Teaching Enhancement Scheme overview

The Teaching Enhancement Scheme is a developmental process, about continual improvement. It's simple, flexible and supportive. It replaces the Peer Review of Teaching process.

All faculties and schools introduced the Teaching Enhancement Scheme (TES) in 2013/14 and it will continue to be developed over the 2014/15 academic year. The implementation plan is below.

There is more about how and what to review in Putting TES into action.

Aims

We believe that all teachers have the capacity to enhance their teaching.

We want:

  • the Scheme to promote self-reflection, and staff experience of it to be collaborative and mutually beneficial
  • participation to be a normal expectation for all schools, faculties and services involved in teaching, and for all teaching staff.

Read the Teaching Enhancement Scheme policy and see the TES process diagram.

Scope

TES encompasses all aspects of student education, such as curriculum design, assessment and blended learning, as well as teaching practice.

It should develop, not add to, existing school enhancement activities (eg learning and teaching away-days, lunchtime discussion/seminar series, working groups on assessment practices, criteria).

Review and improvement of each activity under TES normally lasts between one and two years.

Coordinating and reporting requirements

TES activities need to be agreed and coordinated. Ultimate responsibility for the quality of learning and teaching lies with the Head of School, who normally delegates coordination of TES to a nominated individual.

There are reporting requirements for everyone taking part if TES:

  • The Head of School should have a system of recording staff participation of in TES. This should be a "light touch" approach for monitoring purposes, separate from management and performance processes.
  • All teaching staff should engage with the TES process on an ongoing basis. Staff are encouraged to share and disseminate positive and negative ideas, outcomes and recommendations through a report. Staff  confidentiality is important - more on Putting TES into action.
  • TES groups should feed back any agreed outcomes to their school on an annual basis, where appropriate.
  • Schools should feed back their experiences and good practice of TES through the annual review cycle with the faculty and University.

     

    TES implementation plan 2015-2016

    Activity Date
    1

    First prompt to Schools to consider further initiatives within the Scheme and complete TES templates

    August 2015
     2

    Further prompt to Schools to summarise initiatives within the Scheme

    Early October 2015
     3

    FTSEC meetings to include agenda item to discuss progress with implementing TES across Schools

    Early November 2015 round of meetings
    4

    Outcomes from FTSEC on progress reported to Education Steering Group

    2 December 2015
     5

    Annual School Review meetings include opportunity to seek general feedback from Schools on scheme implementation. General overview, outlining any themes or issues to be gathered from ASR reports

    February/March 2016
     6

    Themes arising from ASR meetings and recommendations for next steps to Education Steering Group

    4 May 2016