Teaching Competencies Icon

Core Competencies for Faculty

Faculty at Fanshawe College are able to demonstrate competencies in the following areas: Curriculum Design, Course Delivery, Engagement and Professional Development.

These competencies apply to all modes of delivery: face-to-face, online and blended.

A. Curriculum Design

  1. Developing course learning outcomes and lesson plans;
  2. Creating a variety of learning activities that provide appropriate levels of experience for assessment;
  3. Identifying situational factors and their impact on the design and delivery of curriculum;
  4. Integrating learning materials and technology that are appropriate for students; and 
  5. Incorporating feedback mechanisms and reflective practice into course planning.

  1. Incorporating MAESD standards into the design of curriculum;
  2. Mapping course learning outcomes to vocational standards and essential employability skills;
  3. Ensuring course learning outcomes are linked to assessments and evaluation;
  4. Evaluating course elements using tools such as Quality Matters (QM); and
  5. Engaging in quality initiatives and reviews to improve curriculum. 

  1. Adapting evaluation tools to allow alternative methods of assessment;
  2. Developing formative and summative assessments to ensure learner readiness for evaluation;
  3. Developing authentic assessments and encourage experiential learning as applicable;
  4. Providing specific guidelines for assignments and clear criteria for evaluation through rubrics and assessment tools; and
  5. Applying strategies to encourage learners to demonstrate ownership of their learning.

B. Course Delivery

  1. Designing a variety of learning activities to contextualize and reinforce learning outcomes;
  2. Promoting collaborative learning;
  3. Implementing classroom management strategies to promote a positive learning experience;
  4. Incorporating learning activities that encourage interaction; and
  5. Evaluating the effectiveness of selected learning strategies.

  1. Integrating methods of Universal Design for Learning that accommodate diverse learner needs and develop community;
  2. Preparing educational resources that are compliant with the Accessibility for Ontarians with Disabilities Act (AODA);
  3. Establishing classroom rules and procedures to create a respectful and positive learning environment;
  4. Providing an orientation regarding course features and learning strategies; and 
  5. Connecting students with the student success network.

  1. Investigating available technologies and their application in teaching and learning;

  2. Integrating appropriate technology into lesson plans to enhance student learning;

  3. Supporting students using the technology;

  4. Developing technical proficiency with educational technologies; and

  5. Identifying methods to measure the success of technology-enabled learning strategies.

 

C. Engagement

  1. Adhering to College policy and the appropriate legal and ethical standards;
  2. Fostering a safe and productive learning environment based on respect;
  3. Promoting currency in the area of expertise;
  4. Clarifying expectations for behavior in communications (e.g., discussions, email, netiquette); and
  5. Being a positive role model for fellow faculty, staff, and students.

  1. Developing parameters for communication at the start of the term;

  2. Ensuring students receive prompt constructive formative and summative feedback;

  3. Utilizing the learning management system to enhance consistent communication and feedback for students;

  4. Establishing a consistent presence in the learning environment; and

  5. Engaging colleagues across the College to ensure at-risk students are supported.

  1. Engaging others inside and outside the College to enhance teaching identity and teaching presence;

  2. Seeking opportunities to engage with colleagues and industry partners;

  3. Engaging in social learning networks in support of a flexible learning environment,

  4. Utilizing technology to promote flexible options for communication; and

  5. Demonstrating positive characteristics of professional practice through engagement in mentorship and/or other contributions.          

 

D. Professional Development

  1. Creating a professional development plan with realistic and measurable goals;
  2. Engaging strategies to promote personal and professional well-being;
  3. Articulating a professional teaching identity and philosophy of teaching; 
  4. Demonstrating effective practices in the facilitation of learning; and
  5. Seeking ways to promote sustainable programs at the College.

  1. Attending institutional events, faculty retreats, conferences or symposiums;

  2. Reviewing and renewing courses and lesson plans;

  3. Exploring and adopting new teaching and learning theories;

  4. Assessing the appropriateness and effectiveness of technology integrated into teaching; and

  5. Participating in ongoing professional development to ensure currency in teaching, learning and in the subject matter.

  1. Reflecting critically upon selected SOTL;

  2. Searching for evidence-based research to support teaching and learning practice;

  3. Applying evidence-based research to support the design of curricula;

  4. Employing evidence-based practice in course delivery; and

  5. Conducting research projects in the appropriate fields of study as necessary.

 

These competencies apply to all modes of delivery: face-to-face, online and blended.