There was a project in Australia a couple of years ago that looked at teaching standards at different levels.  It uses a variety of measures:

1. Design and planning of learning activities

2.Teaching and supporting student learning

3. Assessment and giving feedback to students on their learning

4. Developing effective learning environments, student support and guidance

5. Integration of scholarship, research and professional activities with teaching and in support of student learning

6. Evaluation of practice and continuing professional development

7. Professional and personal effectiveness

Have a look at their website for more.  Each of these is given a number of criteria and standards related to academics at different levels.

http://uniteachingcriteria.edu.au

In my view, the following factors are useful for determining teaching standards in a higher education environment :

1. To use explorative techniques in teaching

2. To use various evaluation methods

3. To make a relationship between the contents of taught lessons and a student’s interests

4. To provide a summary of what has been taught at the end of every class

5. To use executive organizations in compiling contents

6. Transfer of clarify contents

7. To have flexibility in the classroom

8. To match content with practical facilities and laboratory resources

9. To reflect students’ educational progress assessment of results by themselves during the course

10. To harmonize a lesson’s content with the curriculum

11. Attention to ICT

12. Skill in delivery of lesson content

May I ask if I understand your question right? As far as I understand, the framework you linked is quite exactly what you are looking for. Is it your aim to collect a greater variety of examples or are you looking for experiences with this one?

There was a project in Australia a couple of years ago that looked at teaching standards at different levels.  It uses a variety of measures:

1. Design and planning of learning activities

2.Teaching and supporting student learning

3. Assessment and giving feedback to students on their learning

4. Developing effective learning environments, student support and guidance

5. Integration of scholarship, research and professional activities with teaching and in support of student learning

6. Evaluation of practice and continuing professional development

7. Professional and personal effectiveness

Have a look at their website for more.  Each of these is given a number of criteria and standards related to academics at different levels.

http://uniteachingcriteria.edu.au

Thank you colleagues for your valuable input up till now. Eva, thank you for looking at the framework that I embedded. Yes, if people's promotion and/or performance review depend on the framework/guidelines that serve as basis, it is probably advisable to investigate examples of good practice and learn from the experience of others.  Theda's framework, for instance, incorporates aspects such as professional development which I believe is essential in an academic environment. Thank you also to Stefan for pointing out that academic staff should be able to provide concrete examples of their teaching practice. If they do not do so, they could just rate themselves or be rated based on 'good faith'. 

Research outputs, on the other hand, typically are more easily quantifiable and it seems that it is advisable to also be able to quantify teaching 'outputs'.  And, should there be different requirements at various academic levels, as Theda pointed out?

" to also be able to quantify teaching 'outputs'" My first impression was, that this could be the easiest part of your work as you control this outcome every time you asses the learners. But one could argue on that and probably the output needs to be be discussed further. Do you think that other aspects of "teaching output" like e.g. motivation have to be taken into consideration?

Concerning the second point of the requirements at certain levels it comes to my mind, that it might be the other way round. Perhaps instead of defining requirements at certain points of time or career you could define requirements needed to fulfil certain tasks. This is for example done in medicine in terms of the so called entrustable profession abilities. This idea might become even more useful if you take into consideration that, the idea is not new to you, not every brilliant scientist will be a good teacher and that e.g. the task of holding a lecture is totally different from superviding a student's thesis. So if you agree that different tasks need different abilities or skills, it probably is not only a matter of the academic level but also of personal development. What do you think?

Theda and Eva have good points as related to the use of student learning outcomes (SLOs) for assessment of teaching. Much of the emphasis in the United States has been from the student-centered perspective with an expectation that a "flipped" classroom will be used (which is actually an extremely old model of teaching).

Also, just as when grading students' work, there necessarily must be artifacts that testify to the SLOs that are provided by the instructor, the students, and through peer observations.Best practices are often considered within specific metrics and rubrics as defined by the institution based upon faculty/administrative input.

Thank you Paul for your contribution and yes, flipped learning is not necessarily a new approach. I was wondering whether there are metrics and rubrics that are so commonly used/deemed important that they can be used to determine teaching quality at various higher educational institutions. If one's teaching capacity/professional development/innovation in educuation is considered during promotion etc, there may be generic requirements/skills that academic staff members  need to demonstrate to progress to a next level or obtain a particularly high score. 

Context may indeed play a role.  Some recommendations in this thread particularly applied to face-to-face teaching/teaching at a residential university. In an open distance learning (ODL) environment, academic staff members for instance, typcially do not have much direct contact with students (which may rule out student evaluations of their proficiency) and the metrics/rubrics may have to be adjusted somewhat. Skill in online teaching may, for instance, be more prominent than at a residential university.

Hi Leona,

Whilst I am not convinced they are always an accurate message (given that they often only measure student satisfaction) - Student Evaluation of Courses can contain useful information regarding teaching - indicators such as quality of resources, quality of feedback, accessibility of lecturers etc are all information which can be gathered from such surveys. In addition, moderation of courses with significant colleagues can also provide useful data on teaching performance. Cheers, Kevin.

Dear Kevin, it indeed appears as if there is space for student and peer evaluations in determining teaching efficiency. I consulted the framework that Theda supplied again and, for instance, found the following:

§  Student surveys, comments and feedback

§   Peer review on a range of dimensions of teaching

§   Mapping achievements and experience to professional standards frameworks

§  Application for teaching fellowship (HERDSA, HEA)

§  Certificates/ transcripts of professional development undertaken, duration, changes made as a consequence

§   Details and examples of the impact of the change in practice, evidence of changes in student, peer evaluation

§   Details of contribution to the professional development, mentoring of others, and outcomes

§  Invitations to present keynote at T & L and disciplinary conferences

§  Teaching Portfolio demonstrating reflective practice

§  Examples of leadership contribution in professional development and evaluation

The above were suggested as indicative evidence for Criterion 7: Professional and personal effectiveness.

I was wondering whether personal evaluations may be prone to some subjectivity, as reflected in the embedded post.

http://www.theguardian.com/higher-education-network/2015/apr/21/students-dont-rate-me-on-my-appearance-but-on-my-teaching

This is a really interesting question. A few organisations and institutions publish frameworks and guidelines... such as those mentioned (and the HEA in particular). However, it is up to the university to set the standard. A number of UK HE Institutions are now requesting that new staff are recognised at least as fellows of the Higher Education Academy. Huddersfield University has 100% of its staff accredited, which is a huge achievement. There is some debate about revalidation, and whether the HEA will expect those accredited to continually demonstrate how they continue to meet the criteria. We will definitely see something happen before too long. At Newcastle we have a number of Professional Standards Advisors for each faculty who are responsible for helping individuals work towards accreditation, but also for ensuring that the University standards are promoted and adhered to. As part of an individual's annual PDR, they are required to undertake a number of observed teaching sessions (and observe others in return) in order to promote and share good practice. 

Hope this helps!

Hi Leona 

At my institution, our appraisal is aligned somewhat to the U.K. Professional Standards Framework for Higher Education Academics (see link; apologies if this is the link you provided in your original post, however, I couldn't access it).

Interestingly, in the U.K, we have a recent government white paper "Teaching Excellence Framework" that will see institutions be reviewed and rewarded based on "Teaching Excellency", however, what warrants this "excellency" is still under considerable debate.

Thanks

https://www.heacademy.ac.uk/system/files/downloads/ukpsf_2011_english.pdf