Role Progression Criteria Measurement

RAVENSBOURNE COLLEGE OF DESIGN AND COMMUNICATION
JOB EVALUATION – GRADE PROGRESSION CRITERIA
ROLE PROGRESSION CRITERIA MEASUREMENT
ACADEMIC AND TECHNICAL
1
Teaching, learning and assessment • Innovative contribution to the delivery of

TECHNICIAN (LEAD TECHNICIAN) units
• Making new contributions to the VLE
To progress to Lecturer requires knowledge of • Developing a reflective teaching
academic methods and procedures gained by practice
extensive practical experience and/or through
formal training possibly leading to a
professional qualification. Curriculum and course development • Evidence of previous pro-activeness
with suggestions for curriculum and
. course development
Student overview and feedback • Motivating students and influencing

positive changes in behaviour
• Monitoring and reviewing work and
giving constructive feedback
• Empathising with students with aims to
achieving their objectives
Technical Innovation • Contributing to design of College

resources and enhancement of the
student learning experience
Knowledge Transfer • Developing projects with industry/IPR

development
• Other commercial activities
Involvement and impact e.g. Committees, • Making a major contribution to a

Open Days, events and exhibitions and particular event
alumni etc. • Participating in a flexible and
2
3
Teaching, learning and assessment • Making new contributions to the VLE

LECTURER • Contributing innovatively to the delivery
of units
To progress to Senior Lecturer requires • Developing a reflective teaching
applied and theoretical knowledge and an practice
ability to work out problems or devise new
approaches from first principles. This level is Curriculum and course development • Evidence of previous pro-activeness
normally associated with a professional or with suggestions for curriculum and
academic qualification or gained through a course development
detailed grasp of involved practices and Student recruitment, overview and feedback • Contributing to course promotion and
procedures recruitment in a creative and/or
systematic way
. • Motivating students and influencing
positive changes in behaviour
• Developing enabling ways of receiving
student feedback on the course
• Developing a coherent and consistent
approach to student personal tutorials
and independent learning plans
Knowledge Transfer • Developing projects with industry/IPR
development
• Other commercial activities
Involvement and impact e.g. Committees, • Making major contribution to a particular
Open Days, events and exhibitions, alumni event
etc. • Participating in a flexible and
professional manner
Interdisciplinary initiatives • Contributing significantly to the
organisation of course interdisciplinary
activities
4
SENIOR LECTURER Teaching, learning and assessment • Demonstrating a thorough knowledge

and high level of understanding of
To progress to Subject Leader requires the methods and procedures and sharing
ability to integrate programmes which are expertise with colleagues
related in nature and which involve co- • Creating new ideas in relation to
ordination with associated functions. The improving student results
work will involve forward planning over a • Making new contributions to the VLE
significant time scale (of at least a year) and
• Innovative contribution to the delivery of
includes establishing functional and
academic priorities units
• Leading action research based
pedagogical projects
• Mentoring sessionals and/or new
members of staff effectively
Curriculum and new course development • Evidence of previous pro-activeness

with suggestions for curriculum and
course development
• Demonstrating innovation and forward
planning in new course development
Student recruitment, overview and feedback • Contributing to course promotion and

recruitment in a creative and/or
systematic way
• Enhancing student recruitment activities
to improve efficiency of the process and
timely results within set targets
• Developing enabling ways of receiving
5
6
SUBJECT LEADER Teaching, learning and assessment • Providing high standard of teaching and
quality assessments
To progress to the Deputy Head of Faculty • Imparting advanced theory and
level requires an authoritative understanding knowledge from teaching and
of a specialised field gained through broad commercial experience
and deep experience built on concepts and • Developing a course based strategy for
principles or through wide exposure to VLE use and leading the subject area in
complex practices and precedents developing a range of action based
pedagogical research projects
Course management and academic • Development of course proposals

leadership
Contribution to teaching programme design • Contributions to the development of

and to teaching quality teaching methods and assessments in
the department and institution
• Developing approaches to teaching and
learning which are innovative and reflect
developing practice elsewhere
• Contributing to the strategic decision
making process
Contribution to broader processes e.g. • Meeting student recruitment targets and

recruitment and retention targets developing new approaches to
achieving them
• Analysing student withdrawals and
7
8
9
Strong and effective leadership • Setting precedents and expanding

DEPUTY HEAD OF FACULTY horizons and discipline, ensuring high
quality of teaching and student
To progress to Head of Faculty requires a experience
mastery of concepts, principles and practices
gained through deep development and
Broad and deep experience of specialisms, • Initiating institutional changes resulting
built on concepts and principles, and wide in progression for the College and its
investigation in a major subject area leading
exposure to complex practices and precedents success in the sector
to wide recognition and definitive leadership.
Delivery of initiatives which have successfully • Demonstrating strategic planning,
impacted whole or majority of the institution development and integration within the
College over a number of years
Development of major functional polices • Interpret existing policies and strategy
with competence and apply new
policies which help to determine
direction and the effectiveness of the
institution
• Contribute to the strategic decision
making process
Leading development of teaching, learning and • Developing long term strategies and
assessment, setting precedents in lapsed areas
where not previously created
• Contributing to implementation of the
College strategy for eLearning
Quality, compliance and other matters related • Meeting all requirements and pro-
to EO, widening participation and health and actively developing and implementing
safety opportunities
Contribution to commercial targets, • Initiate, maintain and develop industry
collaboration with industry and vocational partnerships that inform development
relevance and contribute to the achievement of
10
11

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RAVENSBOURNE COLLEGE OF DESIGN AND COMMUNICATION

JOB EVALUATION – GRADE PROGRESSION CRITERIA