Teaching Psychology Competencies

Learning Goals Graduate Teaching Competencies* Badges
Observation Pedagogy Professional Development Teaching
1. Evidence-based teaching Use evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content. X     X
2. Self-assessment Assess and improve one's own teaching performance through inquiry-based practice informed by a community of scholarly teachers. X     X
3. Pedagogy and learning theory Gain Knowledge of how people learn and how to teach consistently with these principles of learning, using a variety of techniques appropriate for the discipline, level, and learning context.   X X  
4. Setting goals and expectations Consistently set and communicate learning goals and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and institutional curriculum.   X   X
5. Assessing learning Assess student learning responsibly, equitably, and in alignment with learning goals and use results to enhance student learning.   X   X
6. Diversity and Inclusion Teach with attention to diversity, inclusion of multiple perspectives, and demographics so that every student has the opportunity to learn.   X X X


*Kalish, A., Robinson, S.S., Border, L., Chandler, E., Connolly, M., Eaton, L.J., Gilmore, J., Griffith, L., Hanson, S., Pinder-Grover, T., and von Hoene, L. (2012). Steps toward a framework for an intended curriculum for graduate and professional students: How we talk about what we do. In A. Kalish, & S. S. Robinson (Eds.), Mapping the range of graduate student professional development. In L.L.B. Border (Series Ed.) Studies in Graduate and Professional Student Development, 14. (pp. 163 – 173). Stillwater, OK: New Forums Press.