TEACHING AND LEARNING Sample Clauses

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. The enhancement of the quality of teaching and of the student-learning experience in higher education in partnership with higher education institutions is a central concern of both the HEA and ǪǪI. Both organisations will continue to support and engage with the activities of the National Forum for the Enhancement of Teaching and Learning and ensure there is no overlap or duplication of national enhancement initiatives. Both organisations are committed to supporting the quality and integrity of research activity conducted by higher education institutions. In relation to doctoral education, the implementation of the national framework by the HEA and ǪǪI, in collaboration with higher education institutions, will help sustain the quality and strategic relevance of provision across all types of doctoral programme (including structured programmes, work-based programmes, and practice-led doctorates), as set out in the Innovation 2020 action plan. More broadly, enhancing the visibility of the quality of research in higher education and its assurance, and demonstrating its value and impact, as well as showcasing the high- quality learning environment of Irish higher education institutions, are challenges that the HEA will seek to address in partnership with ǪǪI and higher education institutions through the National Framework for Doctoral Education and the National Advisory Forum for Ireland’s Doctoral Framework (established March 2018).

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

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. 3.2 Staff and students of the University are expected to use language and imagery that will not cause offence to other people. However, it is a basic principle of academic freedom that views and opinions of all kinds should be tested and challenged; in no circumstances may this clause be used to discourage or prevent the exercise of that freedom. In some professional courses equal opportunities issues are explored through case studies of varied practice. 3.3 We value the different cultures and life experiences of our students and use them in our teaching and learning materials, avoiding stereotypes. 3.4 We use a wide range of teaching and assessment methods designed to meet the specific needs of all our students.

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 Through the LIVE the future strategic agenda, Deakin offers committed and capable students a brilliant education where they are and where they want to go to fulfil their personal and professional futures, and particularly for the jobs and skills of the future. The experience includes rich human interaction and streamlined processes at all our campuses, including the Cloud Campus, throughout the student journey from prospective student enquiries, to enrolled students engaged in learning, to successful graduates. Deakin's Student Learning and Experience Plan 2016−2020 aligns with the Learning and Experience offers in LIVE the future and sets out the strategies and priorities for achieving these objectives. Deakin ensures quality in teaching and learning by:  effective and regular review of units (subjects) and teaching following each instance of delivery which acts on students’ feedback, retention and success rates  ensuring professional development for all teaching staff, including sessional staff  aligning all courses with Deakin’s Graduate Learning Outcomes and Curriculum Framework  reviewing all courses annually and in-depth every five years  annual review of the course policy suite. UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissions process  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. Deakin’s Academic Board determines the minimum eligibility criteria for the admission of students into courses, which may include completion of formal academic qualification/s, or other evidence of equivalent learning or capability that applicants may demonstrate by any of the following:  documented work or life experience  an aptitude test  an audition or interview  portfolio  references or a personal statement  Deakin Professional Practice credential. For those applying on the basis of post-secondary study, work or life experience, Deakin considers each individual’s ability to meet the educational demands of the course, likelihood of success and any relevant adjustment factors (approved by the Academic Board). Policies and processes managing admissions are reviewed annually and supported by cohort analysis of success. Admissio...

TEACHING AND LEARNING. ‌ The delivery of excellent research-led teaching, as part of a world class teaching and learning environment that provides the basis for all students to achieve their potential, is one of the key themes central to the University’s Strategic Plan (2015-2020). The SFC strategic priority areas aligned to this theme are as follows: · SFC Priority 2: High Quality Teaching and Learning.

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: A. All teachers responsible for the implementation of the student’s IEP must be involved, directly or indirectly, in the development of the IEP. B. All necessary support and related services as required by laws and specified in the student’s IEP must be maintained. C. All teachers responsible for the implementation of the student’s IEP must be provided with ongoing appropriate training when specialized equipment or technological devices are required for a child with disabilities. D. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process. E. Consultation, as needed and requested, must be provided for all teachers responsible for implementation of IEPs and/or BIPs in order to meet the academic/behavioral needs of a child. F. Time during the school day shall be arranged by the principal and/or the special education director for training/consultation. G. Classroom placement shall comply with a student’s IEP. In addition, when determining classroom placement, consideration shall be given to the needs of every child, including but not limited to social/emotional, behavioral, and educational needs, in order to develop well-balanced, inclusive classes which reflect the best interests of all students. H. After considering the existing classroom composition and IEP requirements, students entering Smithfield Public Schools after the start of the school year shall be assigned to classes on an alternating basis, provided such placement is not in conflict with a child’s IEP. I. Kindergarten classes having a...

TEACHING AND LEARNING. I will support and promote the school E-Safety policy at all times. I will model safe and responsible behaviour in pupils when using ICT to support learning and teaching. • -I will ensure that I am aware of my individual responsibilities relating to the safeguarding of children within the context of Safety and know what to do in the event of misuse of technology by any member of the school community. • -I understand the importance of respecting and acknowledging copyright of materials found on the internet and will model best practice in the creation of my own resources at all times. • -I will use my school email address for all correspondence with staff, parents, governors or other agencies and I understand that any use of the school email system will be monitored and checked. I will under no circumstances use my private email account for any school-related business. • -Communication between staff and pupils or members of the wider school community should be professional and related to school matters only. • -I will ensure that any posts made on websites or via electronic communication, by either myself or the pupils in my care, will not damage the reputation of my school. • I will not synchronise any school email account with a personally-owned handheld device unless secured with password or suitable biometric protection (face unlock/fingerprint) • I agree that by synching my mobile device to my work email, I/Danson Primary School have the ability to remotely wipe the device should it be lost or stolen • I will take care in opening any attachments sent by email. I will only open emails and associated attachments from trusted senders. Any emails that you’re unsure of please email to IT Support • Emails sent to external organisations will be written carefully and authorised before sending to protect myself. As and when I feel it necessary, I will carbon copy (cc) the Headteacher, line manager or another suitable member of staff into the email. • I will ensure that I manage my email account, delete unwanted emails and file those I need to keep in subject folders all emails we be purged after 120 days. • I will access my school email account on a regular basis to ensure that I respond in a timely manner to communications that require my attention. • Danson reserves the right to monitor communications received my system users, employees and temporary users • I will ensure that my mobile phone and any other personally-owned device is switched off or switched t...