Teaching Standards Framework » Standards | » Structure | » Methodology | » Operating Environment The Teaching Standards Framework is a tool for assessing standards in institutional practices in learning and teaching. It can help institutions reflect on every aspect of teaching — from management structures, policies and practices to curriculum design and learning support. It can also be used to encourage institutional conversations on learning and teaching, focus efforts and resources, and refocus processes and support to promote learning. The TSF is built around six standards across the three themes of Teaching, the Learning Environment and Curriculum. Standards Teaching Standard 1 The institution’s teaching structures ensure quality learning outcomes. Standard 2 The institution’s teaching practices ensure a quality student learning experience. Learning Environment Standard 3 The institution’s services and resources enable quality learning outcomes. Standard 4 The institution’s services and resources enable a quality student learning experience. Curriculum Standard 5 The institution ensures that the curriculum is current, academically robust and rigorous. Standard 6 The institution ensures that curriculum content and assessment practices produce quality learning outcomes. Structure Each of the three themes is broken down into the same seven focus areas – Management Responsibilities, Planning, Resources, Policies and Procedures, Practices, Outcomes, Monitoring and Evaluation. Each of these is then broken down into criteria (statements of principles) and example performance indicators (actions undertaken). The assessment against the criteria requires a response of Yes; Yes, but; No; or N/A. The response for each focus area involves completion of a text box where you can contextualise your responses and provide details of your sources of evidence. There is also the option of providing additional contextual information against each criterion. At the institutional level, there is an additional requirement for the submission of a statement that includes a report against the six standards, the institutional context (size, structure, mission, locality, mode of delivery of teaching, group affiliation, history, identified priorities etc), areas of excellence, and areas where there is an acknowledged need for development together with the strategies and timelines to be implemented to address them. Where this is a second or subsequent Teaching Standards Framework submission, this statement should include details of any changes to the institutional context and the progress made in relation to earlier development strategies. Methodology The Teaching Standards Framework does not specify levels of performance, as these should be defined by the assessing body at the time of any particular assessment. For example, if the Framework is being used by an institution to audit its own performance, levels of performance should be set according to the institution’s goals and priorities and its current stage of development. The same principle should apply if an Institution was auditing a particular department, faculty or school. If the Teaching Standards Framework is used for benchmarking between institutions, the institutions should negotiate the appropriate levels of performance. If the Teaching Standards Framework is being used by an assessment body auditing the whole sector, the auditing body should determine usable cross-sector standards. To enable this range of functions, the Teaching Standards Framework repeatedly refers to “appropriate” or “adequate” levels of performance. Given the variety of different types of institutions in the higher education sector, their differing stages of development, structures and missions, it is not possible to fix standard quantitative measures of performance that will be uniform across the sector. Appropriate and relevant quantitative measures are to be set each time the Teaching Standards Framework is applied. Response to the Teaching Standards Framework is not a simple tick-the-box exercise. The most important part of an assessment exercise is the discursive narrative the Teaching Standards Framework gives rise to, which provides a full account of where an institution is in a particular field, and its long-term development plans. Operating Environment This site requires a modern standards-based web browser to function correctly. Compatible browsers include: Firefox version 5.0 and above Internet Explorer 9.0 and above Safari 4.0 and above Any version of Chrome The site will work on iPads and other tablet devices, but is not designed to be usable on smaller mobile devices such as smart phones. Macquarie University has received: support for the development of this Teaching Standards Framework from the Australian Learning and Teaching Council Limited, an initiative of the Australian Government Department of Education, Employment and Workplace Relations; and funding for the development of this Teaching Standards Framework from the Australian Government. The views expressed in this material do not necessarily reflect the views of the Australian Government or the Australian Learning and Teaching Council Limited.