[Versio 21.0 – last updated 25.9.

2019/kke]

GUIDELINES FOR THE TEACHING COMPETENCE ASSESSMENT COMMITTEE

The purpose of the teaching competence assessment is to support teaching competence recognition and the personal
development in teaching. This document is a framework for teaching competence assessments in tenure track and lecturer
career system in all schools of Aalto University. The comprehensive assessment framework is used to define the candidate’s
overall, holistic experience, maturity and potential as a university teacher and teaching and learning developer.

Remarks
1. The teaching competence assessment is a holistic assessment – 4. Each teaching competence component should be assessed by taking
it should take into account teaching competence components into account the career stage of the candidate (assistant, associate or
presented in this document, as well as the career stage and the full professor), the field of the candidate and possibly other relevant
field of the candidate. factors. In addition, the teaching potential, especially in assistant
professor level, should be taken into account.
2. The comprehensive teaching competence components (key
criteria) are 5. The teaching assessment is based on 1) the portfolio of the candidate,
1. Approach to teaching and learning 2) a teaching demonstration [in promotions, an authentic course with
2. Teaching experience students] and 3) an interview with the candidate. Please see also the
3. Curriculum development and educational leadership Guidelines for a candidate on how to compile a teaching portfolio.
4. Development as a teacher
5. Student and peer feedback 6. After going carefully through each component, the assessment
6. Ability to teach committee gives overall holistic grade for the candidate’s teaching
competence. The overall holistic assessment in assistant level indicates
3. In pages 2–4, each teaching competence component is described the development areas for the candidate as well.
together with examples of expectations in different experience
and maturity levels. Note that examples are not exact
requirements. The schools may further specify and complement
what merits are relevant school- or fieldwise.
 GRADE
DEVELOPING* GOOD HIGH QUALITY EXCELLENT
COMPONENT NON EXISTENT
1. APPROACH TO No description of Some description of the Description of the approach to Description of the approach to Description of a pedagogically justified
TEACHING AND teaching philosophy. understanding of teaching teaching and learning, and how teaching and learning, the approach to teaching and learning,
LEARNING and learning principles, and the approach to teaching and reasoning for it and how the and clear evidence of how this
No conception of the ability to reflect on them. learning affects their teaching. approach affects their teaching. approach is implemented in teaching
Refers to candidate’s
meaning of teaching and and learning, supervising and
conception of teaching
learning, or one’s own Description of the alignment of A vision for the development of assessing student learning.
and learning, description role as a teacher. the approach to Aalto education teaching, supervision and
and justification of strategy, values and strategic learning, and how the approach Evidence of the positive influence of
teaching practices, as objectives to a limited level. supports student learning. this approach on student learning.
well as the reflection on
how the approach is Systematic alignment of the Systematic alignment of the approach
aligned to Aalto approach to Aalto education to Aalto education strategy, values
University’s education strategy, values and strategic and strategic objectives. The approach
objectives. and strategy are evidently in line.
strategy, values and
strategic objectives.

2. TEACHING EXPERIENCE No evidence found. No evidence found, Coverage of teaching Teaching experience covers Evidence of long-term collaboration
Includes university however may have some experience varies from one to regular teaching responsibilities, and teaching experience: many
teaching, supervision of gained experience in the some courses, targeted at target groups mostly in bachelor courses at different levels (degrees),
areas of teaching experience bachelor or master students, and master level students, many many target groups (bachelor, master,
bachelor, master and
component. role as a teacher-in-charge, a roles in teaching (e.g. from doctoral), regularity in teaching,
doctoral level theses, as
teaching assistant, or similar. teaching assistant into variety of forms of teaching.
well as vocational and May have ability to produce professor).
executive education. In and renew teaching and Supervision experience varies Evidence of broader impact in
addition, production of learning materials with the from one to some, mostly Supervision experience consist of developing ones area in of teaching.
teaching and learning support of new pedagogical bachelor and master level relatively large number of
material, supporting and technological theses, project works, or similar supervised theses in all levels Supervision experience consists of
online learning and opportunities. (both completed and ongoing). (both completed and ongoing). extensive number of supervised
course development is theses at all levels (both completed
Some evidence of producing Good experience of producing and ongoing).
included.
and renewing teaching and and renewing teaching and
learning materials with the learning materials with the Extensive experience of producing and
support of new pedagogical and support of new pedagogical and renewing teaching and learning
technological opportunities. technological opportunities. materials with the support of new
pedagogical and technological
opportunities. Materials are used in
other courses by other teachers
and/or referred to in other contexts as
well.
*) in special cases also grade ”not acceptable” can be given.

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 GRADE NON EXISTENT
DEVELOPING* GOOD HIGH QUALITY EXCELLENT
COMPONENT
3. CURRICULUM No evidence No or limited evidence Some responsible role in education / Evidence and reflection in being in a major High experience of participation in
DEVELOPMENT found found* teaching in the major/programme or at role in curriculum development. curriculum development, e.g.
AND the unit’s/department’s teaching. highly experienced in a role as a
However, may have Much experience in educational leadership. programme director, professor in
EDUCATIONAL
some Evidence and reflection of participation charge of major subject, or in other
LEADERSHIP
experience/involvemen in the development and/or management Active participation and involvement in the similar position.
refers to activities, t in or shows potential of education in the major/programme or development and/or management of
responsibilities in participation in at the department. teaching at the unit/ department/ school Broader contribution to the
and role in curriculum level. leadership and policy making of
educational development and in Shows potential in participation in education and administration.
development that educational leadership curriculum development and in Evidence and reflection of participation in
exceed course- at the unit/ educational leadership at the the development and/or management of Experience in pedagogical
level development. department/ school unit/department/school level. education in the major/programme or at the mentoring of junior faculty
level. department. members.

4. DEVELOPMENT AS No evidence May have acquired Shows development as a teacher. Minimum 5 up to 25 ECTS in pedagogical Minimum 5 ECTS > 25 ECTS in
A TEACHER found informal pedagogical studies, or other studies or ways of pedagogical studies, or other
includes pedagogical competence. Minimum 5 ECTS in pedagogical studies, knowledge with issues concerning teaching studies or ways of knowledge with
or other studies or ways of knowledge and learning. issues concerning teaching and
studies, other
Some pedagogical with issues concerning teaching and learning.
studies or ways of studies (0–5 ECTS) or learning. Evidence and reflection on how studies in
acquiring and other studies or ways of university pedagogics or/and knowledge of Clear evidence and reflection on
developing one’s knowledge with issues Some evidence of identification of one’s teaching and learning have developed the how pedagogical studies and
own teaching concerning teaching strengths and development areas as a candidate’s approach to teaching, knowledge of learning and teaching
competence, as well and learning. teacher. supervising and assessment of student have developed the candidate’s
as providing learning. approach to teaching, supervising
evidence and Shows potential in and assessment of student
reflection of these. development as a Clear evidence of identification of one’s learning.
teacher. strengths and development areas as a
teacher. Clear evidence of identification of
one’s strengths and development
areas as a teacher.

Active and systematic engagement

in pedagogical development.

May have evidence of own

discipline specific research on
teaching and learning, papers,
presentations and publications on
teaching and learning.

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*) in special cases also grade ”not acceptable” can be given

GRADE NON
DEVELOPING* GOOD HIGH QUALITY EXCELLENT
COMPONENT EXISTENT
5. STUDENT AND PEER No evidence Not yet required Some feedback collected from students, Feedback is systematically and Feedback is systematically,
FEEDBACK found however may have and peers/colleagues, and it is mostly appropriately collected, analysed and appropriately, and comprehensively
includes an evidence- acquired some student positive. used. Selected samples are described. collected, analysed and used.
and / or peer feedback. Selected samples are described.
based description of
Evidence of willingness to make use of
feedback received from feedback. Collected feedback is mostly positive. Collected feedback is mostly (very)
courses and teaching, positive.
especially the quality or Evidence of an active effort to gather
level of feedback or useful feedback. Feedback is adopted as a necessary
how the feedback is tool for the development of student
utilised to develop Evidence of self-reflection on feedback learning. Evidence of the use of
teaching and learning. and utilization of feedback in the feedback to enhance professional
Any other assessments development of teaching. competence.
of teaching
Honours and awards of good teaching. Evidence of self-reflection on
competence and
feedback and systematic utilization of
honours or awards can feedback in the development of
be included as well. teaching.

Honours and awards of good

teaching.

*) in special cases also grade ”not acceptable” can be given

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