DIFFERENTIATED CAREER

PATHWAY (DCP) - TEACHING

 PM Dr.Naziha Ahmad Azli`
 Prof.Dr.Mohd Salleh Abu
 Prof.Dr.Kamarul Asri Ibrahim
 Prof.Dr.Zaidatun Tasir
 PM.Dr.Khairiyah Mohd Yusof
 PM Dr.Nik Hasnaa Nik Mahmood
 PM Dr.Fatin Aliah Phang Abdullah
 Dr.Zaleha Abdullah

1st DRAFT DCP UTM - TOWNHALL 24.08.2016

(EDARAN TERHAD KEPADA STAF AKADEMIK UTM SAHAJA)
 WEIGHTAGE ON TEACHING PATHWAY
Pathways Teaching Research Professional Institutional
Practice Leadership
Research

Teaching 60% 20% 10% 10%

Professional Practice

Institutional Leadership

Details
 BASIC PRINCIPLE

Promotion to certain grade is based on the academic staff’s

achievement and ability to empower the set minimum
competency on teaching
The minimum competency consists of Baseline Competencies
(BC) and Differentiated Competencies (DC)
The level of empowerment on BC is the same for all academic
staff regardless of the pathway chosen whereas the level of
empowerment on DC applies only for those who have chosen
the Teaching Pathway
The evaluation on the empowerment of the minimum
competency is based on approach and impact that depends
on the level of Teaching Achievement and the Range of
Influence
 MINIMUM COMPETENCY BASED ON GRADE
Career Pathway: Teaching BC Baseline Competencies
Promotion Grade: DS51/DS52 to DS54 DC Differentiated Competencies

TA+ DC

Teaching Research Achievement on

other Core
Promotion
Achievement Achievement
Responsibilities DS54

BC BC BC

Promotion Grade: DS53/DS54 to VK07

Teaching Research Achievement on

other Core
Promotion
Achievement Achievement
Responsibilities VK07

DC BC BC
 MODEL FOR REWARDING PROGRESSIVE
IMPROVEMENTS IN TEACHING ACHIEVEMENT
 TEACHING PATHWAY
VK5

VK6

VK7

DS53/54

DS51/52

Minimum level of Teaching Achievement for the immediate upper grade (except for DS51/52)
 EVIDENCE OF TEACHING ACHIEVEMENT

Self-Assessment &
Professional Activities
Reflection

APPROACH IMPACT

Measurements of Peer Review &

Student Learning Recognition

Evidencing: Based on both Quantitative + Qualitative measures

 INDICATIVE WEIGHTS OF DOMAINS OF TEACHING ACHIEVEMENT
TEACHING ACHIEVEMENT DOMAINS OF TEACHING EVIDENCES

Self- Professional Measures of Student

International Leader Assessment Activities
Peer Review & Recognition
Learning

VK6/VK5

Self- Professional Measures of Student

National Leader Activities
Peer Review & Recognition
Assessment Learning

VK7

Self- Professional Measures of Student

Scholarly Teacher Peer Review & Recognition
Assessment Activities Learning

Institutional Leader in Self- Professional Measures of Student

Peer Review & Recognition
T&L Assessment Activities Learning

DS53/DS54

Skilled & Collegial Measures of Peer Review &

Self-Assessment Professional Activities
Teacher Student Learning Recognition

Peer Review
Measures of
Effective Teacher Self-Assessment Professional Activities &
Student Learning Recognition

DS51/DS52
APPROACH IMPACT Minimum level of Teaching Achievement for the immediate upper
grade (except for DS51/52)
 INDICATIVE RANGE OF INFLUENCE ACROSS TEACHING ACHIEVEMENT
TEACHING ACHIEVEMENT RANGE OF INFLUENCE
Pedagogical & Scholar
Communities/Connected
International Leader Students Academic Peers
Stakeholders at
International Level
VK6/VK5
Pedagogical & Scholar
Communities/Connected
National Leader Students Academic Peers
Stakeholders at National
Level
VK7

Pedagogical & Scholar

Scholarly Teacher Students Academic Peers
Communities

Institutional Leader in Connected Stakeholders at

Students Academic Peers
T&L Institutional Level
DS53/DS54

Skilled & Collegial

Students Academic Peers
Teacher

Effective Teacher Students

DS51/DS52
DETAILED DESCRIPTION OF
TEACHING ACHIEVEMENT
Effective Teacher and Skilled &
Collegial Teacher
(Levels 1 & 2) – DS53/54

DS51/52 >> DS53/54

(Teaching Pathway)
 Career Pathway: Teaching-Focused Teaching Achievement: Levels 1 & 2
Grade: DS51/52 >> DS53/54 Domain of Evidence: Self-Assessment &
Reflection

Competencies
No. Competencies Evaluated Minimal Level
BC / DC
1. Goals of student learning BC Proficient
2. Personal teaching philosophy (real examples, evidence) BC Proficient
3. Belief and practices of assessment and evaluation BC Proficient
4. Self-reflection of teaching development over time and how BC Proficient
this relates to future goals (with relevant evidence)
SUB-TOTAL

Deficient Developing Proficient Accomplished Distinguished

0 1 2 3 4

BC Baseline Competencies
DC Differentiated Competencies
 Self-Assessment & Reflection

Components Deficient Developing Proficient Accomplished Distinguished

Goals of student No or low Holds some Communicates Encourages Inspires and
learning expectations expectations and and values supports high
of students’ of students’ encourages high expectations
learning learning high expectations of students’
expectations of students’ learning
of students’ learning
learning
Personal Does not Vaguely Clearly Clearly Clearly
Philosophy indicate his indicate indicate his or indicate his or indicate and
or her own his/her own her own her own evaluate his or
personal personal personal personal her own
philosophy philosophy philosophy philosophy personal
towards towards towards towards philosophy
student student student student towards
learning learning learning learning with student
strategies for learning with
continuous effort for
improvement continuous
improvement
 Self-Assessment & Reflection

Components Deficient Developing Proficient Accomplished Distinguished

Belief and • No effort to • Show some • Constructively • Constructively • Constructively

practices of constructively understanding align align align
assessment align on the need assessment assessment assessment
and assessment to methods with methods, that methods, that
evaluation methods with constructively the intended include both include both
the intended align learning formative and formative and
learning assessment outcomes summative summative
outcomes methods with and the T&L assessment, assessment,
and the T&L the intended activities with the with the
activities learning intended intended
outcomes learning learning
and the T&L outcomes outcomes and
activities and the T&L the T&L
activities activities and
provide the
tools for self
and peer
assessment of
learning
 Self-Assessment & Reflection

Components Deficient Developing Proficient Accomplished Distinguished

Self-reflection Provides no Provides Clearly Clearly Clearly
of teaching self-reflection some self- provides self- provides self- provides self-
development of teaching reflection of reflection of reflection of reflection of
over time and development teaching teaching teaching teaching
how this developme development development development
relates to nt but fail to and relates and relates it to and relates it
future goals relate it to some of it to CQI of to CQI of
(with relevant CQI of CQI of teaching teaching
evidence) teaching teaching strategies strategies, to
strategies strategies the extent of
adapting his
or her own
teaching
philosophy
Career Pathway: Teaching-Focused Teaching Achievement: Levels 1 & 2
Grade: DS51/52 >> DS53/54 Domain of Evidence: Professional Activities

Competencies Minimal
No. Competencies Evaluated
BC / DC Level
1. Quality of course assessment reports produced in three BC Proficient
consecutive years
2. Quality of course files produced in three consecutive years BC Proficient
3. Implementation of non-conventional T&L strategies (SCL BC Proficient
including blended learning, AL, CL and PBL, work-
based/integrated learning, CDIO, flexible learning, etc.)
4. Participation in T&L committees/groups at different levels DC Proficient
5. Involvement in supporting students’ activities (non-curricular or DC Proficient
extra-curricular) – competition, community projects, special
projects, visits, study skills, academic advising etc.
6. Participation in T&L programs (conference, competition, forum) DC Proficient
7. Involvement in academic program auditing (e.g. internal audit, DC Proficient
AKA / SWA)
8. Membership of T&L organization DC Proficient
SUB-TOTAL
 Professional Activities

Components Deficient Developing Proficient Accomplished Distinguished

Quality of No or • Complete • Complete • Complete • Complete CAR
course incomplete CAR with CAR with CAR with with detailed
assessment CAR some detailed detailed analysis on the
reports (CAR) submitted analysis on analysis on analysis on students’ results
produced in the the students’ the students’ and outcomes
three students’ results and results and achievement
consecutive results and outcomes outcomes which are taken
years outcomes achievement achievement into account in
achievem which are which are the course
ent which not clearly taken into reflection where
are not taken into account in it is translated
taken into account in the course into the CQI
account in the course reflection but
the course reflection but not well
reflection not translated into
and CQI translated the CQI
into the CQI
 Professional Activities

Components Deficient Developing Proficient Accomplished Distinguished

• Quality of • Incomplete • Complete* • Complete* • Complete* • Complete,
course files course file but lack of and aligned**
produced in sample of aligned** and
three assessment exemplary***
consecutive evidence
years

Glossary:

Complete*: Consist of L1, Teaching material, Assessment tasks, Marking schemes, Sample
of marked assessments – TBD
Aligned**: Aligned between lesson plan (in L1)and implementation (sample of assessment
evidence)
Exemplary***: Verified by the Faculty
 Professional Activities

Components Deficient Developing Proficient Accomplished Distinguished

Implementation of No Implement Implement Implement Implement
non-conventional implement one non- two non- more than more than two
T&L strategies (SCL ation of conventional conventional two non- non-
including blended any non- T&L strategy T&L strategies conventional conventional
learning, AL, CL convention T&L strategies T&L strategies
and PBL, work- al T&L and able to and able to
based/integrated strategy guide other guide other staff
learning, CDIO, staff in the at university
flexible learning, faculty level(conduct
etc.) (conduct workshop)
workshop)
 Professional Activities

Components Deficient Developing Proficient Accomplished Distinguished

Participation in No Participate in Participate in Participate in Participate in
T&L Participation in one T&L two T&L more than more than two
committees/gr T&L as a committee as committee as two T&L T&L committee
oups at committee a member members committee as and
different levels (department (faculty level) members hold position as
level) (faculty and leader in one of
or university the committees
level) (faculty and
university level)
Involvement in No Involve in Involve in Involve in Involve in
supporting involvement in supporting supporting supporting supporting
students’ supporting students students students students
activities (non- students 'activities e.g., 'activities 'activities 'activities
curricular or 'activities colloquium (faculty level) (university/ (International
extra- (department national level) level)
curricular) – level)
competition,
community
projects,
special
projects, visits,
study skills,
academic
advising etc.
 Professional Activities

Components Deficient Developing Proficient Accomplished Distinguished

Participation in No Participation Participation Participation Participation in
T&L programs Participation in in T&L in T&L in T&L T&L programs
(conference, T&L programs programs programs programs (represent
competition, (represent (represent (represent country)
forum) department) faculty) university)

Involvement in No Involve in Involve in Involve in Involve in two

academic involvement in academic academic academic academic
program academic program program program program
auditing (e.g. program auditing – auditing – auditing – auditing assist
internal audit, auditing assist with assist with assist with with
AKA / SWA) preparation preparation + preparation preparation +
(internal important (AKA/SWA/My interviewee
audit) position(intern RA) (AKA/SWA/MyR
al audit) A)

Membership of No One One One One

T&L Membership of membership membership membership membership of
organization T&L of T&L of T&L of T&L T&L organization
organization organization organization organization (International/
(university (National level (National/ national level –
level – as a – as a international as the president
member) member) level – as a or vice
Treasurer president)
or equivalent)
 Teaching Achievement: Levels 1 & 2
Career Pathway: Teaching-Focused
Domain of Evidence: Measures of Student
Grade: DS51/52 >> DS53/54
Learning

Competencies
No. Competencies Evaluated Minimal Level
BC / DC
1. Unsolicited/solicited feedback / testimony from BC Proficient
students/alumni related to their learning (e.g.: e-PPP,
emails, letters, messages, etc.)
2. Average score in the improved version of e-PPP BC P4
3. Quality of students’ performance on a particular DC Proficient
concept or topics (based on the score obtained) with
evidence of contributing factor through innovative T&L
methods
4. Assessment of students learning journals/portfolios DC Proficient
SUB-TOTAL
 Measures of Student Learning

Components Deficient Developing Proficient Accomplished Distinguished

Unsolicited/ • No positive • Some • Positive • Positive and • Positive
solicited feedback on positive feedback impactful* and
feedback / students’ feedback on feedback on impactful*
testimony learning on students’ learning feedback
from students/ students’ learning obtained on learning
alumni learning from students obtained
related to from
their learning students
(e.g.: e-PPP, and alumni
emails,
letters,
messages,
etc.)

Glossary:

Impactful*: Teaching approach, constructive, role model, future outlook etc.

Note: Fr teaching portfolio
 Measures of Student Learning

Components Deficient Developing Proficient Accomplished Distinguished

Quality of No attempt Attempt Attempt Attempt Apply
students’ on any innovative T&L innovative innovative T&L innovative T&L
performance innovative methods but T&L methods methods, methods,
on a T&L no and measure measure the measure the
particular method measurement the quality of quality of quality of
concept or on quality of student student student
topics (based students’ performance performance performance
on the score performance but no plan and make and make
obtained) is taken for improvement improvement
with evidence improvement accordingly accordingly.
of The
contributing measurement
factor through shows better
innovative T&L quality in
methods students’
performance
Assessment of Journals / Journals / Journals / Journals / Journals /
students portfolios portfolios portfolios portfolios show portfolios
learning are not show minimal show deep impact show deep
journals/ collected impact on sufficient on learning impact on
portfolios or assessed learning impact on learning and
learning improvement
requirements
Career Pathway: Teaching-Focused Teaching Achievement: Levels 1 & 2
Grade: DS51/52 >> DS53/54 Domain of Evidence: Peer Review & Recognition

Competenci
No. Competencies Evaluated es Minimal Level
BC / DC
1. Unsolicited/solicited feedback (letters of reference, e- DC Proficient
mails etc.) from various individuals including teaching
mentors / industrial partners etc. to indicate impact and
range of influence relating to activities within and
outside curriculum.
2. T&L awards received at faculty/institutional level DC Proficient
SUB-TOTAL
 Peer Review & Recognition

Components Deficient Developing Proficient Accomplished Distinguished

Unsolicited/ Feedback Feedback Feedback Feedback Feedback
solicited given given provide given given provide given
feedback provide review with provide good review provide
(letters of poor review many appropriate on the 4 excellent
reference, on the 4 suggestion review on items* review on the
e-mails etc.) items* for the 4 items* 4 items*
from various improvement
individuals on the 4
including items*
teaching
mentors /
industrial
partners etc. to
indicate impact
and range of
influence
relating to
activities within
and outside
curriculum
 Peer Review & Recognition

Glossary:

*4 items:

a) information on the instructor’s specific strengths (Intellectual characteristics,

Knowledge of field of study)
b) Point to specific examples of what the instructor has done
c) Discuss why the instructor would be a strong candidate for the specific field
d) Place the instructor in a larger context
 Peer Review & Recognition

Components Deficient Developing Proficient Accomplished Distinguished

T&L awards No T&L award T&L award(s) T&L T&L award(s) T&L award(s)
received at received received at award(s) received at received at
faculty/ faculty level received at national level international
institutional university level
level level
Career Pathway: Teaching-Focused Teaching Achievement: Levels 1 & 2
Grade: DS51/52 >> DS53/54

Competencies
No. Competencies Evaluated Domain of Evidence Minimal Level
BC / DC
1. Number of credits taught Professional activities BC 40
(compulsory requirement)
2. Attendance in T&L training (as Professional activities BC 5
listed)
3. Average score in Teaching Peer review & BC Proficient
Observation focusing on recognition
communication skills and
delivery style by colleagues
4. Average score in Teaching Peer review & BC Proficient
Observation (Instructional recognition
Planning & Delivery) by
mentors/experts
 Professional Activities
T&L Training : List of courses

5 attendances based on NALI practices)

Three (3) from the NALI’s Learning Mode (Pedagogy/Andragogy)

Case Study Teaching
1. Problem-Based Learning
2. Scenario Based Learning
3. Peer Instruction
4. Service Learning
5. Job Creation
6. Conceive, Design, Implement and Operate (CDIO)
7. Outcome-Based Education
8. High-Impact Educational Practices (HIEPs)

Two (2) from the NALI’s Learning Materials (Digital Resources)

1. UTM Open Courseware (OCW)
2. UTM-MIT BLOSSOMS
3. UTM MOOC
4. Video of Exemplary Professionals
5. Student-to-Student Edutainment
6. UTM e-Learning
 Peer Review & Recognition

Components Deficient Developing Proficient Accomplished Distinguished

Average score >60% 60% 70% 80% 90%
in Teaching
Observation
focusing on
communication
skills and
delivery style by
colleagues
(refer to SPPT
observation
rubrics)
Average score >60% 60% 70% 80% 90%
in Teaching
Observation
(Instructional
Planning &
Delivery)by
mentors/experts
refer to SPPT
observation
rubrics)
Scholarly Teacher
(Level 3 – Track 1)

DS53/54 >> VK7

(Teaching Pathway)
Rubrics Criteria – Level 3 Track 1
Rubrics Criteria – Level 3 Track 1
Institutional & National Leader in T&L
(Level 3 – Track 2)

DS53/54 >> VK7

(Teaching Pathway)
Rubrics Criteria – Level 3 Track 2
Rubrics Criteria – Level 3 Track 2
Rubrics Criteria – Level 3 Track 2
Global Leader in T&L
(Level 4)

VK7 >> VK5

(Teaching Pathway)
Rubrics Criteria – Level 4
Rubrics Criteria – Level 4
 WHAT IS THE ASSESSMENT APPROACH?
E-LPPT
• Assess the defined Basic
Competencies (BC)
• Scores obtained from the
rubrics are aggregated (in
percent)
• Scores are extracted directly
for e-PPP and contribute to
the aggregate
PROMOTION
• Must fulfill minimum
teaching credit hours
• Must fulfill P4 requirement
for e-PPP (within latest 5
years)
• Must fulfill all T&L Training
requirement
• Assess other BC not
assessed in E-LPPT (ie. T&O)
• Best score within the latest
5 years based on each item
of a domain (each domain
item with minimum level of
2 (proficient) = 80%)
• Assess all Differentiated
Competencies (DC) – for
Teaching Pathway only
 WHAT ARE THE ASSESSMENT TOOLS?
Rubric-based data
 Teaching Portfolio (TP) with supporting evidences
(student feedback from e-PPP, etc.)
Retrieved data
 e-PPP (scoring and NALI activities)
 e-Learning (blended learning)
 UTMSmile
(to also record T&L courses other than those offered by
UTMLead)
 WHAT ARE THE METHODS &
PROCEDURES FOR ASSESSMENT?
• The Approach
 Each academic staff is to submit a complete TP (with
evidences) to his/her respective Faculty/School/Academy
(before the end of Nov. of the respective year)
 The Assessment processes are to be executed in two
consecutive stages – Assessment by Panel of Assessors
(HoDs, Academic Coordinators, Senior staff, Deputy
Registrars, Assistant Registrars, etc.) followed by Validation
of Data by Team of Validators (Dean, Deputy Deans,
Senior Professors, etc.)
 In both stages, the rubric-based assessments are to be
made in accordance to the respective rubrics.
 WHAT ARE THE METHODS &
PROCEDURES FOR ASSESSMENT?
 Data scoring (for both rubric-based and retrieved data) are
recorded using a designated system (key in of data ranging
from 0 – 4)
 The precise vertical/horizontal contributions of the
Teaching component are to be computed using the
designated system (may vary according to the indicative
weight for the respective levels and pathway)
 The annual score of Teaching assessment (BC – 9 for Level
1&2) will be transformed into e-LPPT under the Teaching
component
 WHAT ARE THE METHODS &
PROCEDURES FOR ASSESSMENT?
• The Assessors
Stage 1 (PPP)
 Assessment by Panel of Assessors comprising of HoDs,
Academic Coordinators, Senior staff, Deputy Registrars,
Assistant Registrars etc.
Stage 2 (PPK)
 Validation of Data by Team of Validators comprising of the
Dean, Deputy Deans, Senior Professors etc.
• Frequency of Assessment
Yearly basis, the whole processes are to be completed within
Dec – January of the respective year
 HOW IS THE DATA ENTERED?
• Rubric-based data (applies for both Stage 1 and
Stage 2)
 Data to be entered by the Panel of Assessors/Team of
Validators using a designated system
• Retrieved data
 Retrieved automatically by the designated system
from the respective application systems
 FROM DATA TO SCORES?

Transforming the data (from assessment tools) into

e-LPPT Scores (Teaching Component) using linear
segmental transformation
• 60% – poor (exit policy)
• Between 60% to 80% – developing
• 80% – minimal good
• Between 80% to 90% - good
• 90% and above - excellent
 FROM DATA TO SCORES?
Data Transformation
DATA VS SCORE (%)
4.5

3.5
Excellent

2.5
Good
y = 0.1x - 6
2 Minimal
Good
1.5
Developing
y = 0.075x - 4
1

0.5 Poor Exit

y = 0.0083x
0
0 20 40 60 80 100 120
 HOW ARE THE SCORES MANAGED?
Baseline Competencies (BC)
• Minimum Level of Competencies
 Domain specific, minimum level of each domain item
is 2 (proficient) = 80%
 Each domain carries equal weightage (for promotion)
• Aggregating the Scores of Teaching Competencies
 Aggregate to be considered for e-LPPT (partly)
• Managing the Final Scores (based on repeated
scores gathered yearly)
 Best score within the latest 5 years based on each item
of a domain (for promotion)
 HOW ARE THE SCORES MANAGED?
Differentiated Competencies (DC)
• Minimum Level of Competencies
 Not domain specific
 Minimum mean from all domains is 2 (proficient) = 80%
• Aggregating the Scores of Teaching Competencies
 Aggregate to be considered for promotion under
Teaching pathway
 HOW ARE THE SCORES MANAGED?
Detail rubrics and system simulation
Simulation sample
 WHAT ARE THE CRUCIAL
REQUIREMENTS FOR SUCCESS?
• Managing variation
 Rigorous and systematic training for Panel of
Assessors and Team of Validators
• Commitment from UTM Top Management,
• Commitment from the Faculty management
• Mentor/Mentee program on teaching (with
recognition)