Deputy VC (Provost) new Deputy VC (Provost) new Executive new Executive Strategic Plan Strategic Plan new Academic Structure new Academic Structure Learning and Teaching Plan Learning and Teaching Plan Curriculum Review Curriculum Review

14 MQ: Focus Student Learning / Student Experience Performance-based Quality Assurance Culture Quality Teaching Cultural Change AUQA 2009

15 MQ: Audit existing learning & teaching policies Findings 1.Lack of an integrated University- wide approach to policy development and management 2.Perceived lack of recognition and reward for quality teaching

16 MQ: Action & Outcomes Action Develop and implement a University-wide Policy Framework Outcomes Integrated Policy Management Framework, Policy Central Dialogue about Learning and Teaching

17 Action Review the Academic Promotion policy Outcomes Alignment of the recruitment, appointment, probation, performance and promotion policies Development of Selection Criteria MQ: Action & Outcomes

18 With thanks to Gerd Waloszek (whose created this version of Sidney Harris' cartoon)

19 Comparison UWA ConsolidationConsolidation Research-basedResearch-based Gradual enhancement of evaluative practicesGradual enhancement of evaluative practicesMQ DevelopmentDevelopment Change agendaChange agenda Direct impact on University culture and practiceDirect impact on University culture and practice COMMON Developing a common language for talking about, enhancing, and evaluating teaching.

20 Learning to Date Change from withinChange from within The importance of a dialogueThe importance of a dialogue The need for a common languageThe need for a common language Need for substance behind the rhetoricNeed for substance behind the rhetoric Building an understanding about qualityBuilding an understanding about quality Quality not quantityQuality not quantity Learning & Teaching integral to HELearning & Teaching integral to HE Recognition and reward essentialRecognition and reward essential

21 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

22 Next Steps Continuation of Framework implementationContinuation of Framework implementation Development of indicatorsDevelopment of indicators Extending scope of projectExtending scope of project Assessing implicationsAssessing implications BenchmarkingBenchmarking

23 Any Questions?