TEACHING AND LEARNING Clause Samples

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. 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 UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissionsprocess  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across ...

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. 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: 1. All teachers responsible for the implementation of the student’s IEP must be involved, directly or indirectly, in the development of the IEP. 2. All necessary support and related services as required by laws and specified in the student’s IEP must be maintained. 3. 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. 4. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process. 5. 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. 6. Time during the school day shall be arranged by the principal and/or the Special Education Director for training/consultation. 7. 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. 8. 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.

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.  I will always actively supervise, or arrange for suitable adult supervision of pupils that I have directed or allowed to use the Internet.  I will embed the school’s e-safety curriculum into my teaching, using agreed resources and materials.  I will ensure I am aware of digital safety-guarding issues so they are appropriately embedded in my classroom practice.  I will only use the Internet for professional purposes when pupils are present in an ICT suite, or a classroom with Internet access.  I will not publish or distribute work that is protected by copyright.  I will teach pupils to reference online resources when they use them in a report or publication.  I will not give out or share personal addresses (including email), telephone / fax numbers of any adult or students working at the school.  I will not take pupil data, photographs or video from the school premises without the full permission of the head teacher e.g. on a laptop, memory stick or any other removable media.  I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location.  I will respect the privacy of other users’ data, and will never enter the file areas of other staff without their express permission.  I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school’s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority.  I will use the collaborative year group inboxes to communicate and respond to pupils’ work. I will not communicate with pupils by personal emails. I Know I can contact the school ICT technician if unsure.  If recording videos/video lessons (including taking still photographs) I will film in a neutral area where nothing personal or inappropriate can be seen or heard in the background. Additionally, I will ensure I am dressed in accordance with the Staff Dress and Appearance section in the Appendix on Safeguarding for Online Home Learning found in the Staff ICT Security Policy and Staff Agreement.  I will not conduct livestreaming lessons.