Evidence-based and inclusive teaching practices

The practices of teachers have great impact in setting and maintaining a social environment and classroom culture that is intellectually vibrant and conducive to learning. Effective educators create learning environments that are accessible for all students, free from discrimination or vilification and inclusive of diverse perspectives. They have a strong appreciation of the science and art of learning and teaching. They are self-aware, and also deeply curious about the learner population with whom they are interacting and cognisant of the varied needs of those learners. In their teaching they model respectful academic debate and discourse, elicit active participation and input from all students, and listen and respond thoughtfully to alternative points of view. They make considered use of educational technology for diverse purposes with the goal of maximising and personalising learning opportunities.

Important aspects of practice in relation to this dimension

• use of evidence-based delivery methods and teaching practices
• clear communication of expectations and rationale for teaching approaches to students
• teaching methods that engage, stimulate interest and inspire/motivate students to learn
• clear and accessible explanation of complex ideas
• creating a classroom environment that is respectful, inclusive and accessible for all learners
• teaching approaches that promote social connection, foster belonging and support wellbeing
• demonstrating enthusiasm, relatability, empathy and self-awareness
• facilitating active participation, questioning and interaction among staff and students
• conveying openness and responsiveness to student feedback and perspectives

Demonstrating excellence in relation to this dimension

Historically, staff have relied heavily on scores associated with student evaluations of teaching to demonstrate educational excellence, and in particular the End of Subject Survey (ESS). Gathering feedback from students through surveys is an essential element of the evaluation of teaching, but this needs to be complemented by other measures and inputs from other people. Evidencing of educational excellence calls for a multidimensional approach that recognises the complexity of different educational activities, and allows for the student voice to be balanced by reasoned evaluations made by others, including teachers themselves, peers and external experts.

The table below provides examples of forms of evidence that could be used to demonstrate educational excellence for the dimension of evidence-based and inclusive teaching practices.

Educator evidence	Annotated course/lesson plans outlining the application of research evidence in learning design and delivery Sample resources supporting clear communications with students, opportunities for students to seek more information, approaches to ensuring consistent messaging with teaching colleagues Explanation of how instructional choices are guided by awareness of situational factors and student needs Examples of inclusive teaching practices Class observations using validated protocols
Student evidence	Student evaluations/commentary on learning experiences that are encouraging, engaging, clearly communicated and responsive to student needs Student evaluations and commentary on diverse aspects of teaching practice, including communication, inclusiveness, responsiveness and accessibility Positive ESS responses to Q1, Q2 and Q4
Independent expert evidence	Peer evaluation of teaching practices relative to best practice Department/School, Faculty, University and National teaching awards, Advance HE, Universitas 21 and GEM Scott Teaching Fellowship, grants and other esteem measures that recognise excellence in this dimension Delivery of an education-focussed research or development project positively addressing this dimension Invited review of others' scholarship (eg as a journal reviewer) addressing this dimension, or invited keynotes or presentations Adoption of developed innovations or guidance by other educators or institutions that address this dimension