Teaching Dossiers Clause Samples

The Teaching Dossiers clause outlines the requirements and expectations for instructors to prepare and maintain comprehensive records of their teaching activities and achievements. Typically, this clause specifies the types of materials to be included, such as course outlines, student evaluations, and evidence of instructional innovation, and may set guidelines for how often dossiers should be updated or submitted for review. Its core function is to provide a standardized method for evaluating teaching performance, ensuring transparency and supporting decisions related to promotion, tenure, or professional development.
Teaching Dossiers are intended to provide a description of an Instructor’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Primary responsibility for gathering and collecting the evidence for a dossier is the Instructor’s.
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Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following: (a) a statement of a member’s philosophy, objectives and methods of teaching; (b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the member; (c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit; (d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations; (e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy; (f) surveys of students as sought through formal procedures pursuant to this Agreement; (g) examples of scholarship of pedagogy; (h) any other information the member deems pertinent.
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Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following: (a) a statement of a member’s philosophy, objectives and methods of teaching; (b) a list of undergraduate and graduate courses, including directed studies (c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit; (d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations; (e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy; (f) assessments by students as sought through formal procedures pursuant to this Agreement; (g) examples of scholarship of pedagogy; (h) any other information the member deems pertinent.
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Teaching Dossiers are intended to provide a description of a Member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier is the Member’s. The contents of the Teaching Dossier may include, but should not be restricted to, such items as the following: (a) a statement of the Member’s philosophy, objectives and methods of teaching, including reference to institutional and departmental teaching goals; (b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the Member; (c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, assignments, final examinations and other materials the Member deems appropriate; (d) a record of the Member’s role in curriculum and instructional developments such as administrative and committee service for the Department, Faculty, or Senate related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations; (e) data from students including USAT and the Member’s Course Evaluation per Article
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Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following:‌ (a) a statement of a member’s philosophy, objectives and methods of teaching;‌ (b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the member;‌ (c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit;‌ (d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations;‌ (e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy;‌ (f) surveys of students as sought through formal procedures pursuant to this Agreement;‌ (g) examples of scholarship of pedagogy;‌ (h) any other information the member deems pertinent.‌ VII.13 Student Experience of Teaching Surveys (SETS)‌‌ VII.13.1 The parties agree that Student Experience of Teaching Surveys (SETS), and any‌ other surveys of student opinions, are for informing faculty about students’ learning experiences and that the primary value of SETS for faculty lies in their potential to inform instructors in further developing their courses and teaching.‌‌‌‌‌ VII.13.2 Departments shall develop and maintain survey instruments that are appropriate to their academic disciplines, with assistance from the Centre for Teaching and Learning, if requested. SETS will be made available to students during the final two weeks of all classes, with the exception of those classes that are exempt by decanal approval (e.g. reading courses, thesis courses).‌
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Related to Teaching Dossiers

  • Teaching Load 11-1 The parties recognize that the number of students, the number of preparations, and the amount of planning time are related to student performance. 11-2 CLASS SIZE 11-2-1 The parties recognize that class size is related to economics and that reduction of class size is faced with fiscal constraints. The parties further recognize that it is not feasible at this time to set general numerical limitations upon class size because of physical space available, special programs, special student needs, attendance area variances, differences in scheduling systems, busing, and because of other variable causes affecting class size. Nevertheless, the parties shall make reasonable effort to maintain class size at reasonable, workable, and educationally effective levels in all situations. 11-3 TEACHER LOAD 11-3-1 Teaching load shall be defined as the number of separate class preparations that a teacher has per school day as delineated in the course description guide.

  • Clinical 1.1 Provides comprehensive evidence based nursing care and individual case management to a specific group of patients/clients including assessment, intervention and evaluation. 1.2 Undertakes clinical shifts at the direction of senior staff and the Nursing Director including participation on the on-call/after-hours/weekend roster if required. 1.3 Responsible and accountable for patient safety and quality of care through planning, coordinating, performing, facilitating, and evaluating the delivery of patient care relating to a particular group of patients, clients or staff in the practice setting. 1.4 Monitors, reviews and reports upon the standard of nursing practice to ensure that colleagues are working within the scope of nursing practice, following appropriate clinical pathways, policies, procedures and adopting a risk management approach in patient care delivery. 1.5 Participates in ▇▇▇▇ rounds/case conferences as appropriate. 1.6 Educates patients/carers in post discharge management and organises discharge summaries/referrals to other services, as appropriate. 1.7 Supports and liaises with patients, carers, colleagues, medical, nursing, allied health, support staff, external agencies and the private sector to provide coordinated multidisciplinary care. 1.8 Completes clinical documentation and undertakes other administrative/management tasks as required. 1.9 Participates in departmental and other meetings as required to meet organisational and service objectives. 1.10 Develops and seeks to implement change utilising expert clinical knowledge through research and evidence based best practice. 1.11 Monitors and maintains availability of consumable stock. 1.12 Complies with and demonstrates a positive commitment to Regulations, Acts and Policies relevant to nursing including the Code of Ethics for Nurses in Australia, the Code of Conduct for Nurses in Australia, the National Competency Standards for the Registered Nurse and the Poisons Act 2014 and Medicines and Poisons Regulations 2016. 1.13 Promotes and participates in team building and decision making. 1.14 Responsible for the clinical supervision of nurses at Level 1 and/or Enrolled Nurses/ Assistants in Nursing under their supervision.

  • TEACHING HOURS AND TEACHING LOAD Section 1 Work Day For the applicable agreement period, the normal work day will be seven and one-quarter (7 ¼) hours including arrival time fifteen (15) minutes before and departure time (15) minutes after the students’ school day. The normal work day will include uninterrupted prep time. The Building Principal, as authorized by the Superintendent, upon request of a teacher or group of teachers, may waive the requirement to remain fifteen (15) minutes after the school day for a specific day or days. It is recognized; however, that the proper performance of their duties may, on occasion, require these persons to work longer than the normal work day, i.e. for conferences, faculty meetings, department meetings, etc. Therefore, “mandatory meetings will occur two times per month and be no longer than 90 minutes in length, inclusive of the additional 15 minutes beyond the scheduled student school day. A schedule of the meetings will be distributed by June 30th of the previous school year, but may be changed at the discretion of the Principal with 48 hours’ notice.” Teachers will also remain at school after the fifteen (15) minutes described above, during one (1) day each calendar week for such periods of time as is necessary to provide students extra help, and/or to meet with parents or guardians, concerning the progress of their children or wards. No teacher shall be required to work more than a normal seven and one- quarter (7 ¼) hour day, including fifteen (15) minutes before and (15) minutes after the students’ school day, which will include uninterrupted prep time; this provision does not apply to other contractually agreed upon time and meetings. Should state law require a longer instructional day, or more days, the teachers shall work the added time and the parties shall immediately commence impact bargaining on the issue. This article does not purport to cover the arrival and departure time of teachers involved in special assignments. Section 2 Other Personnel Personnel other than classroom teachers will work at their assigned tasks for the length of the regular teachers' work day. The exact daily schedule will be worked out on an individual basis between the Administration and the employee with notification to the Association. Instructional Coaches are required to work an additional five (5) days at their per diem rate, beyond the work year for a total of 189 days. These days will be determined prior to the start of the new school year and at the discretion of the Superintendent and the Chief Academic Officer.

  • Teaching Higher education courses (MBGA funding envelope, including an amount contingent on meeting performance‑based funding requirements) $303,575,707 $290,043,940 $292,138,847 Additional amounts for RUCs (included in the Provider’s MBGA for higher education courses shown above) ▇/▇ ▇/▇ ▇/▇ ▇▇▇▇ for designated higher education courses (medicine) $40,095,000 $40,713,354 $41,395,040 Any funding for demand driven higher education courses (amounts to be paid based on actual student enrolments) $1,077,815* Will be paid on actuals Will be paid on actuals Will be paid on actuals Transition Fund Loading $30,492,851 $17,728,835 $3,449,482 Medical Student Loading $2,222,335 $2,199,208** $2,197,500**

  • Promotional Material In the event that the Fund or the Investment Adviser makes available any promotional materials related to the Securities or the transactions contemplated hereby intended for use only by registered broker-dealers and registered representatives thereof by means of an Internet web site or similar electronic means, the Investment Adviser will install and maintain or will cause to be installed and maintained, pre-qualification and password-protection or similar procedures which are reasonably designed to effectively prohibit access to such promotional materials by persons other than registered broker-dealers and registered representatives thereof.