Our colleges must move from the traditional qualifications based recruitment and promotion to competency based selection. The following competencies are for faculty of a teaching college, and not for a teaching cum research university. They can also be applied to any trainer. Every teacher probably will not have all the competencies – for example competencies 15 to 20 may be found in few teachers but 1-15 should be available with all teachers. But by looking at competencies, one can design interventions for specific competencies. Training programs can be deployed for specific outcomes and skill building than current general orientation programs for faculty.
Teacher/Trainer Competencies
- Has expertise in subject
- Knows what needs to be delivered and at what level
- Is able to formulate learning outcomes
- Has the big picture of the subject and its connections with other subjects
- Self directed learning (contemporary topics)
- Knows the latest developments
- Knows the applications
- Design effective teaching/training strategies
- Can choose from a variety teaching methods
- Performs informal/formal needs analysis
- Is aware of learning styles
- Design lesson/session plans
- Can identify resources
- Can plan methods for specific learning outcomes
- Modifies plans based on assessment results
- Deliver lessons/sessions
- Can manage time and engage the learners
- Uses basic chalk-talk or presentation skills
- Use Technology Effectively
- Uses slides or any pre-designed material
- Uses internet resources
- Uses visualizations, simulations
- Manage classroom
- Reaches to different types of learners
- Maintains participation
- Guide experimental learning (labs, hands-on)
- Enables learners to gain skills or meet learning outcomes
- Enables learners to use equipment
- Enables application of acquired skills in new situations
- Generate curiosity about and analysis of the experience
- Follow up with learners for deliverables (assignments and projects)
- Keeps up the motivation of learners to complete given tasks
- Enables learners to breakdown tasks and check intermediate milestones
- Provides guidance
- Design Assessment activities and tests
- Knows a variety of assessment methods
- Is able to choose methods for specific learning outcomes
- Designs rubrics
- Assess learners’ outcomes
- Shares rubrics and conducts assessment
- Provides accurate and immediate feedback to learners
- Plans remediation / enrichment
- Reflect upon one’s own competencies
- Seeks feedback on session plans
- Seeks feedback on delivery of sessions
- Analyses assessment of learners
- Reflects after each session about planned and actual delivery
- Correlates feedback from all sources
- Identifies strengths and areas of improvement
- Sets goals and works on them
- Reviews the plan
- Excite learners to learn and to perform
- Relates sessions to real life applications
- Challenges learners to achieve learning goals
- Provides variety in tasks
- Demonstrates energy and enthusiasm
- Respond to learners’ interests and questions
- Allots time for learner’s questions
- Facilitates search and thinking of answers
- Is a source of answers
- Design experimental learning
- Designs new experiments to achieve learning outcomes
- Conceptualize relevant projects for learners
- Searches and designs individual or group tasks / small projects in the subject
- Conceptualize interdisciplinary projects for learners
- Interacts with other faculty to design individual or group tasks / small projects that integrate different subjects
- Enable learners to develop Higher Order Thinking
- Designs activities or tasks in or outside the class that promote thinking
- Facilitates discussions and debates
- Guides learners to appropriate sources of information
- Review lesson/session plans
- Has knowledge of teaching methods and subject
- Can provide constructive feedback on lesson plans
- Mentor learners
- Facilitates SWOT analysis for learners
- Enables learners to make goals and plans
- Follows up at intermediate milestones
the path.. 