01. Explain how distributed academic leadership can be enacted, using examples from your own experience at university, school, course and/or subject level.

Activities:

Reading and examining prescribed articles and texts; wider reading on their own initiative around topic. Group discussion

02. Critically reflect on your own performance as an academic leader using self, peer and literature lenses.

Activities:

Reflective analysis of leadership in the context of their School/Subject: peer feedback and discussion; structured discussion with at least one senior colleague

03. Evaluate the quality of learning and teaching in the subject/s and course/s in which you teach using standard course and subject performance indicators and identify areas for further investigation.

Activities:

Review of experience; peer to peer feedback; presentation and group discussion

04. Analyse the curriculum in a subject and/or course in which you teach in terms of its congruence with the elements of the La Trobe Framework and other learning and teaching policies and procedures, and recommend changes based on your analysis.

Activities:

Reading; Critical reflection and evidence gathering; presentation, peer feedback

05. In consultation with your manager or mentor, map your practice as a teacher and researcher against the Academic Promotions Evidence Matrix and identify areas of high achievement and priority areas requiring further professional development.

Activities:

Familiarity with Promotions Matrix; Formal discussion with Manager or Mentor; review and mapping of practice against Matrix; Presentation

06. Develop a personal professional development plan to address the priority areas identified in the Academic Promotions Evidence Matrix, based on professional development opportunities within and beyond La Trobe University.

Activities:

Reading and research; group discussion; peer to peer feedback; Presentation