Teaching CapabilityFramework
Design
Deliver
Enable
Lead
Professional learning
Teaching Capability Framework
Design
Deliver
Enable
Lead
Professional Learning
Lead
The Teaching Capability Framework
The dimensions of the framework have been articulated for the four professional domains. Choose the domain that is most relevant to your context. You may find that your practice operates across more than one of the domains. The practices identified are not exhaustive and not everyone will engage in all the practices shown in the framework.
Select the relevant domain to see the relevant framework for that context.
Lead
teaching teams
V1 Respect individual and diverse groups of learners
Relevant Deakin Design Principles and Practices: inclusive, integrated, relational
- Translate and promote inclusive, accessible and equitable 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 learner abilities within a course
- Provide opportunities and pathways for high achieving learners within a course
V2 Promote engagement in learning and equity of opportunity
Relevant Deakin Design Principles and Practices: holistic
- 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 learners
- Monitor and act on learner progress, retention and success data for the course, including for various equity groups
V3 Use evidence-informed approaches
Relevant Deakin Design Principles and Practices: scholarship
- Lead and mentor staff to engage with evidence-based frameworks (including Deakin Design)
- 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, dissemination and/or application of research
- Create opportunities for capability building activities for others
V4 Respond to the wider higher education context
Relevant Deakin Design Principles and Practices: partnership
- 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 to colleagues
- Analyse graduate outcomes and labour market trends to inform course renewal
- Analyse national and university course performance metrics to inform course renewal
- Provide opportunities for partnering with students, alumni, industry and community to design and deliver meaningful learning experiences
V5 Collaborate with others to enhance practice
Relevant Deakin Design Principles and Practices: collaboration
- Champion and support collaborative approaches to the design and delivery of learning experiences.
- Recognise and support collaboration within and between teaching teams.
K1 How learners learn
Relevant Deakin Design Principles and Practices: holistic, scholarship
- 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
K2 Approaches to teaching and supporting learning
Relevant Deakin Design Principles and Practices: active and collaborative
- 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
K3 Critical evaluation of practice
Relevant Deakin Design Principles and Practices: scholarship
- Course evaluation at a national, institutional and discipline level using a variety of evidence and analytics including self, peer, institutional and learner sources
- The use of benchmarking activities across courses and institutions
- Contemporary discourse on approaches to evaluation of teaching and learning and impact measures
- Support and embed opportunities for staff to engage in critical evaluation of practice including self and peer reflection on practice
K4 Appropriate use of technologies and resources for learning
Relevant Deakin Design Principles and Practices: digital
- Application of innovative, accessible and inclusive educational tools and 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 Requirements for quality assurance and enhancement
Relevant Deakin Design Principles and Practices: quality
- Standards of external accreditation bodies and University legislation, policies and rules including benchmarking
- Use of learner feedback and results and strategies to respond to issues
- Course review processes including contribution to Course Advisory Boards
- Policy reviews and policy development
- The requirements of subject or professional standards, working with national professional and/or statutory bodies
A1 Design and plan learning
Relevant Deakin Design Principles and Practices: course-wide, innovation, sustainability
- 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, learner experience and outcomes
- Support the development of innovation in curriculum and learning design within teaching teams
A2 Teach and support learning
Relevant Deakin Design Principles and Practices: active and collaborative, integrated
- 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 innovative and sustainable in teaching practice
- 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
A3 Assess and give feedback
Relevant Deakin Design Principles and Practices: authentic, feedback-focused, course-wide
- 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
A4 Support and guide learners
Relevant Deakin Design Principles and Practices: holistic, integrated
- Provide appropriate course level structure to foster the development of capabilities that transform learners into graduates who can achieve their goals.
- Employ, mentor and support teaching staff (including sessional staff)
- Implement avenues of learner support across courses, disciplines or faculties
A5 Enhance practice through professional development
Relevant Deakin Design Principles and Practices: scholarship
- Lead the engagement, application and contribution to scholarship and 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 learning 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
Enable
Teaching Capability Framework
Professional Learning
Teaching Capability Framework
