Faculty Developmentas Flexible Performance
A Competency-Based Curriculum Map Using the Teaching for Understanding Framework
Andrew Tatusko, Ph.D.Assistant Director for Faculty Development
Penn State World [email protected]
@DrDrewPSUwcfd.psu.edu#FacDevSym
Towards
^
Identification of Competencies for Online Teaching Success (COTS)
• 64 competencies (Teaching Tasks)• 7 clusters
– Active Learning– Administration/Leadership– Active Teaching/Responsiveness– Multimedia Technology– Classroom Decorum– Technological Competence– Policy Enforcement
Ragan, et. al., 2012
Managing Your Online Class
(Dutton Institute)
Teaching with Technology
(TLT)
Online Innovations(COIL)
Additional PSU Resources
Course in College Teaching
(Schreyer)
Online Tools and Resources
(Weblearning)
Technology Training
(ITS)
OL 1000Introduction to the
World CampusFormat: F2F or
Independent LearningTime: 1.5 hr
OL 1700Military
OL 2900Assessment
OL 4000Authoring
OL 1800Accessibility
Format: Independent Learning
Time: 1.5 hr
OL 1900ProveIt!
Format: Independent Learning
Time: 1.5 hr
OL 2000Effective Online
InstructionFormat: Cohort-based
Duration: 4 weeksTime: 2-3 hours/week
OL 2700Online Presence
Format: Cohort-basedDuration: 3 weeks
Time: 2-3 hours/week
CERTIFICATE FOR ONLINE TEACHING
OL 3000Technology Showcase
OL 1600Adult Learner
OL 2800Teaming
Gamification
CERTIFICATE FOR ONLINE TEACHING
Since November 2012
• 246 Total Certificates Earned• 173 Current Faculty• 24 Current Grad students• 42 Current Staff• 7 No longer employed
• 45 Academic Programs
Problem 1
Based on competencies
But not competency-based
Problem II
No Trajectory for Development
Prior Learning Mastery
What is a Competency?
Adequacy or Sufficiency
Behaviors
Functions
Teaching Behavior Checklist• 28 Behavioral qualities of “master”
teachers– Humble– Sensitive and persistent– Respectful– Encouraging– Enthusiastic– Good listener– Flexible/open-minded– Understanding, etc.
Keeley, et. al., 2006
Classroom Management Tool
• An assessment of job performance.– Initially participates in the discussion thread no
later than 36 hours. – Frequently encourages students to apply
course topics and objectives to the workplace environment, world events, or their daily lives.
– Ties experience to learning objectives.– Faculty members are required to provide
weekly feedback no later than six days after a student submits his or her assignment.
University of Phoenix
Back to COTSThe Instructor…• Encourages students to interact with each other by
assigning team tasks and projects, where appropriate.• Encourages students to participate in discussion forums,
where appropriate.• Makes grading visible for student tracking purposes.• Provides prompt, helpful feedback on assignments and
exams that enhances learning.• Uses multimedia technologies that are appropriate for the
learning activities.• Helps students resolve conflicts that arise in collaborative
teamwork.• The instructor is proficient with the technologies used in the
online classroom.• Monitors students' adherence to policies on plagiarism.
Ragan, et. al., 2012
Holistic Competence
• Broad behaviors
• Beliefs• Affect
• Specific functions
• Learning• Teaching• Subject
Knowledge Skills
AbilitiesAttitudes
Hager & Gonczi, 1996
Holistic Competence
LeDeist & Winterton, 2005
InTasc Competency-Based Map
The Learner and Learning
Learner Development
Learner Differences
Learning Environment
Cator, et. al., 2014
InTasc Competency-Based Map
Content
Content Knowledge Application of Content
Cator, et. al., 2014
InTasc Competency-Based Map
Instructional Practice
Assessment Planning for Instruction
Instructional Strategies
Cator, et. al., 2014
InTasc Competency-Based Map
Professional Responsibility
Professional Learning and Ethical Practice
Leadership and Collaboration
Cator, et. al., 2014
Teaching for Understanding (TfU)
Generative TopicUnderstanding Goal
Understanding PerformanceOngoing Assessment
Wiske, et. al., 1998
Teaching for Understanding (TfU)
Understanding is a “flexible performance capability.”
"You can practice to learn a technique, but I'm more interested in conceiving of something in the
moment.”- Herbie
Hancock
Competency Progressions
Write a Welcome Letter
…and Produce a Welcome Video
…and Create a Welcome Forum• Students identify personal
learning goals.
The teacher manages the learning environment to engage learners actively.
Pulling it Together:Design a Credential
• Identify the competency.• Describe an understanding
performance.• Explain how it will be assessed.
– Evaluation criteria– Assessor(s)
You’ve Just Made a Badge!
http://gaming.psu.edu/gamification/digital-badges/
You’ve Just Made a Badge!
http://www.nytimes.com/2013/11/03/education/edlife/degrees-based-on-what-you-can-do-not-how-long-you-went.html?pagewanted=all
Credential the experience of teaching.
References• Cator, K., Schneider, C., and Vander Ark, T. (2014). Preparing
teachers for deeper learning: Competency-based teacher preparation and development. Getting Smart. Available: http://gettingsmart.com/2014/05/preparing-teachers-deeper-learning-2/.
• Hager, P., & Gonczi, A. (1996). What is competence? Medical Teacher, 18(1), 15-18.
• Keeley, J., Smith, D., & Buskist, W. (2006). The teacher behaviors checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33(2), 84-91.
• Le Deist, F. D., & Winterton, J. (2005). What is competence? Human Resource Development International, 8(1), 27-46.
• Ragan, L. C., Bigatel, P. M., Kennan, S. S., & Dillon, J. M. (2012). From research to practice: Towards the development of an integrated and comprehensive faculty development program. Journal of Asynchronous Learning Networks, 16(5), 71.
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