In an ideal world, university teaching and research would be valued equally; however, this is not currently the case. The notion that university reputation should be judged predominantly by research metrics has been challenged by a global trend towards a demand-driven system that encourages widening participation, student choice and social mobility, consequently there has been seen an increased number of teaching-focused roles. Understandings about the links between professional developments (e.g. peer review of teaching), the enhancement of teaching quality and academic-career pathways that emerged from the Transforming Practice Programme (TPP) (Curtin University, Australia, 2014) project informed this study. This paper describes the steps taken to make teaching-development opportunities visible to staff. The focus was on creating visual artefacts underpinned by robust technology that users could navigate and interact with. The strategy also included a short video, an interactive map and a database.