Teaching Competencies This section contains the teaching competencies each faculty should possess for effectively imparting knowledge to the students. The description of various competencies and their Level descriptors is given below: Competency Description (Level) 1 (Level) 2 (Level) 3 Facilitating Student Learning This dimension describes the complex task of teaching and learning. It outlines how teachers plan, develop, manage and apply a variety of teaching strategies to support quality student learning. Engage students in purposeful and appropriate learning experiences • undertake planning to support student learning • apply a professional knowledge base to the design of learning experiences • promote student learning • cater for individual student learning styles and needs • manage teaching and learning processes • select and use instructional resources and information and communication technologies (ICT). Cater for diverse student learning styles and needs through consistent application of a wide range of teaching strategies • foster the development of independence in student learning • provide learning experiences that promote problem solving, critical thinking, inquiry and creativity • initiate appropriate and purposeful opportunities for students to work collaboratively • integrate use of ICT to enhance student learning. Use exemplary teaching strategies and techniques that meet the needs of individual students, groups and/or classes of students in a highly responsive and inclusive manner. • identify and respond sensitively to the learning needs of an individual or group of students • develop and implement an exemplary program to address the specific learning needs of an individual or group of students • evaluate exemplary teaching strategies used to address the specific learning needs of an individual or group of students • facilitate independent and collaborative learning. Assessing and Reporting Student Learning Outcomes This dimension describes how Faculty monitor, assess, record and report student learning Monitor, assess, record and report student learning outcomes • monitor and assess student learning outcomes to provide the basis for ongoing planning Apply comprehensive systems of assessment and reporting strategies in relation to attainment of learning outcomes • collect a range of evidence to Consistently use exemplary assessment and reporting strategies that are highly responsive and inclusive • develop and apply fair and inclusive practices in assessment
and reporting • record student learning outcomes • report progress to parents and others responsible for the care of students. monitor student learning outcomes • record evidence of student attainment of learning outcomes in order to inform ongoing planning and reporting processes • report student learning outcomes • participate in department level monitoring, recording and reporting activities. and reporting • develop and implement a range of exemplary assessment strategies • review the effectiveness of an exemplary assessment strategy • make consistent judgements on student progress and achievement based on a range of evidence • share knowledge and experience of using exemplary assessment strategies with colleagues • provide comprehensive, relevant information to students, parents and other caregivers and the wider community. Engaging in Professional Learning This dimension describes how faculty manage their own professional learning and contribute to the professional learning of their colleagues. Reflect critically on professional experiences in order to enhance professional effectiveness • reflect on professional experiences • initiate action to promote ongoing professional growth • explain own developing approach to teaching and learning. Contribute to the development of a learning community • demonstrate a strong, ongoing commitment to professional learning • support the induction of colleagues to the Institution environment • share professional knowledge, understanding and skills • provide professional support to colleagues. Engage in a variety of professional learning activities that promote critical self- reflection and the development of a learning community • participate in and model self- development processes • develop meaningful professional learning opportunities to promote a learning community culture. Participating in Curriculum Policy and Other Program Initiatives in an This dimension describes how Faculty participate in the development and Participate in curriculum policy and program teamwork • develop and apply an understanding Curriculum Framework to curriculum Provide support for curriculum policy or other program teams • support the development of curriculum policy or programs • support the implementation Provide leadership in the Institution by assuming a key role in Institution development processes including curriculum planning and policy formulation
Outcomes-focused Environment management of curriculum policy in the Institution. policy and program teamwork • contribute to curriculum policy and program team meetings • participate in tasks to support the work of curriculum policy and program teams. and monitoring or curriculum policy or programs • support the review of curriculum policy or programs. • analyse the Institution’s learning environment to inform the development of a curriculum policy or other programs • lead the development and implementation of curriculum policy and/or other program to reflect the Curriculum Framework • evaluate curriculum policy or other programs. Forming Partnerships within the Institution This dimension describes how Faculty build, facilitate and maintain working relationships with students, colleagues, parents and other providers to enhance student learning. Establish partnerships with students, colleagues, parents and other Educational Service Providers • build and maintain learning partnerships with students • work co-operatively with colleagues • interact effectively with parents and other Educational Service Providers Support student learning through partnerships and teamwork with members of the Institution community • build partnerships with members of the wider Institution community to support student learning • engage in team planning processes • contribute to team meetings • support the work of the team. Facilitate teamwork within the Institution community • motivate team members toward achieving quality outcomes • provide direction for team members • share knowledge of educational initiatives and perspectives to inform classroom practice • empower team members to take responsibility for tasks • promote cooperative decision- making processes • develop collaborative partnerships with colleagues and the community.
as the political, social and economic issues, to achieve results formal procedures and the organization’s accountabilities. • Recognizes and uses formal structure, rules, processes, methods or operations to accomplish work. • Actively supports the public service mission and goals. key decision-makers and influencers. • Effectively uses both formal and informal channels or networks for acquiring information, assistance and accomplishing work goals. parties based on understanding of issues, climates and cultures in own and other organizations. • Accurately describes the issues and culture of external stakeholders. Uses this information to negotiate goals and initiatives. • Anticipates issues, challenges and outcomes and effectively operates to best position the organization. • Supports the changing culture and methods of operating, if necessary, for the success of the organization. • Ensures due diligence by keeping informed of business and operational plans and practices. • Demonstrates broad understanding of social and economic context within which the organization operates. • Understands and anticipates the potential trends of the political environment and the impact these might have on the organization. • Operates successfully in a variety of social, political and cultural environments. • Uses organizational culture as a means to influence and lead the organization. Creative Thinking Questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutions or services, using intuition, experimentation and fresh perspectives. Acknowledges the need for new approaches • Is open to new ideas. • Questions the conventional approach and seeks alternatives. • Recognizes when a new approach is needed; integrates new information quickly while considering different options. Modifies current approaches • Analyzes strengths and weaknesses of current approaches. • Modifies and adapts current methods and approaches to better meet needs. • Identifies alternate solutions based on precedent. • Identifies an optimal solution after weighing the advantages and disadvantages of alternative approaches. Introduces new approaches • Searches for ideas or solutions that have worked in other environments and applies them to the organization. • Uses existing solutions in innovative ways to solve problems. • Sees long-term consequences of potential solutions. Creates new concepts • Integrates and synthesizes relevant concepts into a new solution for which there is no previous experience. • Creates new models and methods for the organization. • Identifies flexible and adaptable solutions while still recognizing professional and organizational standards. Nurtures creativity • Develops an environment that nurtures creative thinking, questioning and experimentation. • Encourages challenges to conventional approaches. • Sponsors experimentation to maximize potential for innovation. 11
Client Focus Identifying and responding to current and future client needs; providing service excellence to internal and external clients Responds to client requests • Identifies client needs and expectations. • Responds to requests efficiently and effectively. • Takes action beyond explicit request within established service standards. • Refers complex questions to a higher decision-making level. • Meets client needs in a respectful, helpful and responsive manner. • Seeks feedback to develop a clear understanding of client needs and outcomes. • Uses client satisfaction monitoring methodologies to ensure client satisfaction. • Adjusts service based on client feedback. Builds positive client Relations • Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met. • Understands issues from the client’s perspective. • Keeps clients up-to- date with information and decisions that affect them. • Monitors services provided to clients and makes timely adjustments as required. Anticipates and adapts to client needs • Maintains ongoing communication with clients. • Regularly and systematically contacts clients or prospective clients to determine their needs. • Uses understanding of client’s perspective to identify constraints and advocate on their behalf. • Works with clients to adapt services, products or solutions to meet their needs. • Encourages co-workers and teams to achieve a high standard of service excellence. • Anticipates areas where support or influence will be required and discusses situation/concerns with appropriate individuals. • Proposes new, creative and sound alternatives to improve client service. Fosters a client-focused culture • Tracks trends and developments that will affect own organization’s ability to meet current and future client needs. • Identifies benefits for clients; looks for ways to add value. • Seeks out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve. • Establishes service standards and develops strategies to ensure staff meet them. Considers the strategic direction of client focus • Communicates the organization’s mission, vision and values to external clients. • Strategically and systematically evaluates new opportunities to develop client relationships. • Creates an environment in which concern for client satisfaction is a key priority. • Links a comprehensive and in-depth understanding of clients’ long-term needs and strategies with current and proposed projects/initiatives. • Recommends/ determines strategic business direction to meet projected needs of clients and prospective clients. 17
Decision-Making Making decisions and solving problems involving varied levels of complexity, ambiguity and risk Makes decisions based solely on rules • Makes straightforward decisions based on pre- defined options using clear criteria/procedures. • Consults with others or refers an issue/situation for resolution when criteria are not clear. • Deals with exceptions within established parameters using clearly specified rules and procedures. • Makes decisions involving little or no consequence of error. • Verifies that the decision/resolution is correct Makes decisions by interpreting rules • Applies guidelines and procedures that require some interpretation when dealing with exceptions. • Makes straight - forward decisions based on information that is generally clear and adequate. • Considers the risks and consequences of action and/or decisions. • Makes decisions involving minor consequence of error. • Seeks guidance as needed when the situation is unclear. Makes decisions in situations where there is scope for interpretation of rules • Applies guidelines and procedures that leave considerable room for discretion and interpretation. • Makes decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information. • As needed, involves the right people in the decision-making process. • Balances the risks and implications of decisions across multiple issues. • Develops solutions that address the root cause of the problem and prevent recurrence. • Recognizes, analyzes and solves problems across projects and in complex situations. Makes complex decisions in the absence of rules • Simplifies complex information from multiple sources to resolve issues. • Makes complex decisions for which there are no set procedures. • Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information. • Balances competing priorities in reaching decisions. • Develops solutions to problems, balancing the risks and implications across multiple projects. • Recommends solutions in an environment of risk and ambiguity. Makes high-risk decisions in complex and ambiguous situations • Makes high-risk strategic decisions that have significant consequences. • Balances a commitment to excellence with the best interests of clients and the organization when making decisions. • Uses principles, values and sound business sense to make decisions. • Makes decisions in a volatile environment in which weight given to any factor can change rapidly. • Reaches decisions assuredly in an environment of public scrutiny. • Assesses external and internal environments in order to make a well- informed decision. • Identifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory (e.g., fiscal responsibility, the public good). 19
Analytical Thinking Interpreting, linking, and analyzing information in order to understand issues Analyzes and synthesizes information • Breaks down concrete issues into parts and synthesizes succinctly. • Collects and analyses information from a variety of appropriate sources. • Identifies the links between situations and information. Identifies critical relationships • Sees connections, patterns or trends in the information available. • Identifies the implications and possible consequences of trends or events. • Draws logical conclusions, providing options and recommendations. Analyses complex relationships • Analyses complex situations, breaking each into its constituent parts. • Recognizes and assesses several likely causal factors or ways of interpreting the information available. • Identifies connections between situations that are not obviously related. Applies broad analysis • Integrates information from diverse sources, often involving large amounts of information. • Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes. • Develops and recommends policy framework based on analysis of emerging trends. • Gathers information from many sources, including experts, in order to completely understand a problem/situation. Applies a systems perspective to the analysis of enterprise- wide issues • Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions. • Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-systems that comprise and affect the working environment. • Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, national and global implications). Result Orientation Focusing personal efforts on achieving results consistent with the organization’s objectives Strives to meet work expectations • Sets goals and works to meet established expectations; maintains performance levels. • Pursues organizational Consistently meets established expectations • Consistently achieves established expectations through personal commitment. • Makes adjustments to Surpasses established expectations • Exceeds current expectations and pushes for improved results in own performance. • Takes on new roles and Seeks out significant challenges • Seeks significant challenges outside of current job scope. • Works on new projects or assignments that add Pursues excellence on an organizational level • Models excellence and motivates fellow organizational members to follow his/her example. 20
pieces of information from a single source relevant and irrelevant information (e.g., professional or technical journals) Writing (WR) The preparation of written materials for a variety of purposes. Completing such tasks as filling in forms, writing text and using computers to write. • Preparing short written materials for the purpose of informing, reminding, or organizing (e.g., notes, lists) • Using an established format or no formatting, as appropriate, to present the materials • Preparing written materials in one or more paragraphs (e.g., letters, report forms) on routine or everyday matters for a variety of purposes (e.g., informing, requesting information) • Using structural models such as templates to present the materials • Preparing written materials on non-routine matters (e.g., reports, leases) for a variety of purposes (e.g., explaining, expressing opinions, giving directions) • Using more complex structural models or templates (e.g., a structure with a table of contents, headings, footnotes) to present the materials • Preparing written materials (e.g., manuals) that present considerable information for a specific purpose (e.g., analysis, comparison) • Gathering and selecting appropriate information for the written project OR transforming written materials for a different audience • Using a format that may require modification • Preparing written materials appropriate for a specific audience • Preparing relatively long written materials (e.g., research reports) that present an evaluation or critique OR preparing materials of any length that demand originality and effective presentation • Synthesizing information from various sources OR creating original material (e.g., a work of fiction) • Using a complex structure or format to present the materials (e.g., a structure with subsections) • Creating appropriate tone and/or mood 23