Quality Handbook Section 14 - Learning, Teaching and Professional Development

2.1 NTU is committed to providing a high-quality academic experience for its students through the creation of a culture for learning and success on and beyond their course (OfS Condition B1). It aims to develop a sector-leading staff infrastructure with the capacity and flexibility to support a constantly evolving portfolio. Colleagues teaching and/or supporting learning must be equipped with the necessary skills and knowledge to deliver an outstanding student experience.

2.2 ‘Appropriately qualified’ requires staff to have and maintain expert knowledge of the subject; appropriate teaching qualifications, training or teaching experience for the content and level; and knowledge and skills to deliver the course effectively (OfS Condition B2.4b).

2.3 To achieve this, staff must be supported in the development and enhancement of their professional practice, with recognition and reward for high quality teaching throughout every stage of their career.

2.4 In line with its institutional ambitions to ensure sustained teaching excellence, NTU takes a career-wide approach to professional development. It ensures that access to professional development in learning and teaching is both inclusive and equitable, reflecting the broader commitment to equality, diversity, and inclusion.

2.5 NTU prioritises active collaborative learning experiences that research has shown to have a beneficial impact upon student progression, attainment, attendance and engagement. The preferred learning and teaching pedagogies at NTU are SCALE-UP and Team Based Learning.

3.1 This policy relates to all University academic and professional services staff including technicians who teach and/or support learning, in any form and through any media, and at all stages of their career at NTU. The policy should be read in conjunction with the NTU Learning and Teaching Professional Development Requirements (2026) which specifies colleagues’ contractual requirements.

3.2 This policy outlines the requirements of the University to provide sustained professional development and the expectations on staff who teach and/or support learning to engage with it. This policy relates to all forms of learning and teaching professional development; mandatory and sustained professional development opportunities.

3.3 Professional development is recognised in the broadest sense and includes all planned, deliberate and systematic learning leading to the acquisition and development of skills and knowledge in order to improve organisational, professional, and personal effectiveness.

3.4 Three key areas of professional development are identified:

1. Strategic areas: to enable staff to meet the requirements and expectations of University Strategy;
2. Operational and Professional areas: to enable staff to meet the requirements and expectations of their roles;
3. Individual area: to provide access to learning and teaching development opportunities to promote the development of individual professional identity through professional practice, recognition and reward.

4.2 The purpose of teaching observations is to provide a developmental conversation about specific areas of learning and teaching. It prioritises development over judgement and positions observation as a collaborative, reflective activity. The teaching observation process aims to:

• Enhance the quality of teaching and/or support of learning through reflective practice and professional development.
• Support staff through constructive, developmental feedback.
• Promote the identification and dissemination of effective teaching practice.
• Provide evidence to inform professional development, performance review, and professional recognition e.g., Advance HE Fellowship.

4.3 The requirements for teaching observations include a:

• Formal observation undertaken biennially.
• Collaborative peer-based observation in the intervening years.

4.4 Formal observations contribute to ongoing quality assurance of NTU courses. For information about the mandatory requirements associated with teaching observations, see section 1 of the NTU Learning and Teaching Professional Development Requirements (2026).

4.5 Collaborative observations as professional development are required biennially, as a minimum. Further observations may be initiated as part of the following course review process. They may also be instigated by colleagues who wish to engage in a discussion with a peer about an aspect of their practice. Collaborative observations are to be conducted in a context-appropriate manner, reflecting the variation in which learning takes place e.g. lectures, seminars, other classroom activities, workshops, laboratory practice, supervision, NOW learning room, or field trips. A supplement providing more detail about the collaborative observation process will follow later in 2026/27.

4.6 Outcomes of teaching observations and collaborative observations may be used to inform development of individuals or teams. They can also identify and subsequently share good practice, which could be used as supporting evidence for recognition or award e.g. PGCLTHE, Advance HE Fellowship, VC Award for Excellence in Teaching or to raise the profile to support a nomination for National Teaching Fellowship Scheme or Collaborative Award for Teaching Excellence.

4.7 Each School will be responsible for maintaining a schedule for biennial teaching observation and for recording and reporting that this requirement has been fulfilled via School Academic Standards and Quality Committee. Deputy Deans will agree key areas of focus for Teaching Observations annually, reflecting strategic priorities e.g. from NSS/PTES results, course review process.

Staff Development Activities

4.8 The University has expectations that staff who teach and/or support learning will engage with sustained professional development as part of their staff development activities at all stages of their career, relevant to their role and development needs. This is self-managed, in line with objectives.

4.9 All staff are required to engage annually with a minimum of ten hours of sustained professional development relating to teaching and/or supporting learning.

4.10 In addition to the mandatory requirements listed in section 4, other opportunities are offered to colleagues. See appendix 2 for details of these.

Responsibilities

5.1 Observees are responsible for:

• Participating in the observation process and identifying suitable development opportunities with their line manager.
• Engaging with the pre- and post-observation process.
• Sharing their session plan, any supporting materials, and providing access to the NOW learning room prior to the observation.
• Undertaking any development, or sharing of good practice, as determined with the observer in conjunction with their line manager.
• Discussing the outcomes as part of the appraisal process, alongside other evidence of teaching practice/quality.

5.2 Observers are responsible for:

• Scheduling and undertaking teaching observations.
• Recording that these observations have taken place.
• Liaising with observers and ensuring that outcomes and development needs are identified and recorded.
• Agreeing with the individual any support or development needs that arise.
• Ensuring that promotion of good practice, as appropriate.
• Supporting developmental needs, as identified.

The process

5.3 The process is as follows:

1. Annually, line managers identify staff to participate in teaching observations, ensuring all staff are observed in line with the Teaching Observation requirements (section 5).  This information must be collated by the Learning and Teaching Manager, or similar role, and submitted to SASQC.
2. Observers ensure that they have attended a teaching observation development session.
3. Pre-observation meeting is held prior to the identified observation session.
4. Observation conducted.
5. Post-observation meeting (with observer feedback to the line manager, where appropriate, if not the observer).
6. Annually, SASQC receives and considers an overview of key teaching strengths and developmental needs.

5.4 The Teaching Observation comprises four steps, all of which must be completed to meet the biennial requirement.

Step One: Pre Observation

• Form provided (link below) to be completed by the observer following a conversation with the observee.

Please follow the link to access the editable 'pre-observation form' (and other observation forms and templates): Observation Forms and templates.

Step Two: Teaching Observation

• Narrative (in session). Notes should be made on the template provided (link below) to aid completion of Step Three.

Please follow the link to access the editable 'narrative - in session notes' template (and other observation forms and templates): Observation Forms and templates.

Step Three: Post session to inform professional conversation

Notes should be made about the following areas on the template provided (link below):

• Session and resource design: e.g. creates an intellectually challenging and stimulating learning environment, adopts a scholarly approach to the subject, provides opportunities for students to actively engage in the session.
• Student engagement: e.g. empathetic with students, engages and encourages, guides their learning, developing student confidence
• Communication: e.g. is an engaging presenter, is enthusiastic about the subject and what is taught, can translate complex and difficult concepts to students
• Learning environment: e.g. effective NOW learning room and use of appropriate learning technologies.
• Feedback on agreed areas of focus/priorities

Please follow the link to access the editable 'post session to inform professional conversation' template (and other observation forms and templates): Observation Forms and templates.

Step Four: Summary of professional conversation

Notes should be made about the following areas on the template provided (link below):

• Summary of strengths
• Areas for development
• Whether development goal should be included in appraisal
• Conclusions

Please follow the link to access the editable 'summary of professional conversation' template (and other observation forms and templates): Observation Forms and templates.