Submissions and evaluation
Applicants are invited to submit a reflective narrative and substantiating evidence and relevant documentation. The portfolios will be evaluated using four criteria: reflection on students, reflection on context, reflection on knowledge and reflection on growth.
All shortlisted applicants are required to make a short presentation to the adjudication panel. The presentation may be in-person or online depending on the logistics and arrangements required to meet in-person.
The reflective narrative
Candidates are expected to describe their teaching approaches and methodologies through critical reflection on practice, as well as articulate the reasoning behind their methods, reflecting their personal philosophy of teaching. The portfolio should demonstrate thoughtful engagement with the four overlapping areas described below and may draw on the accompanying guiding questions.
Guiding questions
These questions are intended to support reflection on practice and assist with structuring the portfolio. While applicants are expected to engage with all four areas, they are not required to respond to every guiding question.
The questions are designed to stimulate thinking rather than prescribe content.
Evidence of innovative teaching may include, but is not limited to, the following:
- Information about the applicant and their teaching context (e.g. position in the institution, part-time or full-time status, discipline taught, class sizes, teaching environment such as main or satellite campus, key challenges faced) and the broader social context.
- Peer feedback.
- Student feedback.
- Student retention rates.
- Student success data.
- Evidence of student involvement beyond the classroom.
- Artefacts such as brief extracts from study guides, multimedia resources, online materials, examples of innovative student assessment, and photographs.
The evidence should demonstrate how the applicant’s teaching distinguishes itself from that of other good teachers by effectively promoting student learning and contributing to education for social justice.
Evidence of the applicant’s involvement in teaching and learning with broader impact within the university and beyond may include, but is not limited to, the following:
-
Papers presented on the subject of teaching and learning at conferences.
-
Articles or other publications on teaching and learning (provide only online links, citations, or abstracts).
-
Membership of professional associations where the applicant is a significant contributor, with supporting evidence such as conference attendance, papers presented, review activities, or membership of special interest groups (SIGs) or executive committees.
-
Moderation of examinations and dissertations/theses.
-
Participation in university, national, or international committees, with evidence of the applicant’s contributions.
-
List of formal and informal continuing professional development activities undertaken by the applicant.
-
List of students or staff mentored or supervised.
-
Awards received (where relevant).
-
Contributions to addressing social issues.
Evaluation
Portfolios that demonstrate significant innovation will be considered for an award. The criteria have been designed to be relevant across diverse teaching contexts in South Africa and aim to encourage inclusivity. Members from all public universities are encouraged to apply.
Portfolio that portrays innovation
The portfolio presents a compelling case that the applicant(s) has critically reflected on multiple aspects of their teaching context, including their students, institution, and discipline or programme. It clearly articulates the applicant’s teaching approach and provides a strong rationale for their methods, aligned with a clearly stated teaching philosophy. The teaching methods are contextually nuanced and coherently aligned with this philosophy.
Robust and diverse forms of evidence are provided to substantiate the claims made in the portfolio. The applicant(s) demonstrates a continuous commitment to improvement and can reflect meaningfully on their professional growth over time and in response to evolving contexts or new insights. The applicant(s) has had a demonstrable positive impact on teaching in higher education at an institutional, national, or international level.
Overall, the portfolio is exemplary in its engagement with all aspects of reflection, and serves as a model of forward-thinking, innovative, student-centred teaching and holistic development.
Noteworthy portfolio
This portfolio shows that the applicant(s) has reflected on key aspects of their context, including their students, institution, and discipline or programme. It describes the teaching approach clearly and provides a rationale aligned with a stated teaching philosophy. The teaching methods are adapted to the context and consistent with the philosophy.
Evidence is provided to support the claims made, and the applicant(s) demonstrates a commitment to ongoing improvement. Reflection on professional growth over time is evident. The portfolio indicates a positive impact on higher education teaching beyond the applicant’s immediate classroom. It demonstrates innovation that can encourage better practice and inspire others.
Portfolio is developmental
This portfolio begins to build a case that the applicant or academic team has reflected on aspects of their teaching context. It describes the teaching approach and offers a rationale for why it is used, in line with a teaching philosophy. However, the alignment between teaching methods and philosophy may be underdeveloped or inconsistent.
Some evidence is provided for the claims made, though several claims lack sufficient substantiation. The applicant(s) demonstrates a willingness to improve and reflects on their development. There is evidence of a positive impact on teaching practice, and the portfolio reflects the early stages of scholarly reflection aimed at innovative teaching.
Frequently Asked Questions
Does NUTA have five awards across the categories and not per category? Please explain.
A maximum of five awards overall may be made, across the categories.
May one institution submit more than one nominee in one category - as long as it does not exceed 4 nominations per institution? Or should it be one only per category?
The maximum number of applications per institution is 4 regardless of the category being submitted.
Do you need to decide if you are applying as an experienced or specialist teacher? And if yes, how do you make that call?
YES. Applicants need to indicate the category they are applying for. Section 3.4 of the Processes and Procedures document clearly explains and differentiates between a beginner and experienced & mid-level teacher, as well as an individual or a team submission
Can we insert a link to a PDF document, or do we have to type the narrative in the block?
The online portal requires the narrative to be typed in. It is recommended that the narrative be drafted in a separate Word document and copied and pasted into the portal. The portal will only accept 10,000 words. The candidate must reduce the word count to meet the specified limit, which is pre-determined to ensure the process is fair to all candidates.
Is there a maximum number of files that you can upload?
A maximum of 10 files in accessible formats (MS Word, PDF, Excel, infographics, Audio files & Videos – maximum of 3 minutes each, etc.) may be uploaded as appendices, hyperlinks, or a combination of both.
Do you want each item of evidence to be uploaded separately, or do we upload one document?
Yes, each item of evidence must be uploaded separately as appendices or hyperlinks, and they should open as individual documents.
Process document indicates 10 pages. Does this mean 1 "piece of evidence per page"?
No, the evidence depends on its appropriateness in relation to the narrative and where this would be most impactful to include as a supporting document. For example, there could well be two items of evidence on one page and not one per page.
Can the narrative contain hyperlinks to the evidence?
Yes, hyperlinks may be used for ease of reference.
When structuring your POE, can you merge criteria, or should you have 10 separate components to your criteria as is?
Criteria may well be merged, with clear sub-headings to show which criteria are presented in tandem.
What types of evidence do you find most compelling in a teaching and learning portfolio, and why?
Considering that all teaching portfolios are unique, the most compelling evidence reflects a synergy between the data (evidence) presented and the candidate’s reflective narrative. Any authentic representation that enhances or supports the candidate’s reflective narrative is welcome. Evidence can be visual (e.g., images and infographics), audio or audio-visual (e.g., videos, podcasts, soundbites, etc.) and written (course outlines, curricula, student- and peer feedback, etc.).
How can we effectively integrate evidence into the reflective narrative of a teaching portfolio to make a compelling case?
There is no one-size-fits-all; therefore, candidates may use linguistic resources to engage the reader and exercise and assert their agency when presenting evidence to support their narratives. Linguistic resources include signposting to create textual coherence, display the candidate’s opinion and help establish a relationship with the data (evidence).
What are the common challenges faced in collecting and presenting evidence for a teaching portfolio, and possible suggestions on how they can be addressed?
Authenticity and relevance are essential; therefore, judiciously choosing evidence from your teaching and learning practices that supports your narrative is essential.
Does the rubric not dictate the format of the portfolio?
The rubric expounds on the four focus areas for reflection, i.e., reflection on context, reflection on students, reflection on knowledge and reflection on growth. The guiding prompts relate to the criteria and the rubric. The portfolio does not need to be presented in the same format as the rubric. It is important, however, that the narrative has a logical flow, with clear headings and sub-headings that speak to each of the criteria and explanations in the rubric.
I would like to know how to balance your research publications and T&L. Taking that all nominees are at various stages of their careers, some younger than others, or novice researchers, etc...
The focus of the portfolio is on teaching innovation, not research. Therefore, teaching and the four areas of reflection on teaching must be the focus of this portfolio. Research related to teaching and learning, particularly as it demonstrates that the applicant is a reflective practitioner, is a distinct advantage. The quality and relevance of publications are rated above quantity.
