Education Performance Standards

For promotion of level C-E

The Academic Performance Framework applies to all academic staff. It serves to articulate the high-level expectations of academic endeavour across the three areas of Research, Education and Engagement.

The revised Education Performance Standards apply to staff applications for promotion to Levels C-E for the 2019 academic promotion round.

As part of the standards, Monash includes Peer Review of Teaching as a component of the academic promotion process. The revised standards are in line with global best practice and support Monash’s continued delivery of excellence in education.


For promotion of level A-B and probation in 2019

Learning and Teaching Criteria

Monash has six learning and teaching criteria which provide appropriate expectations for you as an educator. These criteria enable you to recognise your achievements, identify opportunities for further professional development, and assist in planning for your future career.

  1. Design and planning of learning activities
    Planning, development and preparation of learning activities, learning resources and materials, for unit, course or degree; including coordination, involvement or leadership in curriculum design and development.
  2. Teaching and supporting student learning
    Quality teaching approaches and strategies that influence, motivate and inspire students to learn; including face-to-face, pre-class, post-class, online, and peer to peer, and at the undergraduate and postgraduate level.
  3. Assessment and giving feedback to students on their learning
    Design and execution of formative and summative assessment tasks that are aligned with student learning outcomes, and the provision of appropriate and timely feedback
    that fosters independent learning.
  4. Developing effective learning environments, student support and guidance
    Activities related to the creation of an engaging learning environment for students, including supporting transition, development of learning communities and strategies that account for and encourage student equity and diversity, thus respecting students as individuals.
  5. Integration of scholarship, research and professional activities with teaching and in support of student learning
    Contributions to the scholarship of learning and teaching (including curriculum and student engagement) within their discipline or more generally that leads to change in or
    enhanced teaching practice and/or the support of colleagues.
  6. Evaluation and development of practice leading to continual professional enhancement
    The use of self-review, student and peer evaluation and academic development opportunities to inform and enhance teaching practice.

Evidence

The types of evidence you collect and illustrate will depend on the criteria against which you are aiming to show achievement. Different forms of evidence may be applicable across criteria, there is not necessarily a “right or wrong answer”.

Use judgment and seek advice from your peers and mentors as to which of the evidence types will support your narrative.

Sources and forms of evidence