Have an approach to teaching that influences, motivates and inspires students to learn

This might involve: fostering student development by stimulating curiosity and independence in learning; contributing to the development of students' critical thinking skills, analytical skills and scholarly values; encouraging student engagement through enthusiasm for learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills.

Develop curricula and resources that reflect a command of the field

This might involve: developing and presenting coherent and imaginative resources for student learning; implementing research-led approaches to learning and teaching; demonstrating up-to-date knowledge of the field of study in the design of the curriculum and the creation of resources for learning; communicating clear objectives and expectations for student learning.

Have an approach to assessment and feedback that fosters independent learning

This might involve: integrating assessment strategies with the specific aims and objectives of student learning; providing timely, worthwhile feedback to students on their learning; using a variety of assessment and feedback strategies; implementing both formative and summative assessment; adapting assessment methods to different contexts and diverse student needs.

Respect and support the development of students as individuals

This might involve: participating in the effective and empathetic guidance and advising of students; assisting students from diverse backgrounds to participate and achieve success in their courses; influencing the overall academic, social and cultural experience of higher education.

Be excellent in supervision and mentoring

This might involve: induction of research students and ongoing clarification of mutual expectations; introduction to the department, meeting with other students and researchers and discussion of supervisory process; mentoring research students for career development; flexibility of approach to supervision and sensitivity to the diverse needs of students; provision of appropriate pastoral support; regular monitoring and evaluation of the supervisory relationship including the composition and operation of the supervisory panel (for PhD supervision).

Foster of a climate of intellectual rigour to promote research work of sound standing and the development of a skilled, knowledgeable and ethical researcher

This might involve: development of a research program that attracts and maintains high quality candidates; encouraging students to attend, and be involved in, College seminars and other College activities; encouraging and assisting candidates with publication during their period of study; facilitation of student networking with other national and international researcher colleagues; development of independent, ethical researchers; ensuring that students access appropriate research education opportunities ranging from workshops on the concept of research through to using data sources.

Provide guidance in planning and undertaking the research process and provide regular feedback on progress

This might involve: provision of resources, necessary coursework if required, and research plan design; developing students theoretical, analytical and methodological skills appropriate to the discipline; assisting candidates in the development of research, writing and communication skills; monitoring student progress (e.g. through regular meetings, annual reviews and plans); constructive and timely comment on written work (e.g. chapter drafts, early literature work, papers); journal manuscripts and structure of the dissertation including specific advice where required; constructive and timely feedback on candidate presentations (e.g. proposal seminar, conference papers); oral feedback during regular meetings; selection of appropriate examiners and support for students during and following the examination process.

Develop a climate of intellectual engagement with a broad scholarly community

This might involve: modelling a scholarly approach to research in a global context which recognises the complexity and challenges of this context; encouragement and support for students to access a range of research scholars and projects nationally and internationally, providing opportunities for students to work within an international context through exchanges, meetings, and collaborative work; provision of career support and opportunities at a national and international level; leadership of, or contribution to, an effective supervisory panel; facilitating the construction of a well balanced panel; encouragement of students to effectively utilise supervisory panel members; taking responsibility for particular roles within a supervisory panel.

Have a systematic and scholarly approach to professional development of supervisory academic practice and skills

This might involve: advanced skills in evaluation and reflective practice; participating in and contributing to professional activities related to research supervision; coordination, management and leadership roles in relation to research supervision; conducting and publishing research related to research supervision; leadership through activities that have broad influence on the profession, department, school and/or research candidates; contribution to relevant policy development.

Have developed a program which enhances learning

This might involve: programs that are distinct, innovative, influence student learning, promote and support diversity and equity, and/or have a breadth of impact on students, staff, or the college.