UFO-profileperformances |

tasksRuth Graham

levelcriteria titles below entrance level entrance level potential growth level evidences elaboration

is focused on knowledge transfer and

demonstrating own expertise

is focused on knowledge transfer,

shows to be an expert and is open to

questions of students

1. is focused on student learning and activating

students, demonstrates a student-centred approach,

and has professional and inclusive interactions with

students

PhD-teaching track , course guide;

assignments, practicals, video-recordings

(a) draagt eigen enthousiasme over op studenten; (b) Is beschikbaar voor studenten

tijdens en buiten onderwijsbijeenkomsten; (c) toont passie voor onderwijs; (d) gebruikt

student centred werkvormen: student actief aan het werk

Is mainly focused on own subject

Sees and shows every now and then the

relationship between own subject and the

course line

3. demonstrates the relationship of own subject

to other elements of the course, the curriculum and

field of occupation

instruments to diagnose students' progression,

assessments and examples of given feedback (mails,

reports), assignments, practicals

(a) kan op basis van evidence based opvattingen over onderwijs en/of vanuit onderwijstheorieën

keuzes maken en beargumenteren; (b) ontwikkelt en hanteert een bepaalde (zelf

gekozen) systematiek in het ontwerpen van onderwijs; (c) kent de argumenten voor de

implementatie van TOM

generates very little time to answer students

questions

gives immedeately the rights answers

and solutions to students when they

ask questions

4. inspires and motivates students as innovators,

independent learners and critical thinkers

feedback given by students;

acknowledgements in thesis reports

stimuleert dat studenten zelf de verantwoordelijkheid nemen voor hun eigen

leerproces en spreekt ze daar ook op aan

is mainly interested in exam results and just a

little in students' progression during the

course

organises a minimum amount of

opportunities to give feedback on students'

performances

2. provides assessment and feedback that foster student

engagement and independent learning

procedure for giving assessment and

feedback, examples of assessments and given

feedback

maakt een verantwoorde keuze uit mogelijke toetsvormen en feedback momenten met oog

voor efficientie

reacts often late of even not to students questions

and mails

recognises students' individual needs, but

can't generate time to react extensively and

adequately

3. responds in a timely and professional manner to

individual student learning needs

evaluation results (formal and informal)

reageert adequaat op problemen bij individuele studenten en in studentgroepen

Teacher 4 and PhD

basic tasks in education

1 effective teacher

(attitude and delivery)

attitude

delivery

UFO-profile with focus on education for

100% Academic

Staff

performances | tasks

Ruth Graham

levelcriteria titles below entrance level entrance level potential growth level evidences elaboration in Dutch

is focused on knowledge transfer and demonstrating own expertise

is focused on knowledge transfer, shows to be an expert and is open to questions of

students

1. is focused on student learning and activating students, demonstrates a student-centred approach, and has

professional and inclusive interactions with students

UTQ, course guide, module manual, course material, Blackboard screenshots, assignments, practicals, video-recordings

(a) draagt eigen enthousiasme over op studenten; (b) Is beschikbaar voor studenten

tijdens en buiten onderwijsbijeenkomsten; (c) toont passie voor onderwijs; (d) gebruikt

student centred werkvormen: student actief aan het werk; maakt onderscheid tussen

studenten naar vooropleiding, cultuur, achtergrond en/of leerstijl

focuses on teaching (just doing the job) and does not reflect on own strengths

and weaknesses and is not interested in improving own teaching style and/or

course

is willing to reflect and improve, but needs a lot of stimulation and support to do so

2. offers a well-defined teaching philosophy with a reflective and

analytical approach to continuously improve their teaching and learning

practice

professional development by means of courses, seminars, conferences; self-reflection on teaching competence; reports with arguments for choices made in course/module design (based on evaluation results)

(a)Toont een lerende houding en vraagt actief feedback aan studenten, gericht op continu verbeteren. Is ook bewust actief bezig met

didactische vaardigheden; (b) Legt relaties met andere onderdelen uit het

onderwijsprogramma en de praktijk.; (c)werkt aan eigen professionalisering als docent;

Is mainly focused on own subject Sees and shows every now and then the

relationship between own subject and the course line

3. demonstrates the relationship of own subject to other elements of the

course, the curriculum and field of occupation

instruments to diagnose students' progression, assessment instruments and examples of given feedback (mails, reports), assignments, practicals

(a) kan op basis van evidence based opvattingen over onderwijs en/of vanuit

onderwijstheorieën keuzes maken en beargumenteren; (b) ontwikkelt en hanteert

een bepaalde (zelf gekozen) systematiek in het ontwerpen van onderwijs; (c)kent de

argumenten voor de implementatie van TOM

generates very little time to answer students questions

gives immedeately the rights answers and solutions to students when they ask

questions

4. inspires and motivates students as innovators, independent learners and

critical thinkers

feedback given by students; acknowledgements in thesis reports

stimuleert dat studenten zelf de verantwoordelijkheid nemen voor hun eigen

leerproces en spreekt ze daar ook op aan

focuses on own expertise, which is so specific that it can only be taught in

elective courses

has a global view on developments in own discipline and feels the challenge to

translate this to innovations in own courses

5. engages in horizon-scanning across their subject or profession to ensure that students’ knowledge and skills

reflect the cutting-edge of their discipline

documents/reports/minutes with arguments for choices made in

course/module design

kent de ontwikkelingen (inter-)nationaal op het eigen vakgebied en in het bedrijfsleven en

integreert dat in het eigen onderwijs

100 % of all teacher 3, assistant

professors 1-2, associate

professors 1-2, junior

professors, professors 1-2

tutor, lecturer with

responsibility for a course

1 effective teacher

(attitude and delivery)

attitude

the course is composed from many different sources and mainly related to

the teacher's interest

the course is well organised, but still has to be attuned to the study programme

1. plans, organises and delivers a range of teaching and learning experiences, tailored to the specific needs of the programme, students and intended

learning outcomes

course guide, module manual, course material, assignments, documents with arguments for choices made in the design

(a)studenten halen goede resultaten en zijn in staat de leerstof toe te passen; (b) docent

gebruikt actieve leermethoden, en beargumenteert waarom hij deze

leermethoden gebruikt, waardoor studenten gedwongen worden zelf actief te zijn ; ( c)

ontwerpt het onderwijs effectief en efficiënt; (d) match tussen vak en expertise van de

docent; (e) goed zicht op voorkennis van de studenten

is mainly interested in exam results and just a little in students' progression

during the course

organises a minimum amount of opportunities to give feedback on

students' performances

2. provides assessment and feedback that foster student engagement and

independent learning

procedure for giving assessment and feedback, examples of assessments and

given feedback

maakt een verantwoorde keuze uit mogelijke toetsvormen en feedback momenten met oog

voor efficiëntie

reacts often late or even not to students questions and mails

recognises students' individual needs, but can't generate time to react extensively

and adequately

3. responds in a timely and professional manner to individual

student learning needsevaluation results (formal and informal)

reageert adequaat op problemen bij individuele studenten en in studentgroepen

organises own course mostly last minute; students lack information

organises own course mostly the evening before; information for students is mostly

delivered afterwards or on request

4. coordinates and manages courses effectively, including appropriate use

of technology and the development of relevant supporting materials

screenshots of blackboard, course guide, module manual

(a) heeft zijn vak op tijd goed voorbereid en klaar staan op Blackboard; (b) studenten zijn

tevreden over de hoeveelheid informatie en de relevantie;(c) het materiaal is up-to-date

gives some global, rather intuitive arguments for choices made in

designing own courses

designed a clear relationship between learning goals and exams of own courses,

but the relationship with the study programme can be improved

5. appreciates programme objectives, institutional quality assurance (QA) processes and, where relevant, the

standards set by professional bodies

course file / module file (vakdossier)

(a) Docenten zijn op de hoogte van het onderwijsmodel zoals die binnen de opleiding

geldt en de afspraken die zijn gemaakt; (b) Docent evalueert met verschillende bronnen

de kwaliteit van het vak en formuleert, checkt en zet daarop acties uit

100 % of all teachers 3,

assistant professors 1-2, associate

professors 1-2, junior

professors, professors 1-2

delivery

UFO-profile with focus on education for

100% Academic

Staff

performances | tasks

Ruth Graham level

criteria titles below entrance level entrance level potential growth level evidences elaboration in Dutch

is focused on the structure of own course

explains to students the relationship of own course with other courses in the learning

track

1. offers students a holistic view of their programme and discipline

UTQ and SUTQ, SUEQ; course material, video recording; course

evaluation results

Schetst context en belang van leerstof en houdt rekening met de context waarin wordt geopereerd

uses the pedagogy of 'knowledge transfer'

adapts one non-traditional pedagogical method and has little experience with

switching between pedagogies

2. demonstrates skill, experience and creativity with a range of pedagogies

course material for different target groups

(a) Kennis van vakdidactiek; (b) Kennis van algemene didactiek; (c)Didactiek toepassen binnen context van je eigen

vak;

actions are mainly based on previous experiences and intuition

experiments mainly based on experiences of colleagues

3. demonstrates the appropriate use of evidence-informed approaches to enhance student learning

documents with arguments for choices made in course design

kan grote variëteit aan werkvormen toepassen en maakt gebruik van evidence based onderwijservaringen van

anderen

has not yet experimented with educational innovations

educational innovations in own course are partly successful

4. delivers successful innovations in course design, delivery and/or content

evaluation results and passing rates; course file

Innovaties signaleren en open staan om in eigen vak te implementeren

keeps course material secret, thinks that others might (mis-)use this course

material for own interests

is interested and supports colleagues within the same discipline and professional field

with all kinds of materials

1. inspires and supports colleagues to develop and improve their teaching,

including through the use of information technologies and module materials

programmes and reports of educational conferences,

seminars and lunch meetings for colleagues

levert input en doet actief mee met discussies op onderwijsdagen, -seminars en lunchbijeenkomsten met

collega's en doet actief mee aan uitwisseling van onderwijsmateriaal

has no experience with defining the relationship between the content of

own course with the content of other courses within a module

is willing to cooperate with colleagues within the (module-)team, when someone else

takes the initiative

2. contributes to a collegial and collaborative educational culture across departmental teaching staff, for example,

through leadership of peer support activities or support for curricular reform

activities

minutes of programme and other committees related to

education

is in staat samen met een (module-) team onderwijs te ontwerpen; is loyaal naar collega's; wordt gewaardeerd en

geconsulteerd door collega's

is mainly interested in courses of colleagues of own discipline

is member of (inter-)national special interest groups on teaching

3. participates in an exchange of teaching experiences and ideas with colleagues and

the wider higher education community

minutes of programme committee and other

committees related to education

actieve lijnen naar peers, managers, diverse coördinatoren; gaat in gesprek met collega’s over onderwijs; wordt

geconsulteerd en als senior docent-mentor en gewaardeerd door peers: zichtbaar in het onderwijs en officiële

betrokkenheid (examencommissie, OLC etc.)

is focused on evaluation results and progression rates, but is not able to

analyse these results in order to improve the exam and/or the course

is interested in end results in terms of passing rates and draws conclusion related to own

course

4. proactively monitors the student teaching and learning experience and responds in a timely and professional

manner to concerns about course design, content and delivery (at programme, year

or module level)

minutes of programme committee and other

committees related to education

weet op basis van voortgang en resultaten van studenten conclusies te trekken die leiden tot suggesties voor

verbetering van het onderwijs en het studieprogramma

100 % of all teacher 4, assistant

professors 1, associate

professors 1-2, junior

professors, professors 1-2

responsible for course design and delivery, guidance of thesis students,

redesign of a module

2 skilled and collegial teacher (skills,

collaboration)

skills

collaboration

UFO-profile for Associate Professor 2

with focus on education ( a

few)

performances | tasks

Ruth Graham level

criteria titles below entrance level entrance level potential growth level evidences

knows just a few pedagogical approaches and is not known with evidence based

educational innovations

is easily influenced by educational trends (early adaptor) and leaves critical looking for

the base of evidence to others

1. demonstrates an extensive knowledge of a range of pedagogical approaches and a critical approach to evaluating the evidence and its

relevance to their teaching

SUTQ, SUEQ; contributions to

discussions about higher education in journals,

papers and other documents

is only looking for research on educational innovations within own discipline,

performed by others

performed a few small scale research activities to gather evidence for educational

innovation within own discipline

2. advances pedagogical knowledge through theoretical, empirical,

and/or translational research within their field of expertise

educational research reports, posters, articles

in journals

is conservative regarding educational innovation and likes to keep things as they

are

has knowledge about educational innovations in other disciplines, but keeps own courses as

they are

3. demonstrates an appropriate and conscientious application of

evidence-informed approaches to advance student learning within

their own teaching practice

documents with arguments for

educational change and research concerning

own courses

does not want to put effort in disseminating results of experiments in

educational innovations

is interested in disseminating results of own experiments of educational innovations within

own institute

4. inspires, informs and supports peers, within and beyond their own

institution, to adopt evidence-informed approaches to their

teaching practice

minutes of meetings; articles in scientific

journals

is known within own group of colleagues as a good teacher

is known within a small group of colleagues as an expert in teaching and learning, but not

outside the institute

5. is recognised for their expertise in teaching and learning, supporting

the development of active communities of practice within and

beyond their institution

awards; links to websites; invitations as

a speaker for educational conferences

and seminars; programmes and reports of these

meetings

Teacher 1, Associate

Professor 2 with focus on education ( a

few)

module design, redesign of a

curriculum, small educational

innovation project

3a scholarly teacher; 3b institutional

leader in teaching and

learning

scholarly teacher

Associate Professor 2 with

focus on education ( a

few)

performances | tasks

Ruth Graham

levelcriteria titles below entrance level entrance level potential growth level evidences

is focused on progression and passing rates of low performing students and is

tended to forget the excellent performing ones

pays attention to a supportive culture for every student, without making a distinction

between low and high performers

1. demonstrates leadership with respect to advancing an inclusive and supportive culture of excellence in teaching

and learning across the institution

LOL, annual reports, policy documents

drives educational innovation without attention for gathering data about

possible effects

drives educational innovation with attention for gathering data about progression and

passing rates

2. plays a leading role in driving educational innovation, reform and/or support, within or outside the curriculum,

that has a sustained and positive impact on student learning and/or engagement

overviews of evaluation results; management info;

progression and passing rates

gathers data about quality of the study programme far too late; there is no time

to solve certain problems; the accreditation leads to a lot of stress within the team of teachers and the supportive

staff

data about quality of the study programme are gathered in time; however not enough

attention was paid to solve problems

3. leads the development, management and review of school and institutional teaching and learning strategies,

including major QA and accreditation processes

self evaluation report; annual report of exam

committee; accreditation report

is focused on cooperation within own university

cooperation and partnership is focused on 4TU

4. strengthens and contributes to national dialogues in teaching and learning, advancing cooperation and

partnership outside their institution and informing practice elsewhere

links to websites; letters of intent;

collaboration agreements; press

coverage; reports of collaborations

Associate Professor 2

with focus on education ( a

few)

curriculum design, chair of an accreditation

trajectory, principal of an

educational innovation

project

3a scholarly teacher; 3b institutional

leader in teaching

and learning

institutional leader in teaching and

learning

TT Professor with focus on education ( a

few)

performances | tasks

Ruth Graham

levelcriteria titles below entrance level entrance level potential growth level evidences

visionhas a general vision on educational

development, but not related to specific situation of own faculty

has a vision on innovation of education on own subject area

has a clear vision on educational development related to (a) innovation of study programmes

on faculty level and to (b) passing and progression rates on faculty level

reports and passing rates data on faculty level ; LOL

authority

contributes to institutional committees, sig's and conferences,

and has impact with a discipline specific focus

is known to a limited audience as a person who contributes to institutional committees, sig's and conferences, and

has impact with a domain focus

is recognised as a institutional authority in research and/or design in teaching and

learning, influencing practice across their field of expertise and/or the higher education sector

(interdisciplinary focus)

(a) publications, citations, research grants and income; (b) keynote speaker on institutional conferences on teaching and learning; (c) is member of national organisation committees and special

interest groups on education;(d) institutional press coverage; (e) awards,

prize; (f) editor/reviewer educational journals

expertise and quality

(a) is responsible for the teaching and the educational quality of own

courses; (b) implements enthusiastically and successfully

educational innovations within own course(s); (c) is able to solve problems and to design educational innovations in own courses; (d) is able to generate

finances for own courses

(a) participates as a member in committees of educational quality and

quality of assurance on faculty level; (b) is acquainted with evidence based

educational innovations within study programme(s); (c) is able to recognise complex problems and to cooperate in educational innovations in curricula of

own faculty; (d) is active in applying for national and/or European fellowships

(a) is responsible for the internal and external coherence and the implementation of the teaching and the educational quality and quality of assurance on faculty level; (b)

implements enthusiastically and successfully (evidence based) educational innovations

within study programme(s); (c) is able to solve complex problems and to design educational innovations in curricula of own faculty; (d) is

able to generate finances from national and/or European fellowships

proposals for educational change; reports; evaluation results; accreditation

reports; annual report of exam committee; approval of fellowships; LOL;

education grants

4. leadership

participates in institutional dialogues in teaching and learning, advancing cooperation and partnership inside their institution .

strengthens and contributes to institutional dialogues in teaching and learning, advancing cooperation and partnership inside their institution

has high impact on institutional dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution and informing practice elsewhere.

(a) chairing groups that are responsible for study programmes; (b) consulting

and/or chairing groups that are responsible for educational change on

institutional level; LOL

Tenure track Professor

with focus on education (a

few)

leadership of team of teachers and responsible for a complete

study programme

4 national and global leader in

teaching and learning

Professor 2 with focus

on education (a few)

performances | tasks

Ruth Graham

levelcriteria titles below entrance level entrance level potential growth level evidences

visionhas a general vision on educational

development, but not related to specific situation of the university

has a vision on innovation of education on curriculum level

has a clear vision on educational development related to (a) innovation of study programmes on national level, b) passing and progression rates on national

level

reports and passing rates data on institutional level; LOL

authority contributes to national committees, sig's and conferences, and has impact with a

discipline specific focus

is known to a limited audience as a person who contributes to national committees, sig's and conferences, and has impact with a domain

focus

is recognised as an national authority in research and/or design in teaching and learning, influencing

practice with high impact across their field of expertise and/or the higher education sector

(interdisciplinary focus)

(a) publications, citations, research grants and income; (b) keynote

speaker on national conferences on teaching and learning; (c) is member of national organisation committees

and special interest groups on education;(d) national press coverage; (e) awards, prizes; (f) editor/reviewer

educational journals

expertise and quality

(a) is responsible for the teaching and the educational quality of one study

programme; (b) implements enthusiastically and successfully educational innovations

within one study programme); (c) is able to solve problems and to design educational

innovations in one study programme; (d) is able to generate finances for own study

programme

(a) participates as a member in committees of educational quality and quality of assurance on national level; (b) is acquainted with evidence based educational innovations between study programme(s); (c) is able to recognise complex

problems and to cooperate in educational innovations in curricula on national level; (d) is

active in applying for national fellowships

(a) is responsible for the internal and external coherence and the implementation of the teaching

and the educational quality and quality of assurance on national level; (b) implements enthusiastically

and successfully (evidence based) educational innovations between study programme(s); (c) is able to solve complex problems and to design educational innovations in curricula on national level; (d) is able to

generate finances from national fellowships

proposals for educational change; reports; evaluation results;

accreditation reports; annual report of exam committee; approval of

fellowships; LOL; education grants

leadership

(a) Is self-aware of his/her leadership profile in the institutional context; (b) intends to made a start in investing in personal leadership and to develop a vision on the further development of the required leadership within the institute; (c ) participates in national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution .

(a) Is self-aware of his/her recognized leadership profile in the institutional context; (b) has made a start in investing in personal leadership and has a vision on the further development of the required leadership within the institute; (c) strengthens and contributes to national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution

(a) Is recognized as a leadership in the institutional context; (b) has a track record in investing in personal leadership and has a clear vision on the further development of the required leadership within the institute; (c )strengthens and contributes to institutional and national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution and informing practice elsewhere.

(a) chairing groups that are responsible for international

educational change programmes; (b) consulting and/or chairing groups that

are responsible for educational change on international level; LOL

Professor 2 with focus

on education ( a few)

(inter-)national authority in

vision on education, educational

innovation and passing rates

4 national and global leader in teaching

and learning

Professor 1 with focus on education (a

few)

performances | tasks

Ruth Graham level

criteria titles below entrance level entrance level potential growth level evidences

visionhas a general vision on educational development,

but not related to specific situation of universities in foreign countries

has a vision on innovation of education on international level

has a clear vision on educational development related to (a) innovation of study programmes on international level and to (b) passing and

progression rates on international level

reports and contributions to assembling passing rates data for international ratings;

LOL

authority participates in international educational change

programmes, but has impact with a discipline specific focus

is known to a limited audience as a person who contributes to international educational change

programmes, and has impact with a domain focus

is recognised as an international authority in (research on and/or design of) international

educational change programmes in the higher education sector (interdisciplinary focus)

(a) publications, citations, research grants and income; (b) keynote speaker on international conferences on teaching and learning; (c) is

member or chair of international organisation committees for international educational

change programmes ;(d) international press coverage; (e) awards, prize; (f) editor/reviewer

educational journals

expertise and quality

(a) is responsible for the teaching and the educational quality of one faculty; (b) implements

enthusiastically and successfully educational innovations within one faculty; (c) is able to solve problems and to design educational innovations in one faculty; (d) is able to generate finances for one

faculty

(a) participates as a member in committees of educational quality and quality of assurance on

international level; (b) is acquainted with evidence based educational innovations within

study programme(s); (c) is able to recognise complex problems and to cooperate in educational innovations in curricula on

international level; (d) is active in applying for international fellowships

(a) is responsible for the internal and external coherence and the implementation of

teaching on international level; (b) implements enthusiastically and successfully

(evidence based) educational innovations within universities; (c) is able to solve complex

problems and to design educational innovations in educational change

programmes on international level; (d) is able to generate finances from international

fellowships

proposals for educational change; reports; evaluation results; accreditation reports;

annual report of exam committee; approval of fellowships; LOL; education grants

leadership

(a) Is self-aware of his/her leadership profile in the national context; (b) intends to made a start in investing in personal leadership and to develop a vision on the further development of the required leadership in the national context; (c ) participates in national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution .

(a) Is self-aware of his/her recognized leadership profile in the national context; (b) has made a start in investing in personal leadership and has a vision on the further development of the required leadership for the Netherlands; (c) strengthens and contributes to national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution

(a) Is recognized as a leadership in the national context; (b) has a track record in investing in personal leadership and has a clear vision on the further development of the required leadership for the Netherlands; (c )strengthens and contributes to institutional and national dialogues in teaching and learning, advancing cooperation and partnership inside and outside their institution and informing practice elsewhere.

(a) chairing groups that are responsible for international educational change

programmes ; (b) consulting and/or chairing groups that are responsible for educational

change on international level; LOL

Professor 1 with focus on education ( a

few)

international authority in educational

output and impact

4 national and global leader in

teaching and learning