Online & Onsite Teaching Library > For ONSITE Instructors > Standards for Onsite Instructors
Overview
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| The Academy of Art University has established these criteria for onsite teaching to ensure that our students have the best possible educational experience. - You can download the attached document to use in assessing your own teaching practice vis-à-vis AAU standards.
- Teaching coaches will use a version of this rubric in supporting new instructors.
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Onsite Teaching Criteria
A. Introduction / Organization of the Session
- Class begins/ends on time; meets during the scheduled period
- Instructor takes attendance at the beginning of the class
- Explains what will be covered and the objectives of the session
- Explains how the session topic fits into the overall context of the course
- Follows the syllabus/course outline provided by the department
- Comes prepared at the start of class with all props, equipment, visual aids ready for immediate use; is well organized
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B. Lectures and Assignments
- Speaks with a clear voice, strong projection and maintains eye contact
- Poses questions during lectures, demonstrations and critiques to engage student participation and gauge their understanding
- Demonstrates command and knowledge of subject matter; material is explained clearly, concisely and thoroughly
- Stays focused on topics and meets stated objectives
- Emphasizes and summarizes main points; clarifies difficult material
- Shows examples that are clear, precise and appropriate
- Provides clear guidelines for assignments
- Presents clear grading standards for fair and honest grading
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C. Demonstrations
- Ensures that all students can see, hear and understand the demonstration
- Reviews supplies being used and shows students how to use them
- Explains concepts and technical approaches while doing the demonstration
- Breaks the demonstration into short segments; requires students immediately practice steps introduced before moving to the next segment of the demonstration
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D. Critiques
- Reviews assignment criteria or rubric at the start of the critique
- Models honest and constructive feedback
- Explains what was done correctly, identifies areas for improvement then explains why the improvements are needed and how to make them
- Paces the critique succinctly
- Illuminates the common class successes and weaknesses observed
- Facilitates student involvement
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E. Classroom Management
- Uses time effectively
- Breaks up long lectures & demonstrations; creates an active learning environment through classroom discussions, group activities, etc.
- Demonstrates leadership; maintains a productive, disciplined class
- Ensures that students return from breaks on time and do not leave early (Example: Takes attendance again after the break). Students self-regulated.
- Has students start homework in class (studio courses only)
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F. Rapport / Classroom Environment
- Holds the interest of students, shows enthusiasm and encourages participation
- Instructor is approachable, helpful and provides feedback & assistance
- Students are engaged, asking questions, participating in activities and class discussions, etc.
- Treats all students with respect, regardless of culture, gender, etc.
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