FEB endorsed version. 1st November 2013
Teaching contribution to role by grade and activity in Faculty of Science – Criteria
This is not an exhaustive list. It is based on criteria and evidence extracted from the academic promotion documents and represents the teaching component
of a broader academic-role. An employment grade is expected to be a fair representation of the main focus of a role which may also include activities at
higher or lower grades. Activities are not of equal level across the disciplines and academics in highly teaching-focussed roles will be expected to have more
weight of evidence for the teaching criteria than academics with more research or other output.
Grade 7
Grade 8 (lecturer)
Grade 9 (Senior lecturer – no reader equiv.)
Professor Bands 1-3
(Unequivocal evidence of excellence)
Professional
standing and
contribution
to the debate
Contribution to
the debate at
departmental
level
Evidence of university or
external presence and
innovation
National profile for innovation
Contribution to the debate nationally through dissemination
in publications and conference activity
Evidence of impact within discipline internally/externally
Create/anticipate opportunities of benefit to
department/university
Teaching
delivery &
innovation
Development
and delivery of
Teaching
modules and
sessions
Development and
delivery of Teaching
including
masters/doctoral
supervision
Specialist teaching
Development and delivery of Teaching
Developing new approaches to learning and teaching methods
Research & evaluation of teaching methods & systems
Submission of bids for learning and teaching development
Knowledge transfer via non-core business teaching
Supervising and advising students
Inter-departmental collaboration in the development and
delivery of teaching
Assessment
and Support
Student
support and
assessment
Set/assess coursework
and exams
Student support
Teaching
admin
Relevant
administrative
responsibilities
Responsibility for course
or sets of modules
development at UG level,
possibly with some PG
level duties
Internal/external examiner for PGR students
External examiner for UG courses
Preparing and supervising different modes of student
assessment and support
Contribution towards development of Teaching standards
Programme and course development and coordination at both
PG and UG level
Act in senior roles within department/faculty to advance
student academic development
Roles contributing to the development of policy to advance
quality in discipline at local level
Contribution to development of university learning and
teaching policy
High and unique standing within discipline with a
national/international profile for innovation, publication and
enterprise in university teaching
Authorship of standard texts
High contribution to academic leadership within university and/or
discipline
Recognised expertise and dissemination of teaching developments
through publications, networks and conferences
Excellence in delivery of high-quality education
Consistent masters/doctoral student success and consistently high
student satisfaction
Setting up and driving forward innovative pedagogies/innovative
approaches at the University
Major income generation (e.g. increased student numbers,
internationalisation, grant awards, KT)
Innovative scholarship within discipline
Leadership of major collaborative teaching and learning
activity/activities
External examiner for prestigious institutions
Development at national level of Teaching standards and
mechanisms for evaluating Teaching quality
Developing major PGT programmes
Pro-active support for the implementation of teaching policy
Sustained contribution to shaping/influencing university academic
strategy
Leading, shaping and influencing teaching policy at university,
national and international levels
Significant contribution to development of teaching policy at national
level
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FEB endorsed version. 1st November 2013
Contribution to the formation of teaching strategy at
departmental/faculty level
Activities
Coordination
roles
at
Significant contribution to development and running of
Successful direction of major management responsibilities at
Other admin
within
departmental level
department
university/sector level (e.g. direction and leadership of major area
department
Significant administrative responsibilities and roles at both
departmental and university level
Keeping
Keeping
abreast
of
Keeping abreast of professional developments
Leadership of professional developments
Professional
abreast of
professional
Advanced professional recognition
Acting as a role model for colleagues beyond the department and
Activities and professional
developments
Provision of support, coaching, mentoring and review of other helping their development with regard to teaching quality
Professional developments Teaching
Teaching staff
qualification/recognition
Significant national-level responsibilities within discipline
Development
Organisation of national conferences
Compiled following consultation within Science Teaching Network and using Teaching only policy http://www.shef.ac.uk/hr/guidance/contracts/1.77002 (updated 16th Aug 2011), Grade 8 criteria
http://www.shef.ac.uk/hr/reward/promotion/g8torr/criteria (updated 22nd May 2013,) Grade 9 criteria http://www.shef.ac.uk/hr/reward/promotion/g9tandorr/criteria (updated 16th Aug 2011), Readership
nd
criteria http://www.shef.ac.uk/hr/reward/promotion/reader/criteria (updated 2 July 2012 & not applicable), Professor criteria http://www.shef.ac.uk/hr/reward/promotion/personalchair/criteria_rt (updated
th
10th Aug 2012) and Personal Chair (Teaching) http://www.sheffield.ac.uk/hr/reward/promotion/personalchair/criteria_teaching (updated 14 June 2013).
Teaching contribution to role by grade and activity in the Faculty of Science – Evidence
The list below is representative but not exhaustive.
Professional
standing and
contribution
to the
debate
 Scholarly
output
 An active
participant/
advisory roles
 Invitations (e.g.
national radio,
guest lecture)
Grade 7
Gr. 8 (Lecturer)
Grade 9 (Senior lecturer)
Professor
Contribution
to the debate
at
departmental
level
Evidence of university or
external presence and
innovation
National profile for innovation
Contribution to the debate nationally through
dissemination in publications and conference activity
Evidence of impact within discipline internally/externally
Create/anticipate opportunities of benefit to
department/university
e.g. Case-study for
university learning and
teaching Toolkit
Participation e.g. in
university working-group
Scholarly output: books & journal papers
Publication of textbooks and teaching materials
High and unique standing within discipline with a
national/international profile for innovation, publication and
enterprise in university teaching
Authorship of standard texts
High contribution to academic leadership within university &/or
discipline
Recognised expertise and dissemination of teaching developments
through publications, networks and conferences
Major contributions to discipline through academic achievements
Sustained level of publications
Authorship of standard textbook(s) for use in discipline
One of small number called upon to give expert opinion (e.g. regular
invitations to HEA events to talk about area of expertise)
Advisory role to significant public body
Recognised expertise as evidenced by reviewing of books
Keynote lectures to international conference
Frequent invitations to conferences
Regular contributions in UK broadcast media
Invitation to contribute to
professional-services
(CiCS/LeTS) or other
faculty events
Invite to contribute on
Service on local/national advisory bodies
Efforts to improve teaching outside of university (e.g.
service on bodies concerned with teaching in schools, ALevel examining)
Invitation to national conference,
Contribution to national radio
Regular contributions to local broadcast media (e.g. BBC
Radio Sheffield, Sheffield Star/Telegraph, …)
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local radio/television
 Contribution to
the debate
Presentation of learning and teaching activities at other
institutions, external conferences and workshops
Evidence of impact on teaching bodies within discipline
 Awards and
prizes
Presentation of learning and teaching activities at major international
conferences
Setting the debate (e.g. through the publication of papers on wider
pedagogical issues, editing national/international learning and teaching
publications or Times Higher, or through administrative activities – chair
of learned society education division)
National/international advisory roles
Receipt of prestigious prizes and awards (e.g. RSC Higher Education
Teaching Award, RSC Nyholm prize for Education, HEA National
Teaching Fellowship)
Innovations known of, respected, recommended and used
internationally
 Innovation (e.g.
courses,
teaching
methods)
 Prominent
administrative
roles
Innovations
reported at
department
level
Teaching
delivery &
development
Development and
delivery of
Teaching
modules and
sessions
Development and delivery of
Teaching including
masters/doctoral
supervision
Specialist teaching
Development and delivery of Teaching
Developing new approaches to learning and teaching
methods
Research & evaluation of teaching methods & systems
Submission of bids for learning and teaching development
Knowledge transfer via non-core business teaching
Supervising and advising students
Inter-departmental collaboration in the development and
delivery of teaching
 Delivery (preset course,
writing own,
designing own)
Writing &
delivering
designated
teaching sessions
(e.g.
UG tutorials) or
modules covering
a limited range of
students/topics
Writing and delivering own
teaching sessions (e.g. lecture
course/module) to all levels
of student
Designing, testing and
implementing teaching
experiment protocols
Coaching tutorial group
Designing, preparing, coordinating and delivering (good)
new courses
Use of diverse teaching methods
Writing/designing (good/appropriate) novel course content
(e.g. employability skills module)
Developing novel teaching methods
Coaching and supporting tutorial groups
Specialist teaching (e.g.
science for medical students,
chemistry for engineers)
External teaching through non-accredited courses and short
course work
 Specialist
teaching and
Knowledge
Innovations
recognised/adopted by
other departments at
university level
National recognition of teaching and learning innovations
(courses, teaching methods, support materials, websites,
Wikis) used, respected, and recommended at national
level
Significant role in professional bodies (e.g. seat on national
education committee for learned society)
Editor of international Subject-based education journal (e.g. Chemistry
Education Research and Practice…)
Chair of major national bodies (e.g. former HEA subject centre …)
Excellence in delivery of high-quality education
Consistent masters/doctoral student success and consistently
high student satisfaction
Setting up and driving forward innovative
pedagogies/innovative approaches at the University
Major income generation (e.g. increased student numbers,
internationalisation, grant awards, KT)
Innovative scholarship within discipline
Leadership of major collaborative teaching and learning
activities
Excellence in delivery evidenced by high-quality teaching
programmes
Consistent number of successful Masters/PhD student
completions
Management of significant portfolio of KT activities with
demonstrable economic/social impact and benefit to
university (e.g. CPD programmes for external clients)
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Transfer (KT)
 Good teaching
 Innovation in
delivery
 Collaboration in
teaching
 Curriculum
development
 Evaluation of
teaching
methods
 Funding for
teaching
development
Assessment
and Support
Recognition of good teaching
(e.g. student evaluation data,
departmental prizes)
Wide experience in teaching (level and topics)
Recognition of teaching excellence (e.g. Student Union
Academic Award, Senate Award)
Learning about
latest techniques
Responsibility for
implementing latest
techniques/innovating in own
practice and delivery
(YouTube, podcasts, twitter,
MoLE2, classroom flipping,
workplace learning etc.)
Contribution to
discussion on
development of
modules taught
Implementation
of specified
changes to
curriculum
Full role in departmental
discussion of curriculum
development
Responsibility for
development, design, writing
and running small part of
curriculum (e.g. laboratory
module)
Lead on implementation of
minor aspects of curriculum
development within
department
Creativity and innovation in developing teaching
programmes, methods and content at UG/PGT level
Responsibility for innovation and implementation of new
techniques in departmental practice
Sustained development in teaching practice (continued
innovation in delivery with evidence of creativity)
Devising/implementing cross-departmental/faculty level
innovations in teaching and learning
Innovations/courses/materials adopted by other institutions
(nationally)
Inter-departmental collaboration in the development and
delivery of teaching
Leading, implementation of large-scale curriculum change.
Designing, running, rewriting larger parts of curriculum (e.g.
UG course programmes)
Identification of and contribution to the setting of
departmental teaching and learning priorities and objectives
Lead on introduction of wider aspects of curriculum
development within the department.
Funding to attend
conferences/
workshops
Contribution to submission of
bids for learning and teaching
funding
Student support and
assessment
Evidence-based qualitative or quantitative evaluation of
teaching (disseminated through publication, conference
talks etc.)
Submission of bids for learning and teaching development
Receipt of local/national teaching grants (e.g. HEA
Development Grant)
Set/assess coursework and
exams
Student support
Track record of excellent teaching (e.g. as evidenced through
subsequent achievements of students or consistently high
student satisfaction)
Recognition of impact of teaching (e.g. Student Union
Academic award, Senate Award)
Prestigious Learned Society award for innovation/sustained
excellence in learning and teaching
Significant responsibility for and track record of achievement
in innovation in delivery
Leading implementation of new pedagogies, innovative
approaches and latest techniques at University/national level
Setting up and driving forward high-profile pedagogic
methodology at University (e.g. CiLASS)
International recognition and use of
innovations/courses/support materials
Recognition of leadership of innovation e.g. as evidenced by
award of national prize
Leadership of major collaborative teaching and learning
activities (e.g. Global Engineering Challenge)
Setting up and driving forward large-scale innovative
curriculum changes (e.g. collaboration with international
institution on new programme, …)
Defining new curriculum priorities at university level (e.g.
enterprise, public engagement with science, civic engagement)
High quality original work of both significance and rigour
Successful bids for major national funding (e.g. CeTL, …)
Sustained success at external funding from competitive
sources
Internal/external examiner for PGR students
External examiner for UG courses
Preparing and supervising different modes of student
External examiner for prestigious institutions
Development at national level of Teaching
standards and mechanisms for evaluating
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 Student support
Initial point of contact
for pastoral support of
students on modules
taught and directing
them who to see for
advice
Advising on progress (UG/PGT
personal tutor)
Year/Level tutor/director
(minor pastoral role)
Full role in departmental
discussions on student support
assessment and support
Contribution towards development of Teaching standards
Supervising and advising students
Departmental responsibility for advising students (e.g. director
of teaching/studies)
Development of student support
Overview/direction of content of scheduled student support
meetings (e.g. development of Psychology roadmap for UG
tutorials)
 Assessment methods
(e.g. MoLE2 progress
quizzes, exams,
coursework)
 Examinations process
Informal progress tests
Weekly MoLE2 quizzes
Assessment using preset criteria
Setting/assessing exams
Setting/assessing coursework
Development of student assessment
Preparing and supervising different modes of assessment
Assembling and coordination
checking of departmental
examination papers (clerical)
Overview of cross-section of exam-content (e.g. year tutor,
subject section head, subject group head)
Departmental exams officer (UG & PGT – responsibility for
coordination, collating & reporting exam results including
reviewing appeals and special circumstances)
Running examination boards
Defining departmental assessment principles and criteria
Contributing to the definition of faculty/university assessment
principles and criteria
 Assessment criteria
and teaching
standards
Writing assessment principles
& criteria for own use
 Examiner role
 Feedback
(not currently
mentioned in UoS
promotion criteria/
evidence – but it
should be)
Teaching admin
Internal/external examiner (PGR)
External examiner (UG & PGT)
Feeding back on
informal tests
Designing selfassessment tests (e.g.
via MoLE2)
Relevant
administrative
responsibilities
Class feedback on examinations
Feeding forward e.g. to
class/year group on common
faults to avoid in assessment
Advising on progress
Engaging students in holistic
reflection on feedback (e.g. in
personal tutor role)
Responsibility for course or sets of
modules development at UG level,
possibly with some PG level duties
Publication of minimum standards of feedback for use in
departmental assessment practice
Writing/managing departmental processes for ensuring good
quality feedback and student engagement with feedback
Programme and course development and
coordination at both PG and UG level
Act in senior roles within department/faculty to
advance student academic development
Teaching quality
Contribution to definition of national
assessment standard e.g.
consultant/committee for QAA benchmark
statement
External examiner (UG & PGT prestigious
institutions)
Contribution to international standards of
teaching-quality through actions as external
examiner in overseas institutions
Departmental leadership in highlighting the
importance of feedback (e.g. as evidenced by
significantly increased NSS scores,
new/significantly improved feedback
processes, consistency in feedback across
department).
Developing major PGT programmes
Pro-active support for the implementation of teaching
policy Sustained contribution to shaping/influencing
university academic strategy
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FEB endorsed version. 1st November 2013
Roles contributing to the development of policy to
advance quality in discipline at local level
Contribution to development of university learning
and teaching policy
Contribution to the formation of teaching strategy
at departmental/faculty level
Roles requiring broad understanding of
departmental teaching portfolio.
Senior teaching team coordinator (e.g. module
coordinator, head of teaching section)
Director of Teaching/Studies
Management roles leading to improvements in
process and/or turnaround
 Administrative/
management roles
Provision of specialist guidance and
support (e.g. UG laboratory manager,
overseeing teaching by PG & Grade
7)
 Teaching-related
committees
(significance
depending on
department)
Reporting to relevant committees
Member/chair of sub-committees (e.g.
staff-student, teaching-quality,
curriculum, lab.)
Member of major departmental
committees (e.g. teaching,
management, …)
Course administration (e.g. “with
studies in…”, dual degrees)
Year director/tutor, teaching section
leader (minor level of responsibility)
Oversight of student progression
through named programmes.
Contribution to development of
modules and programmes
Masters/doctoral project supervision
UG project allocation
Administration of project assessment
Department-level e.g. responsibility
for writing/ delivering/managing
school-university transition material
for own department
Chair of major departmental committees (teaching,
safety, research ethics)
Member of faculty-level committees (learning and
teaching, admissions, widening participation,
employability group, Board of Extra Faculty
Provision)
Setting up individual placements
Management of “with studies”
course
Contribution to departmental-level
 Teaching
Programmes
 Student research
projects
 Specific teaching
and learning
Interventions/
priorities (e.g.
transition work, UG
research)
 Student
placements
(industrial/ abroad)
 Learning &
Running UG
student project
SURE project
Leading, shaping and influencing teaching policy at
university, national and international levels
Significant contribution to development of teaching policy
at national level
Contribution to leadership within department through
support for head and major contributions to departmental
planning (e.g. significant Director of Teaching/Studies role)
Evidence of high contribution to academic leadership within
university and/or discipline (e.g. Faculty Director of Learning
and Teaching)
Proactive support for implementation of teaching policy
Sustained contribution to shaping and influencing university
academic strategy
Member of senior university committees (e.g. Learning and
Yeaching, Enhancement and Strategy Sub-Committee,
Admissions and Outreach Sub-committee, Quality and
Scrutiny)
Development of new programmes (UG/PGT)
Coordination of on-going course development
(UG/PGT)
Year director/tutor, teaching section leader (senior
role within department)
Development of major international teaching programme
(income generator)
Utilisation of expertise to ensure that teaching programmes
reflect current and future challenges within the discipline
and hence contribute to student employability
Faculty-Level e.g. responsibility for managing
undergraduate student research policy at faculty
level
Driving forward change (e.g. enterprise in the curriculum,
civic engagement…) at university level
Developing new “with studies in industry”
programme(s)
Establishing, developing and maintaining significant highprofile links with industry/practice or international HE
institution
Evidence of leadership in the realisation of teaching and
Innovative/major contribution to departmental
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FEB endorsed version. 1st November 2013
teaching policy and
strategy
 Teaching quality
(institution, and
national levels) incl.
accreditation
Reviewed by
peers
development of teaching strategy,
policy and practice (e.g. through
committee membership and/or
programme/module design)
teaching and learning policy and strategy (e.g.
through committee membership and/or
programme/module design)
Identification of departmental teaching and learning
priorities and strategy
Contribution to university learning and teaching
policy (e.g. through working groups)
Peer review of teaching (reviewing
peers)
Responsibility for submission to review/
accreditation panels
Contribution to university teaching quality standards
(e.g. University internal review of teaching – panel
member, working group member defining university
principles of assessment/feedback)
Other admin
Activities
within
department
Coordination roles at departmental
level
 Timetabling
Laboratory
experiment
rotas
Running openday activities
Departmental laboratory
teaching/demonstrating timetable
Running
individual
schools’ visit
activities (e.g.
SoAMS, Salters)
Departmental outreach coordinator
Departmental contact e.g. for city
science festival
 Admissions
 Engagement
e.g. Widening
participation
(WP), outreach,
civic
engagement,
public
understanding
of science
 Examples of
other
departmental
admin
 University-
Admissions tutor
Attending/running open days
Lead role in equipment sourcing and
installation for teaching
Managing teaching resources and
budgets including contribution to
resource and budgetary planning
e.g. Library liaison, departmental
learning objectives and priorities within department
(alongside HoD)
Significant contribution to teaching policy at university level
(e.g. evidenced by Senate Award)
Sustained contribution to shaping and influencing university
academic strategy
Significant innovation in teaching policy at
national/international level
Membership of nationally-recognised advisory group
Advising government on learning and teaching policy
Playing significant leadership role outside university in
management and attainment of accreditation by
professional bodies e.g. accreditation panel member
(Learned Society)
Consultant/committee for Learned Society benchmark
and/or accreditation criteria
Significant contribution to development and
running of department
Significant administrative responsibilities and
roles at both departmental and university level
UG lecture timetable (coordination with centre)
Successful direction of major management responsibilities at
university/sector level (e.g. direction and leadership of major
area
Senior admissions tutor
Evidence of impact through increase in
recruitment
Income generation for departmental/university
engagement activities (e.g. REACTIV8,
Chemistry@Work)
University recognition of engagement work
(invitations to speak/contribute to working groups,
cited as example of good practice)
Wider-local (Sheffield & S. Yorks.) recognition of
engagement work
Sustained leadership in admissions and recruitment
Activities resulting in significant positive impact in recruitment
Flexible, effective, and responsive to departmental
needs, willing to be used wherever necessary
Contribution to development of departmental
operations (e.g. demonstrated by success of
innovative marketing strategy)
University appeals committee
Major contribution to development of engagement activities
including evidence of excellence and impact within/outside of
the university (e.g. development of university WP strategy ,
demonstrable socioeconomic impact of civic engagement work)
National recognition of engagement work (invitations to speak,
contribution to government panels etc.)
Bringing prestige to university through primary work and/or
through membership of significant regional/national
organisations, charitable boards, governing bodies and trusts
Significant evidence of contribution to leadership within
department through support for Head and major contributions
to departmental planning (e.g. significant Director of Teaching
role)
Successful leadership of cross-university policy and strategy
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facing admin
disability officer, webmaster, MoLE2
champion, professional development
champion
Member of Senate
Initiation and leadership of networks
on behalf of department/university
(top of grade)
Discipline committee
Cross-departmental/Faculty-level administrative
role
 Outward-facing
and external
admin
Main point of contact for aspect of
work associated with specialist
expertise
Initiation and leadership of network within wider
professional community
Service on local/regional/national advisory bodies
 Ethics review
(UG/PGT)
Ethics review (UG/PGT)
University ethics review committee
Professional
Activities and
Professional
Development
Keeping
abreast of
professional
developments
Keeping abreast of
professional developments
Teaching
qualification/recognition
 HE Teaching
Qualifications
 Professional
memberships
 Conference
activity
STA (Grade 6)
CiLT/MEd/EdD
 Review of
teaching and
learning-related
output
 Mentoring Staff
Fellow of the HEA
Attending
learning and
teaching
conferences,
conference
sessions, and
workshops
Presenting at university
learning and teaching
conference
Organisation of small-scale
faculty/university learning and
teaching events/ workshops
Mentoring UG
students in
extracurricular
activities (e.g.
SALTS)
Mentoring/coaching Grade 7
and below
Successful direction of major management responsibilities at
University level
Managing change and leading initiatives (e.g. major
restructuring)
Contribution to strategic planning at university level
Sustained high-level of contribution to university administration
and policy-setting (e.g. long length of time served on senior
committees…)
Establishing, developing and maintaining significant high-profile
links with industry/practice
Successful direction of major management responsibilities at
Sector level (e.g. chairing major national bodies and other major
national/international responsibilities)
National ethics panels.
Review of Home Office licence applications
Keeping abreast of professional developments
Advanced professional recognition
Provision of support, coaching, mentoring and review of
other Teaching staff
Significant national-level responsibilities within discipline
Organisation of national conferences
Leadership of professional developments
Acting as a role model for colleagues beyond the
department and helping their development with regard to
teaching quality
Senior Fellow of the HEA
Membership of major bodies and professional networks
Presenting at external conferences (learning and teaching
conferences e.g. HEA, ViCE/PHEC; or teaching sessions of
disciplinary conferences
e.g. Biophysical Society, Society for Neuroscience)
Organisation of national learning and teaching conference
Organisation of national workshops (e.g. use of teaching
technology, innovative laboratory teaching…)
Expert reviewer of grants & grant awarding panel member
(e.g. HEA teaching development grants)
Expert reviewer of journal submissions
Editing teaching and learning periodicals
Good role-model for other teaching staff (especially G8
and below)
Mentoring/coaching/advising staff (own
discipline/department)
Principle Fellow of the HEA
Chairing major national bodies
Presenting learning and teaching work at major international
conferences and meetings (e.g. Gordon Research Conference,
EuroViCE)
Plenary speaker at major learning and teaching conference
Chairing sessions at major learning and teaching conferences
Organisation of major international learning and teaching
conferences (e.g. EuroViCE)
Chair of grant-awarding panel (e.g. HEA)
Editing major teaching and learning journal (e.g. Chemistry
Education Research and Practice)
Interdisciplinary-mentoring
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 Staff
development and
review
 CPD
Learning
through
observation
Learning about
latest
techniques
SRDS reviewing (grades 6 and 7)
Peer review of teaching
(reviewing peers)
Implementing latest techniques
in own practice
SRDS reviewing (academic and teaching grade 8)
Contribution to the identification of teaching and learning
priorities and objectives for department
Sustained development of learning and teaching activities
Implementation at departmental level
SRDS reviewing (academic and teaching grades 9 & above)
Leading implementation of latest techniques at
university/national
9