Evaluation of Faculty Teaching Online Courses Sample Clauses

Evaluation of Faculty Teaching Online Courses. The goal of the online course evaluation process is to ensure that the online courses being taught are similar in scope, quality, and requirements as the same courses taught in a traditional format. Further, the evaluation is meant to develop the skills of online instructors and for the methods, techniques, and best practices in online instruction to be shared among peer faculty members. To that end, the online evaluation process is designed primarily to review and improve the online course delivery and content. However, for teaching faculty members who regularly teach online courses as part of their teaching load, the online course evaluation should be used by the evaluation team as an additional peer review of teaching in the contract, regular or tenure review facets of faculty evaluation, though it may not take the place of the formal classroom observations as described in Articles 10 and 11 of this agreement. If an online course is chosen for evaluation, at least one evaluator must have experience/training in online course teaching/evaluation. District administrative officers have the same rights to informal review of online instruction as they possess for traditionally delivered instruction.
Sample 1Sample 2Sample 3
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Evaluation of Faculty Teaching Online Courses. The goal of the online course evaluation process is to ensure that the online courses being taught are similar in scope, quality, and requirements as the same courses taught in a traditional format. Further, the evaluation is meant to develop the skills of online instructors and for the methods, techniques, and best practices in online instruction to be shared among peer faculty members. To that end, the online evaluation process is designed primarily to review and improve the online course delivery and content. However, for teaching faculty members who regularly teach online courses as part of their teaching load, the online course evaluation should be used by the evaluation team as an additional peer review of teaching in the contract, regular or tenure review facets of faculty evaluation, though it may not take the place of the formal classroom observations as described in Articles 10 and 11 of this agreement. District administrative officers have the same rights to informal review of online instruction as they possess for traditionally delivered instruction.
Sample 1Sample 2Sample 3
Evaluation of Faculty Teaching Online Courses. The goal of the online course evaluation process is to ensure that the online courses being taught are similar in scope, quality, and requirements as the same courses taught in a traditional format. Further, the evaluation is meant to develop the skills of online instructors and for the methods, techniques, and best practices in online instruction to be shared among peer faculty members. To that end, the online evaluation process is designed primarily to review and improve the online course delivery and content. However, for teaching faculty members who regularly teach online courses as part of their teaching load, the online course evaluation should be used by the evaluation team as an additional peer review of teaching in the contract, regular or tenure review facets of faculty evaluation, though it may not take the place of the formal classroom observations as described in Articles 10 and 11 of this agreement. If an online course is chosen for evaluation, at least one evaluator must have experience/training in online course teaching/evaluation. The observation of the online class should include the faculty member sitting with the Evaluator to explain the class structure and help the evaluator move through the course. The Evaluator will be given access to the online course as a “student” so it can be “observed” in the same fashion as a face to face class observation. District administrative officers have the same rights to informal review of online instruction as they possess for traditionally delivered instruction.
Sample 1Sample 2
Evaluation of Faculty Teaching Online Courses. The goal of the online course evaluation process is to ensure that the online courses being taught are similar in scope, quality, and requirements as the same courses taught in a traditional format. Further, the evaluation is meant to develop the skills of online instructors and for the methods, techniques, and best practices in online instruction to be shared among peer faculty members. At least one evaluator must have experience/training in online course teaching/evaluation. The observation of the online class should include the faculty member sitting with the Evaluator to explain the class structure and help the evaluator move through the course. The Evaluator will be given access to the online course as a “student” so it can be “observed” in the same fashion as a face to face class observation. District administrative officers have the same rights to informal review of online instruction as they possess for traditionally delivered instruction.
Sample 1

Related to Evaluation of Faculty Teaching Online Courses

  • DEVELOPMENT OR ASSISTANCE IN DEVELOPMENT OF SPECIFICATIONS REQUIREMENTS/ STATEMENTS OF WORK Firms and/or individuals that assisted in the development or drafting of the specifications, requirements, statements of work, or solicitation documents contained herein are excluded from competing for this solicitation. This shall not be applicable to firms and/or individuals providing responses to a publicly posted Request for Information (RFI) associated with a solicitation.

  • EXTRA-CURRICULAR ACTIVITIES 1. In this agreement, extra-curricular programs and activities include all those that are beyond the provincially prescribed and locally determined curricula of the school.

  • TEACHING HOURS AND TEACHING LOAD A. As professionals, teachers are expected to devote to their assignments the time necessary to meet their responsibilities, but they shall not be required to “clock in or clock out” by hours and minutes. Teachers shall indicate their presence for duty by placing their signature and time in the proper column of the faculty “sign-in” roster.

  • Outreach Activities a. The Agency shall conduct outreach activities for potential Clients to promote the availability of services.

  • TEACHING CONDITIONS The parties recognize that the availability of optimum school facilities for both student and teacher is desirable to insure the high quality of education that is the goal of both the teacher and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and the school day should be directed at insuring that the energy of the teacher is primarily utilized to this end.

  • Teaching Loads The range of teaching loads, number of preparations and number of pupil contacts required should provide for effective instruction and meaningful teacher-student interaction. DPS and the Association agree to work together to seek increased state funding to decrease class size. The principal shall report to the CSC, after the roster verification process, the number of students in each class and this will be published in the CSC minutes on the school’s website. For the purposes of this section, a “class” shall be defined as any general education, including electives and model one classes. Upon request, after the roster verification process, the District shall provide the Association with the student information management system data regarding class enrollment.

  • Co-Curricular Activities G. The enrollment of the student of employees who reside outside the District shall be subject to School Board Policy 3.02(3)f, Out-of-County Students.

  • Additional Information for Product Development Projects Outcome of product development efforts, such copyrights and license agreements. • Units sold or projected to be sold in California and outside of California. • Total annual sales or projected annual sales (in dollars) of products developed under the Agreement. • Investment dollars/follow-on private funding as a result of Energy Commission funding. • Patent numbers and applications, along with dates and brief descriptions.  Additional Information for Product Demonstrations: • Outcome of demonstrations and status of technology. • Number of similar installations. • Jobs created/retained as a result of the Agreement.

  • Extracurricular Activities Effective July 1, 2009, stipends for participation in extracurricular activities which are authorized by the appointing authority shall be: Pathfinders/Mountaineering: Inland $950/year Sailing $400/year Art Club Advisor $300/year Drama Club Advisor $300/year Cross Country Skiing $150/year Interscholastic Coaches: Boys’ Basketball $1000/year Girls’ Basketball (if class D) $1000/year Asst. Boys’ Basketball $750/year Asst. Girls’ Basketball (if class D) $750/year Interscholastic Sport: Scorekeeper/Timekeeper $10/game Club Sport Coaches: Soccer $400/year Track $400/year Cross County Running $400/year Girls’ Basketball (if not class D) $400/year Sports Activity Director $400/year Athletic Director $200/year Committee:

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