I have only devised lesson plans and taught classes in EM including QM as it relates to radar science to graduate students and students close to graduating, primarily engineers.
In my opinion more depends on the students than the teacher and my hand-picked students, being motivated professionals, were a pleasure to teach. I learned something new every class I prepared and taught. I love EM and QM and like to think my enthusiasm was reciprocated by students and observers.
Textbooks were supplied by MIT originally supervised by Princeton professor
Robert Dicke.
Teaching the associated labs on actual electronic devices probably formed the most difficult section. Students might readily grasp theory yet hesitate at manipulating actual EM fields. We solved this difficulty by employing experienced lab techs who, while indifferent lecturers, safely guided laboratory students through the nuances of applied physics.
If memory serves, beginning EM students attended three lecture days and one lab day per week. Advanced students attended daily morning lectures and afternoon labs with Q&A sessions before and after as new material was introduced. Frequent practical labs definitely helped students assimilate theory.