1. Teaching Quality Indicators Project
Judyth Sachs
Macquarie University

2. Recap on Project 8 universities involved
How do we recognise and reward teaching?
What do we mean by quality teaching?
How do we know it is quality?
How do we measure it?
What do we do with the information?

3. Focus Performance at institutional and individual level
Differentiate between
Input and output
Process and outcome indicators
4 themes
Assessment
Institutional climate and systems
Diversity
Engagement and learning community

4. Learning to date Change from within
Developing a shared language about teaching
Instituting a dialogue across the institution and within faculties about quality teaching
Focus on policies and practices
Systematic approach to recognising and rewarding teaching not always clear

5. Learning to date Quality assurance and enhancement Benchmarking
AUQA
Learning from other institutions
Comparing
improving
Self reflection to allow critique of framework
Led to better indicators of teaching quality
Qualitative indicators

6. Quality indicators Evidenced based
Tested in and through practice
The more the indicator is used the more quality is build and reinforced from within the institution
Quality is about making a judgment on the evidence provided and then deciding what to do with it.
What does this mean for my institution?
Is this good practice?

7. Indicators Difficult to define Impact and evidence helpful
Alignment with institutional policies and priorities
Over reliance on one particular type of indicator
Recognition that institutions are at different phases in the development of performance cultures
Diversity of practice – size, context, priorities

8. Indicators Individual Institutional Quality enhancement practices
Performance review
Staff appointments
Promotion process
Institutional
Quality enhancement practices
Course and program review
Faculty reviews
Budget allocation
Policy review
Better understanding of institution

9. Indicators Institutional climate and systems Assessment
Appointment, confirmation and promotion
consistent and aligned policy framework
impact and evidence
qualitative
Assessment
Ethical, efficient, effective, aligned with curriculum intentions and externally validated standards
process for compliance
sharing and migration of good practice
moderation process

10. The projects Promotions – Macquarie, UWA
Review of policies, practices and guidelines
Assessment – UQ, RMIT, Griffith
Policies, evidence base, calibrating grades
Standards of and for performance
Engagement and Learning Community – UniSA, Deakin
Employer engagement
Student engagement
Diversity – UTas
Transition and academic support
Valuing and accommodating student (and staff) diversity

11. Deliverables Shared language regarding teaching performance
An institution and individual approach to teaching quality tested through practice
Set of indicators – some tested others contested
Improved links between reward and recognition of teaching
Benchmarking
Exemplars of good practice

12. Questions