How can we recognize and reward quality teaching and learning?. Denise Chalmers. Centre for the Advancement of Teaching and Learning National TQI project leader TQI Project Website: http://www.catl.uwa.edu.au/tqi. National approaches to teaching quality. Audit (AUQA)
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
How can we recognize and reward quality teaching and learning?
Centre for the Advancement of Teaching and Learning
National TQI project leader
TQI Project Website: http://www.catl.uwa.edu.au/tqi
Each of these performance models draws on performance indicators of different types (input, output, process, outcome) for different purposes.
We understand indicators more at the national level than at the institutional level
Human, financial and physical resources involved in supporting institutional programs, activities and services
eg funding, student entry and background data and staff data
Usually student related Information, has ‘political’ use regarding information on efficiency but provides little information regarding quality of teaching and learning
eg retention rate, progression rate, completion rate
Quality of the means used to deliver educational programs, activities and services, looks at how the system operates within its particular context, investigates the core of student learning experience (quality of teaching, curriculum, assessment)
Eg Policies and practices related to L and T, performance management and professional development of staff, quality of curriculum and the assessment of student learning and quality of facilities, services and technology
Quality of programs, activities and services or their benefits to students, states and society. Measure complex processes and results in terms of their quality and impact.
Eg student satisfaction, student learning, student grades, employer satisfaction
Dimensions of quality teaching practice framework
ou t c o m e s
Institutional climate and systems
i n p u t s
- Recognising and rewarding quality teaching
- Requiring relevant teaching experience, qualifications, development
Uses each type of indicators
Implemented at a number of levels
Flexible and sensitive to context
Stage 1: Investigation and development of framework
Stage 2: Pilot implementation of framework
* Leader of the pilot group of universities
1. Online Database of Teaching and Learning –build a comprehensive database of teaching and learning policy, practice and projects across all Faculties and central administrative units of the University.
2. Reward and Recognition Indicators Project (2 parts)
Institutional Climate and Systems (Reward and recognition of quality teaching)