Outlined below are the promotion criteria underpinning progression to each of the four levels of teaching achievement defined in the framework. Criteria have been conceptualised around key candidate capabilities that are required for promotion to each level.
It should be noted that the levels are seen as cumulative, with achievement at a higher level expected to be in addition to continuing achievement at lower levels.
- attitudes and delivery underpin the achievement at level 1 (effective teacher)
- skills and collaboration are added to the achievements required for promotion to level 2 (skilled and collegial teacher)
- achievement at level 3 is focused on educational leadership (institutional leader in teaching and learning) and/or educational knowledge (scholarly teacher), where candidates can opt to focus on one or both of these domains for progression to the level
- national and global influence – in educational knowledge and/or in educational practice – underpin achievement at level 4 (national and/or global leader in teaching and learning)
Definition of teaching achievement at each framework level
The effective teacher takes a conscientious and reflective approach, creating positive conditions for student learning and demonstrating effective teaching delivery that develops over time.
The skilled and collegial teacher takes an evidence-informed approach to their development as a teacher, providing mentorship to their peers to support a collegial and collaborative educational environment.
The scholarly teacher makes a significant contribution to pedagogical knowledge by engaging with and contributing to the scholarly research literature which, in turn, influences educational practice.
The institutional leader in teaching and learning makes a significant contribution to enhancing the environment for inclusion and excellence in teaching and learning within and beyond their institution.
The national and global leader in teaching and learning makes exceptional contributions to teaching and learning in higher education through national and global influence and leadership. The successful candidate would demonstrate contribution to educational practice (for example, through advancing global partnership or leading multi-institutional educational reform) and/or impact on pedagogical research.