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Academic Standards for Teaching Practice

Committee members: . Ann AlexanderSandra AndrewsGarret Brand,Margaret BowlesMary BarnumMoss IngramRobert Long. 2. Status of Committee Work. Establish a framework for AGC discussion. Four meetings E-mail communications Produced a draft report of findings. 3. Proposed Academic Standard

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Academic Standards for Teaching Practice

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    1. Academic Standards for Teaching Practice Committee Task: Identify academic standards for teaching practice for classroom instruction. 1

    2. Committee members: Ann Alexander Sandra Andrews Garret Brand, Margaret Bowles Mary Barnum Moss Ingram Robert Long 2

    3. Status of Committee Work Establish a framework for AGC discussion. Four meetings E-mail communications Produced a draft report of findings 3

    4. Proposed Academic Standards Outlined by the Committee Generated by: College Mission, Vision, Values, Ends, and Faculty Code of Ethics Knowledge of literature related to the practice of teaching Experience as being a student Experience as an educator Observations of teaching practices of colleagues 4

    5. Five General Academic Standards emerged from the Committee work The GRCC faculty member: Maintains current content knowledge. Promotes an environment conducive to learning. Designs courses to promote learning and success for students. Establishes a professional relationship with students and between students. Creates and maintains a community of learners. 5

    6. I. Maintains current content knowledge. Demonstrates current knowledge and practice in the discipline. Shares knowledge to help students anticipate future trends. Teaching practices are based on research in teaching and current literature. 6

    7. II. Promotes an environment conducive to learning. Uses the learning environment to promote faculty-student and student-student interaction. Adapts the environment to meet the needs of the course. Cultivates relationships to ensure respect, caring, and rapport with students. Creates an environment in which students are comfortable asking questions, stating opinions, challenging ideas/content. Assesses students’ background, culture, needs, aspirations, goals. Manages conflict and differences of opinions. 7

    8. III. Designs courses to promote learning and success for students. Assesses students’ initial knowledge and needs. Clearly defines the course objectives and expectations for both faculty member and students. Teaches to course objectives. Assesses student achievement of outcomes and/or experience. Provides timely feedback to students. Provides opportunities for student feedback to faculty member. 8

    9. IV. Establishes a professional relationship with students and between students. Demonstrates authenticity in his/her interactions with students. Encourages students to be authentic and able to express themselves. Demonstrates compassion and encourages students to demonstrate compassion. Accepts others and their viewpoints and lifestyles in the learning environment. Knows his/her own strengths and areas for improvement. 9

    10. IV. Establishes a professional relationship with students and between students. (continued) Recognizes strengths of students and helps them capitalize on them. Cares about students and their success in the classroom and in life. Encourages students to recognize their own strengths and areas for improvement. 10

    11. V. Creates and maintains a community of learners. Supports colleagues in his/her own Department or Program. Communicates and interacts constructively with those in other Departments and Programs. Values contributions of all College staff. Recognizes and acknowledges colleagues’ strengths and accomplishments. Shares expertise and resources with colleagues. Takes responsibility for the whole; supports consensus decisions and actions. 11

    12. Committee Notes General Standards designed to be operational, practical The five general standards are not an exhaustive listing. The examples of the general standards are not an exhaustive listing. There is no prescribed set or combination of standards or examples that constitutes excellence in teaching. The general standards and the examples provided are more appropriately seen as aspirations that one continuously strives to achieve. 12

    13. Applications of these General Academic Standards may include: Faculty self-assessment Guidelines for establishing hiring priorities Guidelines for faculty professional development Orientation for new faculty 13

    14. Question #1: Are we going in the right direction? Yes No 14

    15. If “Yes” to Question #1: Right direction Options: Nothing else needs to be done, we are finished Some revision and/or expanding on points is necessary 15

    16. If “No” to Question #1 What new direction should be taken? 16

    17. If the Option is: More work needs to be done What needs to be changed? 17

    18. If the answer to the Option is: Right direction but more work Option for future direction: Charge the existing committee to complete the work Reconfigure the process with a new approach 18

    19. If the future direction is: Reconfigure. How should AGC proceed? 19

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