Teaching Effectiveness a sustained record of successful and effective performance as a university teacher at all levels including advising and supervision of undergraduate and graduate students (as appropriate for the candidate and their academic unit).
Teaching Effectiveness a record of successful and effective performance as a university teacher at Carleton University at all levels including advising and supervision of undergraduate and graduate students (as appropriate for the candidate and their academic unit).
Teaching Effectiveness. The leave proposal should indicate how the applicant's effectiveness in future teaching responsibilities will be improved by the proposed travel, study, and/or research.
Teaching Effectiveness. Nipissing University prides itself on being a student-centred university where effective teaching is a highly valued institutional priority. Good teaching is expected of all faculty members and the evaluation of teaching will form an essential component of tenure and promotion considerations. University teaching requires more than classroom performance. Candidates will be expected to demonstrate mastery of their subject area(s) or discipline(s), to make thorough preparation for their classes, to communicate effectively with their students, to show a willingness to respond to students' questions and concerns, and to exhibit fairness in evaluating students. As stated below under the Scholarship of Teaching, teaching is a dynamic endeavour involving all the analogies, metaphors, and images that build bridges between the teacher’s understanding and the student’s learning. Pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught. Good teachers stimulate active, not passive, learning and encourage students to be critical, creative thinkers, with the capacity to go on learning long after their university days at Nipissing are over. Members who have interdisciplinary appointments and who teach in more than one department or program must be evaluated on all of their teaching assignments, and not just within their primary department’s discipline and programs. Both before and after tenure is awarded, Members are expected to remain committed to improving/enhancing their teaching performance and to remedy problems identified with their teaching. As faculty progress through the ranks, they will be expected to extend their knowledge of their field(s) or discipline(s) with regard to course content, currency of the material presented, and new teaching methods.
Teaching Effectiveness. In a liberal arts college, teaching is the most important of faculty responsibilities and occurs in a multiplicity of formal and informal settings and models including lecture, seminar, internships, and independent studies. Faculty will provide high quality instruction in class, laboratory, studio and other settings, as evidenced by instructional materials and practices, through peer review and student evaluations.
Teaching Effectiveness. (a) Effectiveness as a teacher implies a concentrated and successful effort to create the best possible learning situation for students. It involves continuing attention to course work, course design and related activities; and to the supervision of students in alternative modes of learning. It may involve participation in seminars and colloquia, the design of innovative methods of teaching, or other contributions to the teaching activities of the University and beyond. Effectiveness in teaching may be assessed by a variety of means including but not limited to: self-reflection; appraisals by fellow Members or pedagogical experts; examples of lectures, class materials, exams and assignments; presentations, articles and practice guides; prizes or awards; evidence of pedagogical leadership, impact, mentorship of others; receiving mentorship or training. When student appraisals are used:
(i) an appropriate, user-friendly, intelligible and easily accessible mode of presentation of these data shall be used; and
(ii) assessors and evaluators shall be educated in inherent and systemic biases in certain kinds of student appraisals of teaching effectiveness, and shall take these biases into account when using such appraisals.
Teaching Effectiveness. A competent teacher through his/her study, teaching and the understanding of the age group, seeks to met his/her obligation in advancing the education of each of his/her students.
Teaching Effectiveness. Reviews of performance in relation to this criterion will include reference to factors such as the following, which are presented as examples only: - knowledge of customs, philosophical traditions, behavioural norms and ceremonial etiquette - knowledge of the roles of Xxxxxx and traditional leaders, and of oral literature and social functions of storytelling - quality of course content, presentation and testing - demonstrated effort toward the improvement of the quality of course content, presentation and testing - flexibility in course offerings (e.g., variety of courses taught, preparation of new classes) - additional voluntary contact hours (e.g., reading classes, direction of Honours and Graduate students, special seminars, tutoring) - counselling of students within the discipline - availability to students outside of the classroom - development of Teaching Methods and Curriculum specifically appropriate to First Nations students - development and delivery of university degree and non-degree programs to First Nations communities
Teaching Effectiveness. The instructor…
A. Creates an equitable & safe learning environment that engages students.
B. Employs a variety of teaching and assessment methods to address students’ needs.
C. Conducts regular assessments to evaluate student learning and instructional methods.
D. Uses class time effectively and efficiently.
Teaching Effectiveness. A. Subject Matter Expertise 0 1 2 3 4 5
1. Instructor appears to be unprepared in the subject being covered
