This document provides guidance for an effective teaching demonstration (demo) for a community college teaching position. It discusses the qualities of an effective community college teacher, including being a reflective practitioner, having a student-centered classroom, challenging students, understanding diversity, and more. It also covers knowing your students, connecting with your audience, backwards design of the demo, preparing for the demo, what to include in the demo, and what to wear. The overall message is the demo provides an opportunity to showcase your teaching skills and knowledge in order to impress the hiring committee.

1. KNOCK ‘EM DEAD!

2. PEG BALACHOWSKI
FACULTY MENTOR

3. THE TEACHING DEMO

4. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?

5. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?
WHAT IS EVCC LOOKING FOR
WHEN HIRING NEW FACULTY?

6. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?

7. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?
•REFLECTIVE PRACTITIONER

8. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?
•REFLECTIVE PRACTITIONER
•STUDENT CENTERED CLASSROOM

9. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?
•REFLECTIVE PRACTITIONER
•STUDENT CENTERED CLASSROOM
•CHALLENGES STUDENTS

10. WHAT MAKES AN EFFECTIVE
COMMUNITY COLLEGE
TEACHER?
•REFLECTIVE PRACTITIONER
•STUDENT CENTERED CLASSROOM
•CHALLENGES STUDENTS
•UNDERSTANDS DIVERSITY

11. •TEACHING GROUNDED IN THEORY AND
RESEARCH

12. •TEACHING GROUNDED IN THEORY AND
RESEARCH
•COLLABORATES WITH COLLEAGUES IN
DEVELOPING CURRICULA

13. •TEACHING GROUNDED IN THEORY AND
RESEARCH
•COLLABORATES WITH COLLEAGUES IN
DEVELOPING CURRICULA
•PARTICIPATES IN PROFESSIONAL
DEVELOPMENT

14. •TEACHING GROUNDED IN THEORY AND
RESEARCH
•COLLABORATES WITH COLLEAGUES IN
DEVELOPING CURRICULA
•PARTICIPATES IN PROFESSIONAL
DEVELOPMENT
•ACTIVELY SERVES CAMPUS COMMUNITY

15. KNOW YOUR STUDENTS
•BACKGROUND PREPARATION (PRIOR
KNOWLEDGE)

16. KNOW YOUR STUDENTS
•BACKGROUND PREPARATION (PRIOR
KNOWLEDGE)
•DEMOGRAPHICS

17. KNOW YOUR STUDENTS
•BACKGROUND PREPARATION (PRIOR
KNOWLEDGE)
•DEMOGRAPHICS
•INSTRUCTIONAL SUPPORT

18. KNOW YOUR STUDENTS
•BACKGROUND PREPARATION (PRIOR
KNOWLEDGE)
•DEMOGRAPHICS
•INSTRUCTIONAL SUPPORT
•CLASS PRE-REQUISITES

19. •WHAT ARE COURSE OUTCOMES?

20. •WHAT ARE COURSE OUTCOMES?
•WHERE DOES TOPIC FIT?

21. •WHAT ARE COURSE OUTCOMES?
•WHERE DOES TOPIC FIT?
•HOW IS TOPIC ASSESSED?

22. •WHAT WAS ASSIGNMENT PRIOR TO
LESSON?

23. •WHAT WAS ASSIGNMENT PRIOR TO
LESSON?
•TEXTBOOK/OPEN SOURCE MATERIALS

24. •WHAT WAS ASSIGNMENT PRIOR TO
LESSON?
•TEXTBOOK/OPEN SOURCE MATERIALS
•FOLLOW DIRECTIONS

25. HOW WILL THE COMMITTEE
DETERMINE WHETHER YOU
“KNOW” THESE THINGS?
THE TEACHING DEMO!

26. CONNECTING WITH YOUR
AUDIENCE
•HOW WILL YOU CONNECT WITH STUDENTS?
•DEMONSTRATE KNOWLEDGE OF DIFFERENT
LEARNING STYLES
•USING “TECHNOLOGY” TO PROMOTE
LEARNING

27. •USE ACTIVE LEARNING ACTIVITIES
•USE QUESTIONS TO ASSESS AND
PROMOTE LEARNING
•TRY COLLABORATIVE LEARNING
ACTIVITIES

28. HOW DO YOU GET TO
CARNEGIE HALL?
•PRACTICE, PRACTICE, PRACTICE

29. •TIME YOURSELF (DEMOS ARE OFTEN
20 MINUTES)
•PREPARE COPIES OF HANDOUTS AND
MAKE THEM LOOK PROFESSIONAL

30. •CHECK ON AVAILABLE TECHNOLOGY
•KNOW HOW TO USE THE
TECHNOLOGY!
•IF YOU BRING YOUR OWN, MAKE SURE
THERE ARE APPROPRIATE
CONNECTIONS

31. •HAVE A BACK UP PLAN!

32. THE DEMO
•YOUR CHANCE TO SHINE
•IDENTIFY THE OBJECTIVES/OUTCOMES
•BE STRAIGHTFORWARD ABOUT
OUTCOMES
•RETURN TO OUTCOMES DURING DEMO

33. •ACTIVELY ENGAGE AUDIENCE
•PROVIDE BRIEF ASSESSMENTS
•KNOW FORMATIVE VS. SUMMATIVE

35. BACKWARDS DESIGN
Identify
Outcomes
Content
delivery
Assessment
ROADMAP
ACTIVITIES
FORMATIVE or
SUMMATIVE

36. •BE PREPARED
•SMILE
•BE GENUINE
•MAINTAIN EYE CONTACT

37. •RELAX AND CONVEY CONFIDENCE
•ENGAGE YOUR AUDIENCE
•SHOW PASSION FOR YOUR
DISCIPLINE

38. •DESCRIBE ASSESSMENTS, WHAT
WOULD FOLLOW
•USE TECHNOLOGY EFFECTIVELY
•VISUAL AIDS SHOULD ENHANCE YOUR
DEMO, NOT BE YOUR DEMO

40. WHAT TO WEAR?

43. QUESTIONS?