GRIFFITH LEARNING & TEACHING CAPABILITIES FRAMEWORK

Transcription

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 s; 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 EDUCATOR CAPABILITIES COURSE CONVENOR CAPABILITIES PROGRAM DIRECTOR CAPABILITIES Understanding the context Knowing about your students and how they learn Knowing the characteristics and backgrounds of students in your class from multiple sources of information and data Knowing how students learn Knowing discipline-specific, contemporary teaching approaches Knowing about your students and how they learn Knowing the characteristics and backgrounds of students in your course from multiple sources of information and data Knowing how students learn in the discipline Knowing discipline-specific, contemporary teaching approaches Knowing about your students and how they learn Knowing the characteristics and backgrounds of students in your 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 your and teaching sessions align with course and s outcomes Knowing your course curriculum and assessment Knowing discipline threshold concepts and content that will challenge your students Knowing the key roles and elements to draw upon to enrich student experiences in your teaching session 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 teaching sessions Knowing the wider context Knowing your teaching in relation to the broader context of strategic directions in and teaching, industry, the profession, and the community Knowing your curriculum Knowing how your course aligns with outcomes and broader and teaching priorities Knowing your course curriculum and assessment Knowing discipline threshold concepts and content that will challenge your students Knowing the key roles and elements to draw upon to enrich student experiences in your course Supporting teaching members to understand the course 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 course Knowing the wider context Knowing the wider context in which higher education operates and recognising the implications for professional practice Knowing your course in relation to the broader context of strategic directions in and teaching, industry, the profession, and the community Knowing your curriculum Knowing how the courses within your align with your level outcomes Knowing your curriculum and assessment Knowing your 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 Supporting members to understand the 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 Knowing the wider context Knowing the wider context in which higher education operates and recognising the implications for professional practice Knowing your in relation to the broader context of strategic directions in and teaching, industry, the profession, and the community

3 Contributing to s, communities and networks for Contributing to a teaching Committing to being a member of the teaching Contributing to a shared understanding of and teaching goals, processes and practices within the course and Engaging in collegial conversations about and teaching practices that enhance student Seeking to make connections and build relationships with your colleagues Creating a culture of Creating a culture of and reflective practice in the course Reflecting on teaching processes and practices Engaging in professional with a focus on improving student Contributing to a course Guiding and supporting teaching members Developing a shared understanding of course and teaching goals, processes and practices with the teaching Facilitating collaborative processes for the planning and implementation of, teaching and assessment in your course Facilitating collegial conversations about and teaching practices that enhance student Creating a culture of Encouraging teaching members to create a culture of and reflective practice in your course Facilitating reflection on teaching processes and practices Supporting teaching members to engage in professional with a focus on improving student Facilitating the Guiding and supporting members Developing a shared understanding of and teaching goals, processes and practices with the teaching Facilitating collaborative processes for the planning and implementation of, teaching and assessment in your Facilitating collegial conversations about and teaching practices that enhance student in your Creating a culture of Encouraging members to create a culture of and reflective practice in your Facilitating reflection on processes and practices Supporting the to engage in professional with a focus on improving student Fostering collaboration beyond the course Contributing to a shared course vision with colleagues Advocating for your students needs within and across course s Collaborating with university and industry partners to enhance the student experience in your course Fostering collaboration beyond the Developing a shared vision with colleagues Advocating for your students needs within and across s Collaborating with university and industry partners to enhance the student experience in your Facilitating course level change and innovation Facilitating course level change and innovations. Supporting colleagues through change processes Facilitating level change and innovations Facilitating level change and innovations. Supporting colleagues through change processes Implementing policies and procedures Knowing your role and responsibilities Knowing your responsibilities as an facilitator of student-centered, and the current policies that support your role Implementing policy, procedures and processes Planning and teaching sessions that are aligned to the course profile Implementing practices that apply context specific and teaching principles, procedures and processes Accessing and using resources and information to support the time-appropriate implementation of and teaching procedures and processes Developing effective and respectful working relationships Collaborating with colleagues across the university relevant to your implementation of policies, procedures and processes Knowing your role and responsibilities Knowing Course Convenor responsibilities as described in the Role Statement Course Convenor and the current policies that support your role Implementing policy, procedures and processes Planning and teaching sequences that are aligned to the course profile Implementing practices that apply context specific and teaching principles, procedures and processes Accessing and using resources and information to support the time-appropriate implementation of and teaching procedures and processes Developing effective and respectful working relationships Collaborating with colleagues across the university regarding the implementation of policies, procedures and processes 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 structure to the higher education standards framework Implementing teaching practices in alignment with policies, processes and procedures Accessing and using resources and information to support the time-appropriate implementation of procedures and processes Planning the time-appropriate implementation of key processes and procedures Developing effective and respectful working relationships Collaborating with colleagues across the university regarding the implementation of policies, procedures and processes

4 Designing for Designing outcomes Using knowledge of your context, discipline content, and understandings from your critical reflections to plan sessions that are aligned to the course outcomes Designing assessment for Using knowledge of students, the course outcomes and course content to design formative assessment tasks to help students determine their progression towards the outcomes Designing a feedback process that supports the development of students understanding of the importance and value of feedback to their Designing and teaching across teaching sessions Using knowledge of student diversity and needs when designing teaching sessions Designing sessions that are intentionally focussed and incorporate contemporary pedagogies Designing environments Planning sessions to take into account the spatial, temporal and social environment Planning sessions that embed digital technologies to enhance, where relevant Planning communications with students throughout the teaching period Designing outcomes Using knowledge of your context, discipline content, and understandings from your critical reflections to inform the design of course outcomes and and teaching approaches Writing specific and measurable course outcomes aligned to outcomes, graduate attributes and university strategic priorities Designing assessment for Planning diagnostic, formative and summative assessment approaches that foster student and align to the course outcomes Using knowledge of students, the course outcomes and course content to design formative and summative assessment tasks to help students determine their progression towards the course outcomes Designing course-level feedback processes that support the development of students understanding of the importance and value of feedback to their Designing and teaching across the course Considering student diversity and needs when designing and developing your course Planning well-structured and coherent sequences that develop students' knowledge, understanding, skills and practices and align to the course outcomes Designing environments Planning experiences at the course 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 your course Designing outcomes Using knowledge of your context, discipline content, and understandings from your critical reflections to inform the design of outcomes and and teaching approaches Writing specific and measurable 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 Planning -level assessment approaches that foster student and align to the outcomes Using knowledge of students, outcomes and graduate attributes to design assessment approaches to help students determine their progression towards the outcomes Designing -level feedback processes that support the development of students understanding of the importance and value of feedback to their Designing and teaching across the Considering student diversity and needs when designing and developing the Planning well-structured and coherent sequences that develop students' knowledge, understanding, skills and practices and align courses to outcomes Designing environments Planning experiences at the -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 Developing processes and resources for Developing processes for Developing processes for inclusive and respectful communication that supports the development of a positive community Contributing to the development of approaches to, teaching and assessment in alignment with University strategic priorities Contributing to the development of processes to collect and reflect upon student feedback about their experiences Developing processes for Developing processes for inclusive and respectful communication that supports the development of a positive community Developing course-level approaches to, teaching and assessment in alignment with University strategic priorities Developing processes to collect and reflect and act upon student feedback and information to enhance experiences in your course 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 Developing -level approaches to, teaching and assessment; employability; and other University

5 Developing resources for Curating, adapting, creating and sharing engaging, contemporary and relevant teaching and assessment resources (including online resources). Developing resources for Curating, adapting, creating and sharing a range of engaging, contemporary and relevant, teaching and assessment resources (including online resources) for your course Creating assessment tasks and rubrics aligned to the course outcomes Developing inclusive environments to deliver a cohesive course experience strategic priorities Developing processes to collect, reflect and act upon feedback and information, to enhance experiences for students in your Developing practices and processes to advocate for a -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. Developing mapping resources relevant to the context Developing inclusive environments to deliver a cohesive 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 teaching sessions 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 course 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 Using digital technologies ethically and responsibly Incorporating processes and procedures to ensure safe, ethical and responsible use of digital technologies in your teaching sessions Using digital technologies ethically and responsibly Incorporating processes and procedures to ensure safe, ethical and responsible use of digital technologies in your course Using digital technologies ethically and responsibly Incorporating processes and procedures to ensure safe, ethical and responsible use of digital technologies in your Using digital technologies to enhance student, and teaching practice Employing digital technologies to create a consistent and coherent environment for students to collaborate, communicate and participate in their Using digital technologies to share data and information with students to enable students to make decisions about their Using digital technologies to collect and analyse data to inform critical reflections on your teaching practices Supporting students and colleagues to use appropriate digital technologies for and teaching Using digital technologies to enhance student, and teaching practice Using digital technologies to create a consistent and coherent course environment for students to collaborate, communicate and participate in their Using digital technologies to share data and information with students to in the course enable students to make decisions about their Using digital technologies to collect and analyse data to inform critical reflections on the and teaching practices in your course Supporting students and colleagues to use appropriate digital technologies for and teaching Using digital technologies to enhance student, and teaching practice Using digital technologies to share data and information with students to enable students in the to make decisions about their Using digital technologies to collect and analyse data to inform critical reflections on the and teaching practices in your Using digital technologies to create a consistent and coherent environment for students to collaborate, communicate and participate in their Supporting students and colleagues to use appropriate digital technologies for and teaching

6 Facilitating and teaching for Establishing an environment and climate that supports Establishing a -focussed, student-centred culture of respect, intellectual safety, and inclusivity within your teaching sessions. Setting up the physical and socio-normative environment (face-to-face and/or online) to assist Applying knowledge of your context to establish a collaborative environment that supports student engagement and Using interpersonal skills that are respectful and encouraging of students' participation in the session Facilitating the and teaching context Communicating the purpose, relevance and outcomes for the teaching session Summarising key ideas and content, reviewing the session outcomes, linking the session to future Establishing an environment and climate that supports Establishing and maintaining a -focused, student-centred culture of respect, intellectual safety, and inclusivity within your course Setting up the physical and socio-normative environment (face-to-face and/or online) in your course Applying knowledge of your context to establish a collaborative course environment that supports student engagement and Using interpersonal skills that are respectful and encouraging of students' participation in your course Facilitating the and teaching context Communicating the purpose, relevance and outcomes for the course Using active strategies Using course and teaching approaches and resources that promote student engagement and Establishing an environment and climate that supports Establishing a -focused, student-centred culture of respect, intellectual safety, and inclusivity within your Setting up the physical and socio-normative environment (face-to-face and/or online) in your Applying knowledge of your context to establish a collaborative environment that supports student engagement and Using interpersonal skills that are respectful and encouraging of students' participation in your Facilitating the and teaching context Communicating the purpose, relevance and outcomes for the Using active strategies Using and teaching approaches and resources that promote student engagement and Using active strategies Engaging students cognitively by asking questions, providing examples, modelling, scaffolding Facilitating peer to peer interaction to promote collaborative Encouraging students to engage with content through independent practice Using feedback for Facilitating a feedback process that support students planning, monitoring and modifying their and engagement Monitoring students' and seeking feedback from students during the teaching session to adapt strategies and resources if necessary Monitoring curriculum implementation Monitoring the session implementation and make plans for session enhancement Using feedback for Facilitating course-level feedback processes that support the development of students understanding of the importance and value of feedback to their Using information from formative assessment and feedback processes to support students self-assessment of their progress in the course Monitoring students' and engagement and seeking feedback from students during the course to adapt and teaching approaches and resources if necessary Monitoring curriculum implementation Collaborating with the teaching to monitor course implementation and make plans for course enhancement Identify strategies to influence systemic issues, which are affecting your students experience in the course Using assessment and feedback for Facilitating -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 to adapt and teaching approaches and resources if necessary Monitoring curriculum implementation Collaborating with the to monitor implementation and make plans for enhancement Identify strategies to influence systemic issues, which are affecting your students experience in the. Managing assessment for Communicating assessment expectations Facilitating a dialogue with students about the purposes of assessment, expectations and responsibilities, task requirements, support for assessment, and their performance Assessing and moderating student work Making fair and accurate judgements about students' performance Communicating assessment expectations Facilitating a dialogue with students about assessment, marking, feedback and moderation processes and practices Responding respectfully to student questions, concerns and appeals about assessment in the course Assessing and moderating student work Facilitating assessment for practices with the teaching to ensure fair, consistent and comparable Communicating assessment expectations Facilitating a dialogue with students about -level assessment processes and practices, outcomes and graduate attributes Responding respectfully to student questions and concerns about assessment in the Assessing and moderating student work Facilitating the implementation of -level assessment

7 Providing feedback on assessment to individuals and groups to enhance Contributing to the moderation of the assessment in the course Learning from assessment practices Sharing s about assessment performance with students to enable them to make judgements about their own progress in the course and modify their strategies if necessary Sharing s about the assessment and its implementation to Course Convenor and the teaching judgements of student Facilitating the implementation of diagnostic, formative and summative assessment tasks by the teaching Facilitating collaborative marking practices of the teaching Facilitating processes to provide specific, timely and appropriate feedback to students about their achievement relative to intended outcomes Facilitating assessment moderation practices of the teaching to ensure fair, consistent and comparable judgements of student Coordinating assessment processes Ensuring that assessment requirements are appropriately implemented throughout the course Making decisions about assessment that are aligned to University policies and procedures Responding respectfully to breaches of student academic integrity Maintaining assessment records, recommending grades and grade cut-offs and documenting moderation processes plans with the Monitoring how students are progressing towards outcomes and graduate attributes Facilitating internal and external referencing and benchmarking of assessment Coordinating assessment processes Ensuring that assessment requirements are appropriately implemented across the 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 Learning from assessment practices Collaborating with students and colleagues to evaluate course assessment practices and identify potential enhancements in the course Academic advising for Fostering student, development and well-being Adopting a holistic approach to support student, development and well-being Facilitating respectful conversations and discussions with students to support their and progression Modelling exemplary ethical behaviour during interactions with students Encouraging students to see as a continuing, developmental process Fostering student, development and well-being Adopting a holistic approach to supporting student, developing and well-being in your course Facilitating respectful conversations and discussions with students to support their and progression in the course Modelling exemplary ethical behaviour during interactions with students in your course Encouraging students to see as a continuing, developmental process Fostering student, development and well being Adopting a holistic approach to supporting student, developing and well-being in your Facilitating respectful conversations and discussions with students to support their and progression in your Modelling exemplary ethical behaviour during interactions with students in your 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, pathways and academic conduct Responding to issues/concerns raised by students using a holistic student-centred approach, Referring students to other specialists and support services 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, pathways and academic conduct Responding to issues/concerns raised by students using a holistic, student-centred approach Referring students to other specialists and support services 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 s of study Respond to issues/concerns raised by students using a holistic student-centred approach Referring students to other specialists and support services

8 Practising reflection, evaluation and scholarly inquiry Applying a scholarly model of critical reflection to your and teaching practice Selecting a model of critical reflection appropriate to your and teaching practice Gathering multiple sources of information and data related to and teaching practice Analysing and interpreting and teaching information and data relevant to the context Identifying personal assumptions and beliefs about and teaching Drawing conclusions about your and teaching practices Applying s from critical reflection to devise a plan to enhance and teaching practice Applying a scholarly model of evaluation to your and teaching practice Planning the evaluation of and teaching practice Collecting data from multiple sources (self, peer, students and literature) Analyse data and acknowledge limitations Identify and acknowledge assumptions about and teaching Making professional judgements about the extent to which evaluation criteria have been met Drawing conclusions about and teaching practice Making decisions and recommendations about future actions Devising a and teaching enhancement plan Conducting scholarly and teaching inquiries Identifying a challenge, issue or problem in your and teaching practice 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 Applying a scholarly model of critical reflection to your course and teaching practices and teaching practices in collaboration with the teaching Selecting a model or process of critical reflection to reflect on and teaching in your course and teaching practices Gathering multiple sources of information and data related to and teaching in your course and teaching practices Analysing and interpreting and teaching information and data about your course and teaching practices Identifying assumptions and beliefs about and teaching in your course and teaching practices Drawing conclusions about and teaching practices in your course and teaching practices Applying s from critical reflection to devise a plan to enhance and teaching practices in your course and teaching practices Applying a scholarly evaluation cycle to your course and teaching practices and teaching practices in collaboration with the teaching Planning the evaluation of course and teaching practices and teaching practices with the teaching Collecting course and teaching data from multiple sources (self, peer, students and literature) with the teaching Analysing course and teaching data and acknowledge limitations with the teaching Identify and acknowledge the teaching s assumptions about and teaching in the course Making professional judgements with the teaching about the extent to which the evaluation criteria have been met Drawing conclusions with the teaching about and teaching practices and teaching practices in your course Making decisions about future actions with the teaching regarding and teaching practices and teaching practices in your course Devising a course enhancement plan with the teaching Encouraging teaching members to engage in professional that focuses on enhancing student and teaching practices Conducting scholarly and teaching inquiries Identifying a challenge, issue or problem related to your course and teaching practices Applying a scholarly model of critical reflection to your and teaching practices and practices in collaboration with the Selecting a model or process of critical reflection to reflect on and teaching in your and practices Gathering multiple sources of information and data related to and teaching in your and practices Analysing and interpreting and teaching information and data about your and practices Identifying assumptions and beliefs about and teaching in your and practices Drawing conclusions about and teaching practices in your and practices Applying s from critical reflection to devise a plan to enhance and teaching practices in your and practices Applying a scholarly evaluation cycle to your in collaboration with the Planning the evaluation of and teaching practices and practices with the Collecting and teaching data from multiple sources (self, peer, students and literature) with the Analysing and teaching data and acknowledge limitations with the Identifying and acknowledge the s assumptions about and teaching in the Making professional judgements with the about the extent to which the evaluation criteria have been met Drawing conclusions with the about and teaching practices and practices in your Making decisions about future actions with the regarding and teaching and practices in your Devising a enhancement plan with the Encouraging members to engage in professional that focuses on enhancing student and practices Conducting scholarly and teaching inquiries Identifying a challenge, issue or problem related to your and teaching practices Constructing a researchable inquiry question

9 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 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