Personal Philosophy of Teaching Part II

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Revised Personal Teaching Philosophy (3–5 pages)

  • Reflect on the teaching principles and practices discussed during the course.
  • What did you learn about teaching that you did not know prior to this course?
  • What stood out as important to you over the past 8 weeks?
  • Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).
  • Your revised teaching philosophy should:
    • Have a clear focus or theme.
    • Be authentic and personal.
    • Relay who you are (or aspire to be) as a teacher.
    • Exhibit genuine enthusiasm for teaching.
    • Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).
    • Describe your current teaching goals (whether or not they have changed).
    • Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.
    • Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.
    • Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.
    • Be well written, using a first person narrative and present tense.
    • Follow APA style.
    • Have no any grammatical, typographical, or spelling errors.

Evaluation Discussion of Teaching Philosophy (1 page)

As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.

  • After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.
  • Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:
    • Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?
    • Do you value different learning experiences, and if so, what are they and why?
  • Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.
  • Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.
  • In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.
  • Your evaluation discussion should:
    • Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.
    • Be well written, using a first person narrative and present tense.
    • Follow APA style.

Develop a Teaching Plan

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Teaching Plan

 

Select one class period from your course syllabus and develop a teaching plan for your chosen class. Following the assignment guidelines below, develop and submit your teaching plan for the class period during week 6 and deliver a mini presentation explaining your teaching plan during week 7.

Assignment Guidelines

 

Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:

 

  • The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
  • Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
  • Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
  • Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
  • Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
  • Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
  • Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
  • Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
    • Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
    • Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
      • List the criteria that will be assessed (a breakdown of the assignment parts).
      • Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).

 

 

 

 

Non profit

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Read this to answer the questions

 

Froelich, K., McKee, G., & Rathge, R. (2011). Succession planning in nonprofit organizations. Nonprofit Management and Leadership, 22 (1), 3-20.  Adams, T. (2017, March 23).

 

 Blending nonprofit secession planning and executive transition: A successful case. Nonprofit Quarterly. https://nonprofitquarterly.org/succession-planning-executive-transition-non-profit/

 

 

Describe the relationships between the Executive Director and the Board of Directors? 

Why is succession planning so important for nonprofit organizations? 

 

Do you think succession planning is more important for nonprofits organizations versus public organizations? 

What would you do if you worked for a nonprofit organization whose board and Executive Director did not want to do succession planning. What would you say to change their mind?