TeachWell@UoA Framework
The Framework is a set of design principles that contextualise good teaching practice in a university setting.
Download the TeachWell@UoA Framework document (PDF 175.0 KB)
About the TeachWell@UoA Framework
Teaching well enables greater success for all our students, and supports them to thrive and excel. At its heart is the centrality of whanaungatanga, the reciprocal relationship between teacher and students in ways that both learn.
The TeachWell@UoA Framework promotes a high-quality student experience by outlining the fundamental capabilities that teachers need in order to successfully implement the signature pedagogical practices, outlined in our curriculum framework. It supports the University’s ambition to create a high-quality learning experience for our students and to describe capabilities that are considered reasonable for all university teachers to be able to achieve. The Framework was developed in discussion with Faculty representatives and was approved by Senate in July 2019.
A background for TeachWell@UoA
Examples of TeachWell@UoA practices
Discussing the benefits
Teachwell@UoA in Faculties
Some faculties have used TeachWell@UoA to inform their own faculty-based learning and teaching resources for staff. These can be accessed through Canvas.
Early capabilities
Professional learning narrative
Learning undertaken about outcomes and assessment design, approachability and clarity of delivery.
Reflection narrative
How well are students achieving what you want them to achieve?
Core capabilities
Design narrative
What informs your design of learning and assessment?
Reflection narrative
What are the student assessments and trajectory of feedback telling you about your teaching? What is changing as a result?
Contribution narrative
How are you contributing to the teaching culture of the department?
Extended capabilities
Design narrative
What philosophical and theoretical insights inform your design of learning?
Leadership of teaching and learning narrative
How are you influencing the teaching practices of others, within the department, within the University and beyond, to improve learning? How are you being public about your teaching?
Impact narratives
Work samples 1
Is there evidence (as represented in work samples) of students meeting the specific learning goals? How does the understanding represented by the work samples differ among the students? What does your analysis of your students’ work tell you about how students are learning ideas that are central to the course and to your teaching goals? How are you identifying and addressing any errors and/or misinterpretations?
Distribution
What is the range or distribution of learning across the class as a whole? How many students out of the total class population achieved a high, middle, or low range of success? How is this distributed by gender? For Māori? By equity groups? How might you account for this range or distribution? Are you satisfied with this range or distribution? Why or why not?
Research
What evidence are you drawing on to inform ongoing experimentation to improve learning?
Page updated 03/02/2023 (updated About section)
- Adapted from Bernstein, Daniel, Amy N. Burnett, Amy M. Goodburn, Paul Savoy. Making Teaching and Learning Visible. San Francisco: Anker Publishing, 2006 ↩