Enhancing Teaching Practice

VU Teacher Capabilities

Victoria University (VU) has identified a range of key teacher focused capabilities deemed essential for achieving quality learning and teaching. These teacher capabilities provide a framework for critical review and examination of professional practice through:

• self-reflection
• peer review
• student feedback
  

The teacher capabilities underpin our Collaborative Reflection on Teaching - VU's formative approach to the peer review of teaching. The learning outcomes for the Graduate Certificate in Tertiary Education are the VU Teacher Capabilities.

Capabilities and indicators

Teachers may find the indicators below useful when participating in self-reflection and review.

Teachers know how their students learn and how to teach them effectively

Indicators

• teaching staff use the body of knowledge about tertiary learning and teaching to inform their practice
  
• teaching staff know how to engage their students in active learning
  
• teaching staff know how to construct programs, use resources and structure activities which support learning

Teachers know the discipline or field of practice they teach

Indicators

• teaching staff have a sound, critical understanding of the discipline or field of practice they teach
• teaching staff can identify the key features and relevance of their discipline or field of practice to their students
• teaching staff know how to teach their discipline or field of practice
  
  

Teachers know their students

Indicators

• teaching staff develop an understanding and respect for their students
  
• teaching staff know and respond to the range of learning needs of their students both in terms of the knowledge they bring and the learning approaches they prefer
  
• teaching staff respond to the cultural and linguistic diversity of their students
  

Teachers plan for effective learning

Indicators

• teaching staff use their knowledge of students, discipline or field of practice and pedagogy to establish clear and achievable learning goals with their students
• teaching staff design appropriate teaching and learning activities and associated resources for their students;
  
• teaching staff design assessment that identifies and reports student learning, provides feedback to students about their learning and informs further planning of teaching and learning
• teaching staff align learning goals, teaching and learning activities, and assessment tasks for effective learning

Teachers assess student learning effectively

Indicators

• teaching staff provide prompt, informed and constructive feedback to students on their work
  
• teaching staff ensure consistency in assessing student work by applying consistent criteria and standards in making assessment judgments
  
• teaching staff monitor student achievement and maintain accurate records of their progress
  

Teachers create and maintain effective learning environments

Indicators

• teaching staff provide a learning environment that engages and challenges their students and encourages them to take responsibility for their own learning
  
• teaching staff establish and maintain clear and consistent expectations about roles and responsibilities of all members of the group
  
• teaching staff manage a group of students for the benefit of all learners

Teachers operate effectively within their institutional context

Indicators

• teaching staff understand the multi-sectoral nature of Victoria University and use this understanding to work effectively with colleagues and students
  
• teaching staff are familiar with Victoria University learning and teaching policies and implications for their practice
  
• teaching staff use Victoria University systems and structures to support learning and teaching
  
• teaching staff meet their legal and ethical responsibilities in their teaching role
  

Teachers reflect on, evaluate and improve their practice

Indicators

• teaching staff regularly reflect on and critically evaluate the quality of student learning, with their students and peers
  
• teaching staff contribute to the development and maintenance of communities of practice that support their ongoing development as teaching staff
  
• teaching staff identify their own learning needs in relation to maintaining both currency in their discipline or field of practice and their effectiveness as a teacher and engage in professional development activities to meet these needs
  

Make an enquiry

For further information please contact:

Jan Wallbridge - The Centre for Innovation in Learning and Teaching
Phone: +61 3 9919 8473
Email: jan.wallbridge@vu.edu.au

Karen Stammers - The Centre for Innovation in Learning and Teaching
Phone: +61 3 9919 4042
Email: karen.stammers@vu.edu.au

Kerry Pantzopoulos - The Centre for Innovation in Learning and Teaching
Phone: +61 3 9919 8303
Email: kerry.pantzopoulos@vu.edu.au