TEACHING AND LEARNING. This component captures institutional strengths in program delivery methods that expand learning options for students, and improve their learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.
TEACHING AND LEARNING. The faculty and administration agree that the College will continue to focus on the needs, abilities, and educational goals of students. The diversity of the College’s course offerings and of its students must lead the faculty to embrace a diversity of teaching methods ranging from the most traditional to the most innovative. Whatever the method, the outcome must be observable/measurable student learning.
TEACHING AND LEARNING. In keeping with the Objects of the University, Notre Dame strives for excellence in all things `learning and teaching'. The University's Learning and Teaching Strategic Plan (2019 -2021) affirms and develops the four strategic goals of the University's Strategic Plan 2018-2021, with a specific focus on 'Strategic Goal 2: Pursuing excellence in academic endeavours' and supports the University's commitment to meeting the requirements of the Higher Education Standards Framework (2015). The three areas of focus in the Learning and Teaching Plan (2019-2021) are: Excellence in Learning Excellence in Teaching Excellence in Curriculum and Programs Additional key strategies to ensure quality in teaching and learning over the term of this compact include: Formation of an Academic Standards and Policy Committee to provide advice and recommendations on: the quality of, and current standards in, teaching, scholarship and research; emerging risks and actions relating to academic quality and standards; effectiveness and adequacy of the academic policy framework; and effectiveness of academic quality governance and management processes. Investigating student needs and requirements for learning spaces with the aim of making improvements which support and further enhance the learning experience. Fine-tuning program and course approval processes to ensure that the profile and curriculum are cognisant with employment focus areas and professions of the future. Continued emphasis on the student experience through enhancement of work integrated learning, internships and networking opportunities across Notre Dame's programs to xxxxxx curricula that support authentic learning and positive employability outcomes. Utilisation of the University Department of Rural Health collaboration hosted on the Xxxxxx Campus (Majarlin Xxxxxxxxx Centre for Remote Health and Rural Medical programs) to promote rural areas as desired employment locations. Improving the use of analytics, outcomes of cyclical review, interim monitoring and professional accreditation to underpin curriculum reform and pedagogy. Continuing to build a strong culture of safety and respect within the University community and learning environments through the bolstering of student health and wellbeing policies, procedures and services. xxxxx://xxx.xxxxxxxxx.xxx.xxxxxxxxxxxxxxxxx -and-teaching-at-notre-dame The University of Notre Dame Australia - Learning and Teaching Office Strategic Plan 2018 - 2020 UNIVERSITY ADMISSIONS TR...
TEACHING AND LEARNING. 3.1 We promote equal opportunities in: course content; teaching and learning methods; course documents; teaching materials; assessment methods; and structure and timetabling of courses of study.
TEACHING AND LEARNING. I will always actively supervise, or arrange for suitable adult supervision of pupils that I have directed or allowed to use the Internet. I will embed the school’s e-safety curriculum into my teaching, using agreed resources and materials. I will ensure I am aware of digital safety-guarding issues so they are appropriately embedded in my classroom practice. I will only use the Internet for professional purposes when pupils are present in an ICT suite, or a classroom with Internet access. Copyright I will not publish or distribute work that is protected by copyright. I will teach pupils to reference online resources when they use them in a report or publication. Data protection I will not give out or share personal addresses (including email), telephone / fax numbers of any adult or students working at the school. I will not take pupil data, photographs or video from the school premises without the full permission of the head teacher e.g. on a laptop, memory stick or any other removable media. I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location. I will respect the privacy of other users’ data, and will never enter the file areas of other staff without their express permission. I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school’s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority. Home Learning protection I will use the collaborative year group inboxes to communicate and respond to pupils’ work. I will not communicate with pupils by personal emails. I Know I can contact the school ICT technician if unsure. When communicating with children via email/collaborative year group inbox, I will be conscious of safeguarding issues around sending and receiving messages and pictures. All of the same awareness and professionalism will be needed as if you were working in school. I will immediately contact the Designated Safeguard Lead (Xxxx, Xx or Xxxxxxxx) if I have any concerns regarding safeguarding. I will make sure not to leave sensitive pupil information unattended whilst working from home. I will make sure I do not leave work emails and blog editing pa...
TEACHING AND LEARNING. The Association and the Committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply:
TEACHING AND LEARNING. In this section the University should refer to: its objectives and/or priorities for teaching and learning its strategies to ensure quality in teaching and learning UNIVERSITY ADMISSIONS TRANSPARENCY how the University selects students for offers without an ATAR score, as part of its admissionsprocess what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across ...
TEACHING AND LEARNING. PLC Definition: PLC Time/Work will focus on one or more of the following questions: What should students know and understand? How will we know they have learned it? How will we respond if they haven’t? How will we respond when they have learned it?
TEACHING AND LEARNING. The Department of Education will ensure: a. a range of professional support is available in such areas as curriculum, student services and employee performance. The Principal will ensure: a. teachers monitor student learning for purposes of making evidence-based, instructional decisions and provide relevant and timely feedback to students on their progress; b. student performance is lifted, including that of students who require teaching and learning adjustments; c. high expectations of all students are embodied in academic and non- academic improvement targets; d. pathways exist for students to engage in learning programs that lead to meaningful and externally recognised outcomes beyond school; e. collaboration between teachers occurs and opportunities exist for teachers to engage in quality evidence-based practice that helps develop high quality teaching and learning; f. employees participate in an annual performance management process where they receive feedback and support to help improve the quality of the school’s teaching; and g. relevant and specific data and research inform classroom pedagogy. These are provided. Access is not always required on a results basis. Significant executive leadership intent and activity is directed at improving the school, illustrated through better student outcomes. This is both within the curriculum and student wellbeing domains. Staff are expected to have high expectations for students and encourage engagement, commitment and excellence. These are at the heart of the school’s Values. All teachers are required to engage in formal learning area Professional Learning Communities (PLC). The core business of a PLC is student learning and how to improve this through pedagogy - the concept of teaching being an enabler to learning. PLC work entails data analysis and evidence- based planning, considering “what works” in the classroom and reflection on the delivery of instruction. All teacher at the school are engaged in the performance management process. This involves classroom observation, including peer observation and self-reflection and peer-reflection on videoed lessons. Factor Assessment Student Performance Monitoring The Department of Education will ensure: a. the school has access to required national and state assessments including but not limited to National Assessment Program – Literacy and Numeracy (NAPLAN); b. the school has access to academic and non-academic achievement data through the Department’s School Per...
TEACHING AND LEARNING. In addition to meeting the required teaching load and fulfilling the routine responsibilities associated with teaching, evidence that demonstrates the faculty member has fulfilled their responsibilities for this category would include such items as: • Create effective learning environments for all students • Developing new or substantially revised courses or program curricula • Developing innovative teaching materials or implementing innovative teaching strategies • Engaging in educational research projects resulting in findings disseminated at professional conferences and/or in peer-reviewed publications • Contributing to projects funded by external or internal grants to support instructional activities • Producing videos for instruction • Publishing textbooks or other teaching materials • Designing and implementing a course or program level assessment process • Engaging in work aimed to improve student engagement and retention • Incorporating current best practices into instructional delivery
