Initial Publication Date: August 9, 2023

Essential Competencies of a Valencia Educator - Valencia College

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Peer Reviewed ✔ | Editorial Board Score: 13/18

Valencia College/Essential Competencies of a Valencia Educator

Valencia College/Teaching/Leadership Academy (TLA)

Contact: Claudine Bentham (cbentham@valenciacollege.edu)

About

The Valencia College Teaching/Learning Academy (TLA), a community of practice, supports new professors, counselors, and librarians as they develop Individualized Learning Plans, a fundamental phase of the tenure process designed to assist tenure candidates to expand and improve their professional practices and students' learning. The goal of the TLA is to help tenure-track faculty develop a reflective approach to their teaching that is anchored in the tenets of action research and the Essential Competencies of a Valencia Educator. The TLA provides support on pedagogy, course design, student development, and professional portfolio development. Faculty-defined with respect to educator competencies, TLA requires an action research project to document active research on the improvement of a faculty member's teaching practice.

More information about this initiative »

Notes from the Teaching Evaluation Repository Editorial Board

This is not a framework for teaching evaluation per se, but it is a comprehensive look at faculty evaluation and competencies needed for promotion and tenure. We appreciate the way that this is broken down into competencies well beyond the usual teaching-service-scholarship buckets. We believe this is linked to the work of the Boyer commission and the theories of change connected to that work, but we do not see that stated explicitly.

Additional Information

Audience: College/university staff, Teaching center staff, Departmental leaders, Change leaders, Faculty with long-term appointments, Faculty with short-term appointments, Institution administration

Level of Intervention: Teaching center, Institution - administration, Institution - shared governance , Across institutions

Resource Type: Interactive collection of materials (e.g., workbook), Website

Institution Type: Hispanic Serving Institution (HSI), Minority Serving Institution (MSI), Public, 2-year, Commuter

Scale of Change: 3-5 years, Self-implemented, Broad redesign of reward structure: teaching, research, service, evaluation

Primary Teaching and Learning Context: Multiple contexts

Framework Emphasis: Justice, equity, diversity, inclusion focus, SoTL frameworks, Recognition of spheres of influence in teaching

Tools/Materials for Evaluation: Rubrics (e.g., Teval), Self-evaluation tools, Formative assessment tools for instructors

Processes for Revising Teaching Evaluation: Grassroots efforts

Research-Based Pedagogies: Inclusive practices, Competency-based curriculum, Active learning, Problem-based learning, Multiple pedagogies