Deakin Teaching Capability Framework

AREAS OF ACTIVITY

Typical activities undertaken by those who lead teaching and learning

A1 : Learning design

• Provide leadership to teaching teams in curriculum development to improve learning experiences
• Ensure that learning experiences meet external requirements such as HESF and professional accreditation
• Negotiate and create effective and collaborative team relationships to enhance the overall educational design, student experience and outcomes
• Support the development of innovation in curriculum and learning design within teaching teams

A2 : Teach and support learning

• Provide leadership to teaching teams to support teaching practice in a range of contexts
• Encourage and provide for capability activities, support and processes to improve teaching practice
• Support the development of innovation in teaching practice

A3 : Assess and give feedback

• Ensure appropriate variety and balance of assessment tasks and feedback practice across a course, which support learners to develop evaluative judgement
• Lead the implementation of course level assessment and feedback practices including the potential for capstone and signature assessment and initiatives to support academic integrity
• Lead assessment panels and moderation processes
• Encourage and provide for capability building activities to improve assessment and feedback practices

A1a : Learning environments

• Implement practices to ensure learning environments are accessible and inclusive across courses, disciplines or faculties
• Encourage and provide for capability building activities to develop effective learning environments that support diverse learning opportunities and collaboration among learners, teachers and communities

A2b : Student support and guidance

• Provide appropriate course level structure to support scaffolded learning, building toward the achievement of graduate learning outcomes
• Employ, mentor and support teaching staff (including sessional staff)
• Implement avenues of student support across courses, disciplines or faculties

A5 : PD, research and scholarship

• Lead the engagement, application and contribution to research in learning and teaching at a course, discipline or faculty level
• Lead the evaluation of practice and innovation through evidence and evaluation frameworks at the course and unit level
• Contribute to and lead professional bodies and communities of practice in teaching and learning
• Engage in relevant capability building activities in teaching and learning leadership
• Reflect and develop own leadership philosophy

CORE KNOWLEDGE

What leaders should know about teaching and learning

K1 : Discipline knowledge

• Discipline based content requirements for accreditation and professional bodies
• Connections between discipline and other areas in the university
• Trends in discipline area including threshold concepts

K2 : Teaching practice

• Current teaching practices in the discipline
• A variety of teaching approaches across the course to support unit level outcomes
• Ways to ensure that the design of the units take into consideration the work required by the teaching staff to deliver
• Reflect and develop own leadership philosophy

K3 : How students learn

• The implications of learners’ discipline backgrounds on the unit or course design
• Ways to sequence content across a course to enable appropriate development of concepts and assessment of learning over a course

K4 : Learning technologies

• Application of innovative, accessible and inclusive educational technologies to course and unit design and delivery
• Assessment of emerging technologies for teaching and learning and their alignment to course and unit design and delivery

K5 : Evaluating your teaching

• Course evaluation at a national, institutional and discipline level using a variety of evidence and analytics
• The use of benchmarking activities across courses and institutions
• Methods that validate approaches of data collection and validation

K6 : Quality assurance and enhancement

• Standards of external accreditation bodies and University legislation, policies and rules including benchmarking
• Use of student feedback and results and strategies to respond to issues
• Course review processes including contribution to Course Advisory Boards
• Policy reviews and policy development

PROFESSIONAL VALUES

Activities undertaken by leaders that demonstrate these values

V1 : Respect diverse learners

• Translate and promote inclusive and accessible teaching and assessment practices to teaching teams
• Raise awareness and build capacity in creating learning activities, resources, and assessments that foster learners’ indigenous and other cultural competence
• Reflect diversity in course and unit staffing
• Provide appropriate scaffolding to support a range of student abilities within a course
• Provide opportunities and pathways for high achieving students within a course

V2 : Promote participation and equality

• Plan, implement and raise awareness of study pathways and resources for learners from a diversity of backgrounds
• Introduce faculty/course level programs that increase access/participation
• Provide course advice to students
• Monitor and act on student progress, retention and success data for the course, including for various equity groups

V3 : Use evidence-informed approaches

• Lead and mentor staff to engage in reflective practice for teaching
• Promote scholarship of learning and teaching through sharing of practice, developing evidence-based approaches, research into dissemination and/or application of research
• Create opportunities for capability building activities for others

V4 : Acknowledge the wider context

• Translate and promote university, faculty and discipline priorities to teaching teams
• Translate and promote trends and issues within the discipline and the wider HE context around the student learning experience, student support, curriculum design, service provision and professional practice to colleagues
• Analyse graduate outcomes and labour market trends to inform course renewal
• Analyse national and university course performance metrics to inform course renewal