I am lucky to have had the opportunity to teach in a number of different settings to a wide variety of audiences, from elementary-age schoolchildren to professional research mathematicians. The material linked below is a brief record of the longer (full term or longer) experiences, taking place mostly at the undergraduate or graduate level.
I welcome any and all inquiries and corrections, even for content that is several years old. If you end up using any of the material, I'd be very interested in seeing how your own experience matches with mine.
A teaching touchstone for me is the Morgan—Potsdam Model developed by Clarence F. Stephens at Morgan State University and SUNY Potsdam. Most notably, this led to the "Potsdam miracle" in the mid-'80s, where this tiny state school in upstate New York graduated the third largest cohort of math majors in the country that year (behind two University of California campuses). Here is a three-page report from April 1987 of a visit by Rick Luttman (Sonoma State University) to Potsdam that gives a succinct summary of the key precepts. Many of these remain radical even today. While it is not always feasible or appropriate to adopt all of these in every context, I keep this close as a reminder of what can be done, both individually and as a collective.