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Teaching Expectations & Core Competencies

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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. Develop curricula that aligns with learning outcomes, learning activities, and assessment practices by:

  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.
2. Recognize professional obligations to adhere to Ministry of Training, Colleges and Universities (MTCU) standards, external accreditation requirements, provincial program approval and review practices by:

  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. 
3. Design a variety of assessment and evaluation tools to assess student achievement of learning outcomes by:

  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

4. Implement active learning strategies that enhance student learning by:

  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.
5. Incorporate inclusive learning strategies that support diverse learners by:

  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.
6. Incorporate technology into course delivery to enhance student learning by:

  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

7. Exhibit professionalism as a faculty member when engaging members of our external and internal communities by:

  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.
8. Communicate with constituents and distribute feedback in a timely fashion by:

  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.

9. Establish a personal learning network that values the importance of collaboration and collegiality by:

  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

10. Engage in professional development and life-long learning strategies that foster and sustain professional teaching practice by:

  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.
11. Engage in reflective practice of teaching and learning by:

  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.

12. Integrate scholarship of teaching and learning (SOTL) and research into teaching by:

  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.