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 Campusamt19@psu.edu

@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.