Reflecting, planning and preparation are important elements of getting ready to teach any course. 

The following ideas provide guidelines for getting ready to teach. Please note that while they represent good practice, they are not exhaustive. Therefore, you might be aware of different ways to prepare a course that are also effective. Remember that understanding context is an important part of your preparation.

  1. Set aside blocks of time to plan and prepare your course. What timelines will you need to adhere to – e.g. Library resources, Electronic Course Profile (ECP) checking and submission?
  2. Past course coordinators, students who have completed the course, previous Student Evaluations of Course and Teacher (SECaTs)Student Evaluations of Tutor (SETutors) and check-in surveys are valuable sources of information.
  3. Who will need to be part of the planning and preparation (co-course coordinators, major/minor/program convenors, lecturers, tutors, student partners, school administration)?
  4. Recognise what resources you are going to need to ensure the best possible outcomes for you and your students.
  5. Be aware of the Teaching and Learning Roles and Responsibilities [3.30.01] in the Policy and Procedure Library (PPL).

What do I need to do?

2. During the semester

  1. Communicate in a timely fashion with all contributors (e.g. tutors, guest lecturers, industry people) so that they know what is expected of them in the course (including times, dates, places and deadlines). Regular updates work well, be compassionate but stick to your communications plan.
  2. Connect with your students, create times to get to know students and get informal feedback on the course and their experiences (e.g. icebreaker activities, time at the end of classes or informal conversations during breaks).
  3. Highlight how students can connect with you and other teaching staff through consultation times (Zoom can make contact hours more flexible), provide contact details in the Course Staff section in the course site.
  4. Respond to requests for Disability Action Plans. Talk to school administration staff to ensure you understand how to manage these plans.
  5. Encourage students to complete the Academic Integrity Modules (AIM) before the due date.
  6. Ensure all items of assessment (including school, central and deferred exams) are prepared in a timely manner and checked carefully for accuracy and clarity.
  7. Prepare students to succeed in the assessment tasks and make time to ensure students know what they need to do in their assessment. We suggest you develop draft assessment packages early in the semester so students understand what the assessment requirements will be.
  8. Prepare a sample examination if an exemption has been approved to release a sample examination instead of the actual examination.
  9. Consider requesting a check-in survey during Week 5 to understand how your students are progressing through the course.
  10. Ensure that all submitted assessment items are consistent with advice given in the ECP and aligned with the stated learning objectives of the course.
  11. Manage the Learn.UQ site for the course. Ensure there are adequate opportunities throughout the course for students to judge their understanding through appropriate and timely formative feedback on work-in-progress, progressive assessment tasks and other means.
  12. Ensure that assessment is marked and returned in a timely fashion with appropriate feedback – your school may have expected timelines for this.
  13. Ensure that marks are moderated. If you are working with tutors, consider developing a moderation protocol.
  14. For centrally-administered exams, ensure examiners have arranged to provide the Examinations section with their contact telephone number, or the contact telephone number of a delegate, to answer questions in relation to possible errors or ambiguity in the question paper.
  15. Take overall responsibility for the quality of marking of exam papers, assignments and other summative assessment items and the aggregation of marks, to give reliable final grades and ensure that marks are appropriately moderated.
  16. Ensure marks and recommended grades are submitted by the due date.
  17. Manage requests for extensions – there is an official process.
  18. Refer incidents of suspected misconduct to an Integrity Officer or the Academic Registrar according to the Academic Integrity and Misconduct Policy [PPL 3.60.04].
  19. Respond to requests from Faculty and Central Administration regarding student progress and participation to inform decisions on Withdrawal Without Academic Penalty and/or financial penalty.
  20. Encourage students to complete SECaTs. Refer to advice on getting the best from your SECaTs.

 Ready to Teach Week

Twice a year, ITaLI puts together a program of online and in-person activities designed to help you prepare course materials for the upcoming semester.

Need help?

ITaLI's team of Learning Designers and eLearning Advisors can support you with implementing any of the actions covered on this page.