TEACHING EFFECTIVENESS

Teaching effectiveness is basically related to teaching techniques, methods, and its utilization
Organization and Clarity
explains clearly, makes difficult topics easy to understand, uses examples, details, analogies,
metaphors, and variety in modes of explanation to make material not only understandable but
memorable, makes the objectives of the course and each class clear
Analytic/Synthetic Approach
has a thorough command of the field, contrasts the implications of various theories, gives the
student a sense of the field, its past, present, and future directions, the origins of ideas and concepts,
presents facts and concepts from related fields, discusses viewpoints other than his/her own
Dynamism and Enthusiasm
is an energetic, dynamic person, seems to enjoy teaching, conveys a love of the field, has an aura of
self-confidence,
Instructor-Group Interaction
can stimulate, direct, and pace interaction with the class, encourages independent thought and
accepts criticism, uses wit and humor effectively
is a good public speaker knows whether or not the class is following the material and is sensitive to
students’ motivation
is concerned about the quality of his/her teaching
Instructor-Individual Student Interaction
is perceived as fair, especially in his/her methods of evaluation
is seen by students as approachable and a valuable source of advice even on matters not directly
related to the course
ii. Syllabus Design
iii. Student Assessment & Evaluation

1. What is an assessment?

What's the definition of assessment in education? Assessment is the systematic process of

documenting and using empirical data to measure knowledge, skills, attitudes and beliefs. By taking
the assessment, teachers try to improve the student's path towards learning. This is a short definition
of assessment. If you want to read more about assessment, click on this link.

2. What is evaluation?

What's the definition of evaluation in education? Evaluation focuses on grades and might reflect
classroom components other than course content and mastery level. An evaluation can be used as a
final review to gauge the quality of instruction. It’s product-oriented. This means that the main
question is: “What’s been learned?” In short, evaluation is judgmental.

1. Example:

You’re gifted a flower.

1. Evaluation: “The flower is purple and is too short with not enough
leaves.”

Evaluation is judgmental

2. Assessment: “I’ll give the flower some water to improve its growth.”

Assessment increases the quality

3. Relationship between Assessment and Evaluation

Besides the differences, there are also some similarities between assessment and evaluation. The
both require criteria, use measures and are evidence-driven.

4. So, what’s the difference?

1. Assessment Evaluation

Is ongoing Provides closure

Improves learning quality Judges learning level

Individualized Applied against standards

Ungraded Graded

Provides feedback Shows shortfalls

Process-oriented Product-oriented
iv. Use of Technology

2. Use of Technology in Teaching and Learning

Technology ushers in fundamental structural changes that can be integral to achieving significant
improvements in productivity. Used to support both teaching and learning, technology infuses
classrooms with digital learning tools, such as computers and hand held devices; expands course
offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week;
builds 21st century skills; increases student engagement and motivation; and accelerates learning.
Technology also has the power to transform teaching by ushering in a new model of connected
teaching. This model links teachers to their students and to professional content, resources, and
systems to help them improve their own instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other technologies can
increase educational productivity by accelerating the rate of learning; reducing costs associated with
instructional materials or program delivery; and better utilizing teacher time.
Virtual or online learning: 48 states and the District of Columbia currently support online learning
opportunities that range from supplementing classroom instruction on an occasional basis to
enrolling students in full-time programs. These opportunities include dual enrollment, credit
recovery, and summer school programs, and can make courses such as Advanced Placement and
honors, or remediation classes available to students. Both core subjects and electives can be taken
online, many supported by online learning materials. While some online schools or programs are
homegrown, many others contract with private providers or other states to provide online learning
opportunities.
Full-time online schools: The following online or virtual schools enroll students on a full-time
basis. Students enrolled in these schools are not attending a bricks and mortar school; instead they
receive all of their instruction and earn all of their credits through the online school.
State operated

 The Florida Virtual School – An online school that provides full-time learning opportunities
to students in grades K-12. Districts can also work with Florida Virtual School to provide
blended learning opportunities to students by enabling them to access online courses from
school sites. Additional link here.
 Utah Electronic High School – An 18-year-old online high school providing a range of
courses to students year round. The school can award diplomas to students who are home-
schooled, have dropped out, or are ineligible to graduate from a traditional high school for
specific reasons.
 North Carolina Virtual Public School – An online high school offering 120 courses to
students both during and after the school day. The courses offered include Advanced
Placement and honors courses, world languages, electives, credit recovery, and online
college courses. The school also provides test preparation and career planning services to
students.

District operated

 Karval Online Education – A public K-12 online school for Colorado residents that provides
a free computer for the family to use while the student is enrolled and provides
reimbursement opportunities to offset Internet and other educational expenses. Dual credit
courses are available to juniors and seniors.
 Campbell County Virtual School – This school serves Wyoming students in grades K-6.
Families of enrolled students are loaned a computer and receive subsidized Internet access,
 as well as materials including CDs, videos, instructional materials, and hands-on tools and
resources to complement the interactive online elements of the program.
 Salem-Keizer Online – This online Oregon high school is an accredited program of Roberts
High School in the Salem-Keizer Public School District in Oregon. The school provides
24/7 learning opportunities to students living within the boundaries of the school district and
who are not enrolled in their neighborhood public school. Tuition is only required for
students enrolled in summer school courses.

Charter operated

 Guided Online Academic Learning Academy – An online public charter high school in
Colorado for students ages 14-21. The Academy offers more than 200 courses to students as
well as a variety of support services, activities to support student-to-student interactions, and
drop-in centers to facilitate enrollment, counseling, assessments, and other services.

Blended learning: Blended learning opportunities incorporate both face-to-face and online learning
opportunities. The degree to which online learning takes place, and the way it is integrated into the
curriculum, can vary across schools. The strategy of blending online learning with school-based
instruction is often utilized to accommodate students’ diverse learning styles and to enable them to
work before or after school in ways that are not possible with full-time conventional classroom
instruction. Online learning has the potential to improve educational productivity by accelerating
the rate of learning, taking advantage of learning time outside of school hours, reducing the cost of
instructional materials, and better utilizing teacher time. These strategies can be particularly useful
in rural areas where blended or online learning can help teachers and students in remote areas
overcome distance.
State operated

 Michigan Virtual School – Michigan’s students are able to take online classes and access
online learning tools from their middle and high schools via this virtual school. Michigan
Virtual also provides full-time learning opportunities to middle and high school students.
Districts in the state work with the virtual school to grant course credit and diplomas to
students.

District operated

 Walled Lake Consolidated School District – This Michigan district’s online summer school
credit recovery program was expanded to include online learning opportunities during the
school year. Students can now enroll in up to two online courses each semester while
continuing to attend school for at least four hours a day. Eleventh and twelfth graders may
also choose to enroll concurrently in postsecondary courses via a partnership with a local
community college. The credit recovery program reduced per-student costs by 57 percent
and the district estimates that by offering two online courses during the school year it has
been able to save $517 per student on instructional costs.
 Riverside Virtual School – This school makes interactive courses available to students in
Southern California and to other students in rural schools in the state. Students in grades 6-
12, including those who are homeschooled, may enroll full-time.

School operated

 San Francisco Flex Academy – This high school is a five-days-a-week hybrid school that
provides an online curriculum that personalizes learning and enables students to move
 through courses at their own pace. These online courses are taken at the school site and are
supported by credentialed teachers.
 Rocketship – This elementary charter school network in California is a hybrid school model.
Each day, students attend the Learning Lab where they use computers to support their
individual learning needs. These Labs do not require certified teachers, enabling Rocketship
to reinvest the savings in training, Response to Intervention, higher teacher salaries,
facilities, and academic deans. While students are in the Lab, teachers are engaging in
planning.
 Carpe Diem Collegiate High School – Carpe Diem is a hybrid school in Arizona that offers
computer-assisted instruction and onsite teacher facilitators. This model enables students to
progress as they demonstrate mastery.
 iPrep Academy - This Miami-Dade County Public School offers a teacher-facilitated virtual
curriculum to 11th graders. Its motto is “learn anytime, anywhere at” and at the students’
own pace. The curriculum includes Advanced Placement and honors courses, distance
learning opportunities that enable students to engage with their peers from around the world,
and applies real word experiences to learning.

Open educational resources: Open educational resources are teaching, learning, and research
resources that reside in the public domain and are freely available to anyone over the Web. They are
an important element of an infrastructure for learning and range from podcasts to digital libraries to
textbooks and games. It is critical to ensure that open educational resources meet standards of
quality, integrity, and accuracy—as with any other educational resource—and that they are
accessible to students with disabilities.

 Open High School of Utah – This school uses open educational resources to create an open
source curriculum. To create this curriculum, teachers gather and sort through open source
materials, align them with state standards, and modify the materials to meet student needs.
 CK-12 – CK-12 FlexBooks are customizable, standards-aligned, digital textbooks for grades
K-12. They are intended to provide high-quality educational content that will serve both as
core text and provide an adaptive environment for learning.
 Leadership Public Schools (LPS) – In each of the four LPS schools, teachers work together
to utilize open-source materials to meet the specific learning needs of their students.
Through a partnership with CK-12, LPS has developed College Access Readers, a series of
online books with literacy supports embedded in them to meet the individual needs of
students, from advanced to under-performing students.
 Khan Academy – The Khan Academy is a not-for-profit organization providing digital
learning resources, including an extensive video library, practice exercises, and assessments.
These resources focus on K-12 math and science topics such as biology, chemistry, and
physics, and include resources on the humanities, finance, and history.
 Mooresville Graded School District – This North Carolina district launched a Digital
Conversion Initiative to promote the use of technology to improve teaching and learning. In
addition to the use of laptop computers and other technologies as instructional tools, the
Initiative led to a shift to digital textbooks which are aligned to the state’s standards.
 Vail Unified School District – This Arizona district has replaced textbooks with a digital
learning environment that enables every school in the district to take advantage of an online
tool to create digital textbooks and support effective teaching.

Use digital resources well: Schools can use digital resources in a variety of ways to support
teaching and learning. Electronic grade books, digital portfolios, learning games, and real-time
feedback on teacher and student performance, are a few ways that technology can be utilized to
power learning.
  High Tech High – High Tech High (HTH) is a network of eleven California charter schools
offering project-based learning opportunities to students in grades K-12. HTH links
technical and academic studies and focuses on personalization and the connection of
learning to the real word. To support student learning and share the results of project-based
learning, HTH makes a wealth of resources available online, including teacher and student
portfolios, videos, lessons, and other resources.
 New Technology High School – At this California school, student work is assessed across
classes and grades, and feedback is made available to students via online grade books. These
grade books are continually updated so that students can see how they are doing not only in
each course, but also on each of their learning outcomes, averaged across all their courses.
Electronic learning portfolios contain examples of students’ work and associated evaluations
across all classes and grades. New Tech High is part of the national New Tech Network.
 Quest to Learn – This school, located in New York, utilizes games and other forms of digital
media to provide students with a curriculum that is design-led and inquiry-based. The goal
of this model is to use education technologies to support students in becoming active
problem solvers and critical thinkers, and to provide students with constant feedback on
their achievement.

Additional resources:

 Transforming American Education: Learning Powered by Technology, National Education

Technology Plan 2010, U.S. Department of Education
 A National Primer on K-12 Online Learning, iNACOL
 The Rise of K-12 Blended Learning, Innosight Institute
 The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness, Project
RED
 Evaluation of Evidence-Based Practices in Online Learning: A meta-analysis and review of
online learning studies, U.S. Department of Education
 Florida Virtual School: Building the first statewide, Internet-based public high school,
Innosight
 School of One – This math-based program for students in grades six through eight operates
in three New York City middle schools. School of One uses technology to develop a unique
learning path for each student and to provide individualized and differentiated instruction.
The program uses data from student assessments to identify the skills that each student
needs to work on. Inputs from teachers and from students provide information about how
each student learns best. A computer algorithm uses the information about each student’s
demonstrated mathematics skills and his or her learning preferences to generate individual
“playlists” of appropriate learning activities.
v. Research Management
What is Research Data Management
Research data management concerns the organisation of data, from its entry to the research cycle
through to the dissemination and archiving of valuable results.
Research Data Management is part of the research process, and aims to make the research process
as efficient as possible, and meet expectations and requirements of the university, research funders,
and legislation.
It concerns how you:
Create data and plan for its use,
Organise, structure, and name data,
Keep it – make it secure, provide access, store and back it up,
Find information resources, and share with collaborators and more broadly, publish and get cited.
What is research data
Defining ‘research data’ is challenging.
The challenge is:
There is not a consensus on the definition
It varies according to discipline
It varies according to the research funder
"Research data, unlike other types of information, is collected, observed, or created, for purposes of
analysis to produce original research results." University of Edinburgh
"Research data is defined as recorded factual material commonly retained by and accepted in the
scientific community as necessary to validate research findings; although the majority of such data
is created in digital format, all research data is included irrespective of the format in which it is
created."
Why you need to manage your data
Risks of data loss
Non-repeatability of research e.g. weather observational measurements
Institutional reputational risk – can you demonstrate research verification/validation/integrity
Need to repeat work if you can’t make sense of it if it is not documented effectively
‘Big data’ – enable re-use
Give access to data and/or results to other researchers/the public
Just as part of good practice – to share, cite, re-use
Funder requirements – gain new and continuation funding
Institutional reputational and funding risk if there is no infrastructure and/or poor practice
So it is not hard to find data and combine with other’s data
Identify versions of data
To enable sharing
Citation impact if made available – get credit for your work
Demonstrate value for funding and likelihood of further funding
Enable collaboration
vi. Mentoring
vii. Grant Writing
viii. Fund raising
Fundraising or fund-raising (also known as "development" or "advancement") is the process of
seeking and gathering voluntary financial contributions by engaging individuals, businesses,
charitable foundations, or governmental agencies. Although fundraising typically refers to efforts to
gather money for non-profit organizations, it is sometimes used to refer to the identification and
solicitation of investors or other sources of capital for for-profit enterprises.
Traditionally, fundraising consisted mostly of asking for donations on the street or at people's doors,
and this is experiencing very strong growth[1] in the form of face-to-face fundraising, but new forms
of fundraising, such as online fundraising, have emerged in recent years, though these are often
based on older methods such as grassroots fundraising.
1. Fundraising events[edit]
A fundraising event (also called a fundraiser) is an event or campaign whose primary purpose is to
raise money for a cause, charity or non-profit organization. Fundraisers often benefit charitable,
non-profit, religious, or non-governmental organizations, though there are also fundraisers that
benefit for-profit companies and individuals.
Special events are another method of raising funds. These range from formal dinners to benefit
concerts to walkathons. Events are used to increase visibility and support for an organization as well
as raising funds.[6] Events can feature activities for the group such as speakers, a dance, an outing or
entertainment, to encourage group participation and giving. Events can also include fundraising
methods such as a raffle or charity auction. Events often feature notable sponsors or honoree.
Events often feature a charity "ad book" as a program guide for the event, but more importantly, as
another fundraiser providing members, supporters and vendors to show their support of and to the
group at the event by way of placing an ad-like page, 1/2 page, 1/4 page, stating or showing
support. Events and their associated fundraisers can be a major source of a group's revenue,
visibility and donor relations.
One specific type of event is the "ad book" fundraiser, where those who wish to give funds to a
fundraising group do so through the sponsorship or statement within a book of advertisements.
Online fundraising pages have become very popular for people taking part in activities such as a
charity. Those pages facilitate online payments in support of the charity.
Popular charity fundraisers in major American cities include lavish black-tie gala benefit dinners
that honor celebrities, philanthropists, and business leaders who help to fundraise for the event's
goals through solicitations of their social and business connections.[7]
2. Donor relationship and cultivation[edit]
Often called donor cultivation, relationship building is the foundation on which most fundraising
takes place.[8] Most fundraising development strategies divide donors into a series of categories
based on the amount and frequency of donations. For instance, annual giving and recurring gifts
represent the base of a fundraising pyramid. This would be followed by mid-level gifts, planned
gifts, major gifts, and principal gifts.
More sophisticated strategies use tools to overlay demographic and other market segmentation data
against their database of donors in order to more precisely customize communication and more
effectively target resources.[9] Research by Peter Maple in the UK[10] shows that charities generally
underinvest in good marketing research spending around a quarter of what an equivalent sized for
profit company might spend.
Donor relations and stewardship[11] professionals support fundraisers by recognizing and thanking
donors, and demonstrating the impact of their donations in a fashion that will cultivate future giving
to nonprofit organizations.
Recent research by Adrian Sargeant and the Association of Fundraising Professionals' Fundraising
Effectiveness Project suggests the sector has a long way to go in improving the quality of donor
relations. The sector generally loses 50–60% of its newly acquired donors between their first and
second donations and one in three, year on year thereafter. The economics of regular or sustained
giving are rather different, but even then organizations routinely lose 30% of their donors from one
year to the next.[12]
3. Capital and comprehensive campaigns[edit]
A capital campaign is "an intensive fundraising effort designed to raise a specified sum of money
within a defined time period to meet the varied asset-building needs of an organization". Asset-
building activities include the construction, renovation or expansion of facilities (for example, a
new building), the acquisition or improvement of land, equipment, or other items, and additions to
a financial endowment. Two characteristics set capital campaigns apart from other forms of fund-
raising activities. First, "the gifts solicited are much larger than those generally sought during an
annual fund". Second, "pledges are emphasized as commitments payable over a number of years
convenient to the donor or through the transfer of appreciated real or personal property".[13]
Various types of capital campaigns have been identified. The traditional "brick and mortar"
campaign, focused on building construction or improvements, was considered a "once in a lifetime"
campaign in the past because of the ambitious goals of the campaign. Today, however,
organizations frequently schedule capital campaigns every five to ten years, and "the megagoals
announced by large institutions often are the result of 'counting everything' during a five-to seven-
year campaign period".[13]
A second type of campaign is the comprehensive, integrated, or total development campaign,
which aims for a longer fund-raising program based on a long-term analysis of the organization's
needs and direction. This form of campaign can wrap together capital projects, endowment and
operating expenses as its purpose, and use a variety of fund-raising activities, such as annual gift
drives, which are "slower-paced and lack the intensity of the traditional capital campaign".[13]
4. Accountable fundraising[edit]
Some non-profit organizations demonstrate greater accountability by showing donors the direct
impact of their fundraising efforts. This accountability may comes in the form of a vote, where the
members select a specific program or charity that they would like their money to go to. Another
example is put in place a mechanism which allows donors to contraint usage of funds toward a
specific purpose and closely monitor/allow spending to ensure proper usage.
5. Professional fundraisers[edit]
Many non-profit organizations take advantage of the services of professional fundraisers. These
fundraisers may be paid for their services either through fees unrelated to the amounts of money to
be raised, or by retaining a percentage of raised funds (percentage-based compensation). The latter
approach is expressly forbidden under the Code of Ethics of the Association of Fundraising
Professionals (AFP), a professional membership body.[14] However, by far the most common
practice of American non-profits is to employ a staff person whose main responsibility is fund
raising. This person is paid a salary like any other employee, and is usually a part of the top
management staff of the organization.
Some non-profit organizations nonetheless engage fundraisers who are paid a percentage of the
funds they raise. In the United States, this ratio of funds retained to funds passed on to the non-
profit is subject to reporting to a number of state's Attorneys General or Secretaries of state.[15] This
ratio is highly variable and subject to change over time and place, and it is a point of contention
between a segment of the general public and the non-profit organizations.
The term "professional fundraiser" is in many cases a legislated term referring to third-party firms
whose services are contracted for, whereas "fundraising professionals" or development officers are
often individuals or staff at charitable non-profits. Although potentially confusing, the distinction is
an important one to note.
A specialty within the fundraising profession is the "grant professional." Grant professionals with
at least three years experience, and other requirements, can become certified as Grant Professional
Certified (GPC). The GPC credential is administered by Grant Professionals Certification
Institute, whose mission is to strengthen the nonprofit sector's ability to pursue and maintain public
sector and private sector funding by promoting competency and ethical practices within the field
of grantsmanship. The certification process is designed to measure minimum knowledge and skills
related to all aspects of grant development and management, including but not limited to such areas
as grant research or pre-production, grant construction, grant reporting, public sector funding,
private sector funding, ethics and grant accountability.[16]
6. Online & Mobile Fundraising[edit]
Online and mobile fundraising had become a popular fundraising method over the last few years
due to its accessibility. Fundraising organizations are using mobile and online fundraising providers
to attract donors around the globe. Common online and mobile fundraising methods include online
donation pages, text to give, mobile silent auctions, and peer to peer fundraising.
Since 2016, online giving has grown by 17% in the United States. In 2018, digital fundraising
accounted for 8.5% percent of charitable donations and 24% of online donations were made on a
mobile device in the United States.[17]

ix. Academic Integrity and Leadership Skills

What is academic integrity?
Academic integrity is the commitment to and demonstration of honest and moral behavior in an
academic setting. This is most relevant at the university level as it relates to providing credit to
other people when using their ideas. In simplest terms, it requires acknowledging the contributions
of other people. Failure to provide such acknowledgement is considered plagiarism.
What is plagiarism?
At UNC, plagiarism is defined as “the deliberate or reckless representation of another’s words,
thoughts, or ideas as one’s own without attribution in connection with submission of academic
work, whether graded or otherwise.” (Instrument of Student Judicial Governance, Section II.B.1.).
Because it is considered a form of cheating, the Office of the Dean of Students can punish students
who plagiarize with course failure and suspension.
What does “reckless” mean?
Often when international students and scholars plagiarize, they do not intentionally steal another
person’s work. Instead, they plagiarize by accident because they do not have a complete
understanding of what constitutes plagiarism. This is what we mean by “reckless”. Unfortunately,
failure to give proper credit to someone else’s ideas because you didn’t know you were supposed to
or because you didn’t know how to do so is considered just as bad as intentionally stealing someone
else’s work. Therefore, it is your responsibility to understand when and how to acknowledge
someone else’s contribution. See below for strategies.
Cultural Differences
If you are not from the United States, the concept of plagiarism might be hard to understand
because what constitutes stealing someone else’s work in the US may not be considered stealing in
other cultural contexts. In some domains outside of the US, it is fine to take ideas and even entire
passages of text from other authors without mentioning where the information was obtained. This
differs greatly from the US (and several other countries) in which all words taken from another
author as well as every idea taken from another author – even if the words are changed – must be
accompanied by a formal citation or acknowledgment of the original author.
Strategies
Tell your professors that you’d like to make sure you’re not plagiarizing. Ask them if they’d be
willing to meet with you to review your draft *before you turn it in for a grade.* Ask if they’d be
willing to help you identify any passages that need better citation. Bring your draft, your notes, and
your sources so your professor can see the original. Be proactive in this process! Point out areas
you’re not sure about. Don’t wait silently, thinking that a passage must be okay if the professor
doesn’t point it out. Have this conversation well before the draft is due, and explain to your
professor that you are trying not to be reckless.
Make an appointment with a Writing Center coach. Bring your draft and source materials, and show
your coach the passages you’re concerned about. They’ll teach you strategies for paraphrasing,
summarizing, and quoting effectively, and for attributing properly.
Top 10 Leadership Skills
Communication
Motivation
Delegating
Positivity
Trustworthiness
Creativity
Feedback
Responsibility
Commitment
Flexibility
More Essential Skills for Leaders
How You Can Build Leadership Skills
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