Common use of Teaching Effectiveness Clause in Contracts

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) 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.