Teaching Development Domains

The Institute deploys a wide range of resources to support the development of its faculty in their roles as health professions educators.  These faculty development resources are organized into four major domains with goals and objectives within each domain.


1. Planning & Preparation

The Planning & Preparation domain encompasses the “how-to” of teaching.  Faculty should have foundational knowledge of the process involved in teaching and a willingness to advance these skills overtime.  Planning and preparation includes:

1.1.    Understanding of pedagogy, target student populations, and overall design
           1.1.1.    Demonstrates knowledge of a range of teaching strategies appropriate to subject area, diversity of students, and relevant adult learning theories
           1.1.2.    Establishes and adheres to a personal teaching philosophy

1.2.    Designing coherent courses, integrated learning experiences, and assessment/outcome measures  that are congruent with accreditation standards and reflective of the Institute’s core values and core competencies.
           1.2.1.    Utilizes backwards design in planning and preparation
           1.2.2.    Establishes learning objectives for an instructional unit that are specific, measurable, and context situated
           1.2.3.    Selects teaching strategies that are consistent with the course objectives and desired outcomes
           1.2.4.    Prioritizes course content to meet course objectives
           1.2.5.    Identifies relevant teaching and learning resources
           1.2.6.    Plans for interdependence of the learning environment and course design
           1.2.7.    Chooses methods of assessing student learning that align with chosen teaching strategies and desired outcomes
           1.2.8.    Plans for course and unit evaluation and revision
           1.2.9.    Demonstrates the ability to manage ongoing course development
           1.2.10.    Revises courses, based on identified instructional challenges
           1.2.11.    Evaluates the effectiveness of an existing syllabus for meaningful communication of the requirements, objectives, and logistics of a course
           1.2.12.    Assesses effectiveness of existing course design and identifies areas for revision

2. Facilitating Learning

The Facilitating Learning domain encompasses the skills and knowledge faculty need to engage their students in learning.  It involves putting the planning and implementation into action and responding to situations as they unfold within the learning environment.  The skills and knowledge specific to this domain include:

2.1.    Communicating effectively with students to enhance the learning process
           2.1.1.    Articulates information in a clear and meaningful manner that facilitates student development of conceptual understanding
           2.1.2.    Links the purpose of sessions to the larger course and program curriculum, providing context to facilitate student integration of concepts
           2.1.3.    Sets expectations for student work and provides feedback based on student performance

2.2.    Implementing appropriate activities and assignments that will integrate with instructional materials and improve the learning outcomes of students
           2.2.1.    Effectively and efficiently implements concepts and theories of selected learning strategies to guide the development of critical thinking processes, high level questioning skills, independent learning, and innovation
           2.2.2.    Uses a variety of questions or prompts to foster critical thinking, metacognition, and scholarly discussion
           2.2.3.    Manages a flexible learning environment by organizing and allocating resources (time, space, attention, supplies, technologies, etc.) and encouraging learner exploration, discovery, and expression across content areas.
           2.2.4.    Provides sufficient time for students to intellectually engage with concepts, reflect upon learning, and consolidate understanding of material

2.3.    Demonstrating proficiency in implementation of assessment techniques
           2.3.1.    Uses summative and formative assessments regularly in ways that are integrated into instruction in order to advance student learning
           2.3.2.    Provides students with the opportunity to demonstrate knowledge through a variety of methods

2.4.    Demonstrating flexibility and responsiveness in the learning process, adjusts instruction and creates learning experiences in response to student learning needs 

2.5.    Maintains an open and safe environment that fosters the sharing of thoughts, ideas, and opinions amongst all students and faculty

3. Learning Environment

The Learning Environment domain provides an understanding of the robust set of physical and virtual resources which enables students, faculty, staff, and guests to engage in teaching, learning, research, and scholarship. Faculty are responsible for utilizing resources to maximize student learning experiences, promote positive interpersonal relationships, and foster a safe learning environment. Responsibilities within the learning environment domain include:

3.1.    Identifying components of the learning environment
           3.1.1.    Defines the components of the learning environment relevant to given course designs
           3.1.2.    Communicates expectations of faculty and student roles, responsibilities, and conduct as appropriate to the course modality
           3.1.3.    Establishes ground rules for respectful interactions in order to create a safe learning environment
           3.1.4.    Evaluates, selects, and advocates for resources appropriate to the specific learning modality

3.2.    Demonstrating proficiency with tools for engaging students within specific learning modalities (e.g. online, blended, face-to-face, clinical)
           3.2.1.    Demonstrates the ability to manage physical and virtual spaces
           3.2.2.    Demonstrates the ability to use technology resources to facilitate the learning experience
           3.2.3.    Recognizes areas of weakness related to utilization of resources and seeks appropriate professional development

3.3.    Develops and maintains positive and productive interpersonal relationships with colleagues and students

4. Professional Responsibilities

The Professional Responsibilities domain acknowledges that faculty members assume a range of professional responsibilities related specifically to their roles as teachers. It encompasses generic responsibilities that apply to all, regardless of the specialty or content areas taught. Professional responsibilities in teaching include:

4.1.    Maintaining professionalism in all written, telephone, and interpersonal interactions
           4.1.1.    Demonstrates respect for an acceptance of differences among students, faculty, and staff
           4.1.2.    Actively engages students and colleagues, when needed, to reach consensus or common ground when conflicts arise or perspectives differ
           4.1.3.    Adheres to Institute-specific (e.g. Faculty Handbook) and relevant external regulations (e.g. FERPA)
           4.1.4.    Adheres to legal requirements and ethical standards promulgated by one’s health profession

4.2.    Engaging in lifelong learning and reflective practice related to content knowledge, teaching, and learning
           4.2.1.    Identifies educational needs that will enhance curriculum development and teaching practices and attends relevant education offerings to meet these needs
           4.2.2.    Revises future curriculum and teaching methods based on constructive feedback from students, colleagues, and administrators
           4.2.3.    Prioritizes and selects course content based on current and emerging knowledge that informs clinical practice
           4.2.4.    Implements contemporary teaching practices based on current and emerging educational literature
           4.2.5.    Identifies mentors to facilitate reflective practice and growth in teaching and learning
           4.2.6.    Develops and sustains collegial relationships with peers, and serves as a mentor to other faculty members as appropriate

4.3.    Engaging in scholarly activities that lead to substantive contributions that impact one or more of the following areas: discovery, application, teaching and learning
           4.3.1.    Establishes and maintains a scholarly agenda
           4.3.2.    Identifies support and resources to facilitate advancement of a scholarly agenda

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