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Proficient
Development
Required
Assessment Comments
Academic Specialty:
- Demonstrate knowledge, skills, and expertise in the area of
specialization.
- Acquire, analyze, interpret, and apply research in program
development and implementation.
- Communicate research findings and their implications orally
and in writing to colleagues and clientele.
Teaching and Learning:
- Develop goals and objectives, performance indicators, focused
and practical lesson plans and materials for a variety of audiences
through an understanding of the teaching/learning process.
- Demonstrate knowledge of group dynamics, learning
environment and its effect on learning.
- Relate effectively to all audiences.
- Demonstrate knowledge about educational and societal issues
in the community and state, and develop appropriate programs to
meet the needs of citizen.
- Demonstrate knowledge of educational practices, principles,
and learning styles.
Educational Design:
- Determine learner needs and assets and match these to program
design.
- Examine and organize content, selecting appropriate teaching
tools.
- Create an effective learning environment, working toward
specific outcomes.
Evaluation:
- Effectively evaluate educational programs.
- Participate effectively in program evaluation, matching the
evaluation technique to the program.
- Communicate the impact of programs to internal and external
audiences.
http://extension.missouri.edu/staff/corecompetencies.aspx
Core competencies for MU Extension personnel
Each faculty and staff member is expected to possess knowledge, skills, abilities, behaviors
and attributes that contribute to a successful organization. Competencies are used to ensure
effective performance, and they are guidelines for individuals to increase their capabilities.
Core attributes for extension faculty and staff are listed below. It is recommended that faculty
and staff possess these attributes at the time of employment. If the employee does not
display an attribute at that time, the employee should work with the supervisor on a plan for
professional development experiences to develop the attribute during the first year of
employment.
Detailed core competencies specific for faculty are listed below the basic core attributes for
all extension employees. These detailed core competencies can be used in the faculty
members annual performance evaluation to determine the individuals professional
development needs. The faculty member is encouraged to get help from the supervisor to
find appropriate training opportunities. In addition, the faculty member is encouraged to
explore internal and external learning experiences that address specific competencies.
2.
3.
4.
5.
6.
7.
8.
Is a self-directed learner
9.
10.
Ability to understand and apply research being conducted by faculty and others in the
program area
Ability to engage learners and partners to teach and to facilitate co-learning and codiscovery of knowledge
Inclusivity The awareness, commitment and ability to include broad cultural perspectives
in programming
Ability to broker the necessary resources that best respond to the needs of
individuals and communities
Ability to utilize new and existing technology and social media as appropriate in
educational programming
Ability to use delivery methods that support educational programs and guide
behavior change among extension learners
Interpersonal relations The ability to successfully interact with individuals and groups to
create partnerships, networks and dynamic human systems
Leadership The ability to proactively influence a wide range of diverse individuals and
groups positively
Ability to make sound decisions, use effective judgment, motivate people and
promote excellence
==
Revised 2014
2.
Core Competency
Communication --The ability to listen and to
communicate effectively orally and in writing
Is
Competent
Comments/Plans
3.
4.
5.
6.
7.
8.
9.
http://www.futured.com/UniversityFacultyCompetencies.htm
==
Abstract
Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of
competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue
that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore
and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals
diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies
into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between
occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework
also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing
roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The
generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing
processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the
academic medicine community to engage in further discussion
http://www.msrit.edu/wp-content/uploads/2014/01/NAAC_2013_14.pdf
http://www.oxfordec.edu.in/documents/SAR_NAAC_2013.pdf
http://www.ssit.edu.in/wp-content/uploads/2013/12/SAR.pdf
http://efiles.mediu.edu.my/mye-books/ACD/Self%20Assessment.pdf