GRIFFITH LEARNING & TEACHING CAPABILITIES FRAMEWORK - PROGRAM DIRECTOR CAPABILITIES

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1 What is the Griffith Learning and Teaching Capabilities Framework? At Griffith, our capacity to ensure high quality student experiences depends on remarkable staff. As staff, each of us has capabilities that we use in a variety of roles, both within and outside of Griffith, including Educator, Course Convenor and Program Director roles. The Griffith Learning and Teaching Capabilities Framework (the Framework) makes explicit the individual capabilities underpinning our roles in and teaching. Within the Framework,a capability is defined as the ability to apply specific knowledges, skills and/or values in your and teaching practice. How is the Framework structured? The Framework consists of three components of and teaching practice: Practice values, capabilities, and lifecycle (see graphic) Values (centre of graphic): At the heart of the Framework are the practice values that underpin our work in and teaching. These values influence our relationships and practices and set the cultural context for and teaching at Griffith. Capabilities (middle layer of graphic): The Framework organises and teaching capabilities into ten interdependent clusters of capabilities. The specific capabilities within each cluster have been described, on the following pages, for the roles of Educator, Course Convenor and Program Director at Griffith. Lifecycle (outside ring of graphic): The practice lifecycle represents an intentional process of continuing professional and practice enhancement. It consists of four phases: Appreciating and Aligning; Designing and Developing; Facilitating and Coordinating; and Evaluating, Enhancing and Innovating. How is the Framework being used? We can use the Framework to: reflect on the strengths of our and teaching capabilities; discuss and plan and teaching practice enhancement, career development and professional ; provide a stimulus for collegial conversations regarding and teaching and capability development; inform the design, development and facilitation of professional activities, experiences and programs; identify areas of practice that can be used as evidence in applications for recognition and reward in and teaching, including grants, awards and fellowships, including Higher Education Academy (HEA) Fellowships. What has informed the Griffith Learning and Teaching Capabilities Framework? The Framework s practice values, capabilities and lifecycle components have been identified through an extensive review of the and teaching literature and in consultation with colleagues across the University. In addition, the Framework has been mapped to the University s broader value and commitment statements, and the UK Professional Standards Framework - Higher Education Academy.

2 CLUSTER Understanding the context PROGRAM DIRECTOR CAPABILITIES Knowing about your students and how they learn Knowing the characteristics and backgrounds of students in your program from multiple sources of information and data Knowing how students become graduates of influence Knowing discipline-specific, contemporary teaching approaches Knowing your curriculum Knowing how the courses within your program align with your program level outcomes Knowing your program curriculum and assessment Knowing your program in relation to the broader context of strategic directions in and teaching, industry, the profession, and the community Knowing discipline threshold concepts and content that will challenge your students Knowing the key roles and elements you can draw upon to enrich student experiences in your program Supporting program team members to understand the program and teaching context Knowing the University s and teaching strategic priorities Knowing the University's strategic priorities, and frameworks for supporting and transforming and teaching, in relation to your program Knowing the wider context Knowing the wider context in which higher education operates and recognising the implications for professional practice Knowing your program in relation to the broader context of strategic directions in and teaching, industry, the profession, and the community

3 Contributing to teams, communities and networks for Facilitating the program team Guiding and supporting program team members Developing a shared understanding of program and teaching goals, processes and practices with the teaching team Facilitating collaborative program processes for the planning and implementation of, teaching and assessment in your program Facilitating collegial conversations about and teaching practices that enhance student in your program Creating a culture of Encouraging team members to create a culture of and reflective practice in your program Facilitating reflection on program team processes and practices Supporting the program team to engage in professional with a focus on improving student Fostering collaboration beyond the program team Developing a shared program vision with colleagues Advocating for your students needs within and across program teams Collaborating with university and industry partners to enhance the student experience in your program Facilitating program level change and innovations Facilitating program level change and innovations. Supporting colleagues through change processes Implementing policies and procedures Knowing your role and responsibilities Knowing Program Director responsibilities as described in the Role Statement Program Director and the current policies that support your role Implementing policy, procedures and processes Aligning the program structure to the higher education standards framework Implementing teaching team practices in alignment with policies, processes and procedures Accessing and using resources and information to support the time-appropriate implementation of program procedures and processes Planning the time-appropriate implementation of key program processes and procedures Developing effective and respectful working relationships Collaborating with colleagues across the university regarding the implementation of policies, procedures and processes Designing for Designing outcomes Using knowledge of your context, discipline content, and understandings from your critical reflections to inform the design of program outcomes and and teaching approaches Writing specific and measurable program outcomes aligned to graduate attributes and University strategic priorities Designing assessment for Mapping course- outcomes, assessment, concepts and content, and university and teaching strategic priorities, across the program Planning program-level assessment approaches that foster student and align to the program outcomes Using knowledge of students, program outcomes and graduate attributes to design assessment approaches to help students determine their progression towards the program outcomes Designing program-level feedback processes that support the development of students understanding of the importance and value of feedback to their Designing and teaching across the program

4 Considering student diversity and needs when designing and developing the program Planning well-structured and coherent program sequences that develop students' knowledge, understanding, skills and practices and align courses to program outcomes Designing environments Planning experiences at the program-level that take into account the spatial, temporal and social environment Planning the implementation of digital technologies that enable information sharing, communication and collaboration for and engagement Planning communications with students throughout the program Developing processes and resources for Developing processes for Developing processes for inclusive and respectful communication that supports the development of a positive community Developing collaborative processes to map course outcomes, assessment, concepts and content, and University and teaching strategic priorities, across the program Developing program-level approaches to, teaching and assessment; employability; and other University strategic priorities Developing processes to collect, reflect and act upon feedback and information, to enhance experiences for students in your program Developing practices and processes to advocate for a program-level approach to student Developing resources for Curating, adapting, creating and sharing a range of engaging, contemporary and relevant resources for teaching and assessment resources (including online resources), for your program. Developing program mapping resources relevant to the context Developing inclusive environments to deliver a cohesive program experience Optimising digital technologies for Selecting digital technologies Enhancing student and engagement through the purposeful and intentional selection of digital technologies to support the design, development, facilitation and evaluation of your program Using digital technologies ethically and responsibly Incorporating processes and procedures to ensure safe, ethical and responsible use of digital technologies in your program Using digital technologies to enhance student, and teaching practice Using digital technologies to share data and information with students to enable students in the program to make decisions about their Using digital technologies to collect and analyse data to inform critical reflections on the and teaching practices in your program Using digital technologies to create a consistent and coherent program environment for students to collaborate, communicate and participate in their Supporting students and colleagues to use appropriate digital technologies for and teaching

5 Facilitating and teaching for Establishing an environment and climate that supports Establishing a -focused, student-centred culture of respect, intellectual safety, and inclusivity within your program Setting up the physical and socio-normative environment (face-to-face and/or online) in your program Applying knowledge of your context to establish a collaborative program environment that supports student engagement and Using interpersonal skills that are respectful and encouraging of students' participation in your program Facilitating the and teaching context Communicating the purpose, relevance and outcomes for the program Using active strategies Using program and teaching approaches and resources that promote student engagement and Using assessment and feedback for Facilitating program-level feedback processes that support the development of students understanding of the importance and value of feedback to their Monitoring students' and engagement and seeking feedback from students during the program to adapt and teaching approaches and resources if necessary Monitoring curriculum implementation Collaborating with the program team to monitor program implementation and make plans for program enhancement Identify strategies to influence systemic issues, which are affecting your students experience in the program. Managing assessment for Communicating assessment expectations Facilitating a dialogue with students about program-level assessment processes and practices, program outcomes and graduate attributes Responding respectfully to student questions and concerns about assessment in the program Assessing and moderating student work Facilitating the implementation of program-level assessment plans with the program team Monitoring how students are progressing towards program outcomes and graduate attributes Facilitating internal and external referencing and benchmarking of program assessment Coordinating assessment processes Ensuring that assessment requirements are appropriately implemented across the program Making decisions about assessment that are aligned to University policies and procedures Supporting students, Course Convenors and Deans (Learning & Teaching) in resolving issues of student academic integrity. Learning from assessment practices Collaborating with students and colleagues to evaluate course assessment practices and identify potential enhancements in the program

6 Academic advising for Fostering student, development and well being Adopting a holistic approach to supporting student, developing and well-being in your program Facilitating respectful conversations and discussions with students to support their and progression in your program Modelling exemplary ethical behaviour during interactions with students in your program Encouraging students to see as a continuing, developmental process Making decisions that support student, development and well being Using information and data, to inform decisions regarding student and progression Applying relevant policy and procedures when providing academic guidance and support to students regarding admissions, assessment, progression, academic conduct and programs of study Respond to issues/concerns raised by students using a holistic student-centred approach Referring students to other specialists and support services Practising reflection, evaluation and scholarly inquiry Applying a scholarly model of critical reflection to your program and teaching practices and program team practices in collaboration with the program team Selecting a model or process of critical reflection to reflect on and teaching in your program and program team practices Gathering multiple sources of information and data related to and teaching in your program and program team practices Analysing and interpreting and teaching information and data about your program and program team practices Identifying assumptions and beliefs about and teaching in your program and program team practices Drawing conclusions about and teaching practices in your program and program team practices Applying s from critical reflection to devise a plan to enhance and teaching practices in your program and program team practices Applying a scholarly evaluation cycle to your program in collaboration with the program team Planning the evaluation of program and teaching practices and program team practices with the program team Collecting program and teaching data from multiple sources (self, peer, students and literature) with the program team Analysing program and teaching data and acknowledge limitations with the program team Identifying and acknowledge the program team s assumptions about and teaching in the program Making professional judgements with the program team about the extent to which the evaluation criteria have been met Drawing conclusions with the program team about and teaching practices and program team practices in your program Making decisions about future actions with the program team regarding and teaching and program team practices in your program Devising a program enhancement plan with the program team Encouraging program team members to engage in professional that focuses on enhancing student and program team practices Conducting scholarly and teaching inquiries Identifying a challenge, issue or problem related to your program and teaching practices Constructing a researchable inquiry question Consulting the relevant literature on the inquiry topic Selecting an appropriate inquiry approach, methodology and methods Applying for research ethics approval if appropriate Collecting, organising and processing data Interpreting findings and/or drawing conclusions Reflecting on your s and determining the implications for your and teaching practice Disseminating findings of scholarly and teaching inquiries to local, national or international audiences through seminars, conferences and/or journal publications