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Running head: PROFESSIONAL COMPETENCY ASSESSMENT

Professional Competency Assessment


Domonique Crosby
Seattle University
Alvin Sturdivant
Foundations of Student Affairs

PROFESSIONAL COMPETENCY ASSESSMENT


1
Artifact H: Knowledge, Skills, and Competencies Analysis
ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student
Affairs Practitioners (2010)

PROFESSIONAL COMPETENCY ASSESSMENT


ACPA/NASPA
Skill
Competency
Area

Advising &
Helping
The Advising
and Helping
competency
area addresses
the knowledge,
skills, and
attitudes
related to
providing
counseling and
advising
support,
direction,
feedback,
critique,
referral, and
guidance to
individuals
and groups.

Exhibit active listening skills (e.g.,


appropriately establishing interpersonal
contact, paraphrasing, perception
checking, summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Establish rapport with students, groups,
colleagues, and others.
Facilitate reflection to make meaning
from experience.
Understand and use appropriate
nonverbal communication.
Strategically and simultaneously pursue
multiple objectives in conversations with
students.
Facilitate problem-solving.
Facilitate individual decision making and
goal setting.
Challenge and encourage students and
colleagues effectively.
Know and use referral sources (e.g.,
other offices, outside agencies,
knowledge sources), and exhibit referral
skills in seeking expert assistance.
Identify when and with whom to
implement appropriate crisis
management and intervention responses.
Maintain an appropriate degree of
confidentiality that follows applicable
legal and licensing requirements,
facilitates the development of trusting

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: ARD, RA
I: ACLU intake counselor
C: Politics classes

I am currently the
supervisor of 21 RAs
which will help me
develop my skills in
advising and helping.
The one-on-one
meetings that I
continue to have with
my RAs will prepare me
to be able to help them
think more in depth
about the things they
want to achieve. In
addition, I advise the
Campion Hall Council
which will help me in
advising everyday
students who do not
have many leadership
skills. Woeking with
such a diverse group of
students will allow me
to think about how I
show up in meetings
and how this needs to
adapted to each student
I come into contact
with.

W: ARD, RA

W: ARD
W: ARD
W: As an ARD in conduct
meetings, but I dont do it
well.
W: ARD, RA
W: ARD, RA
W: ARD;C: Politics classes
W: ARD, RA
I: ACLU intake counselor
W: ARD, RA

W: ARD, RA, Desk Clerk


I: ACLU, American Cancer
Society

W: ARD
C: Politics classes, SDA
classes

PROFESSIONAL COMPETENCY ASSESSMENT


Overall Rating:
0 1 2 3 4 5

relationships, and recognizes when


confidentiality should be broken to
protect the student or others.
Recognize the strengths and limitations
of ones own worldview on
communication with others (e.g., how
terminology could either liberate or
constrain others with different gender
identities, sexual orientations, abilities,
cultural backgrounds).
Actively seek out opportunities to expand
ones own knowledge and skills in
helping students with specific concerns
(e.g., suicidal students) and as well as
interfacing with specific populations
within the college student environment
(e.g., student veterans).

ACPA/NASPA
Competency Area

Assessment,
Evaluation, &
Research

The
Assessment,
Evaluation,
and Research
competency

Skill

Specific Rating

Differentiate among assessment,


program review, evaluation, planning,
and research and the methodologies
appropriate to each.
Effectively articulate, interpret, and
use results of AER reports and
studies, including professional
literature.
Facilitate appropriate data collection
for system/department-wide
assessment and evaluation efforts
using up-to-date technology and
methods.

W: RA
C: Sociology classes, RA
class

Evidence of Learning

O: Clubs and orgs in


school
C: Ed. Research class
O: club assessments
C: Statistics class

C: Ed. Research class

Future Improvement
& Development
I believe that doing
some research around
students throughout
my time in graduate
school will help me
with assessment. If I
do not get the
opportunity to do my
own research, I will
get to read different
assessments about
the department that I

PROFESSIONAL COMPETENCY ASSESSMENT


Assess trustworthiness and other
area (AER)
focuses on the aspects of quality in qualitative
ability to use, studies and assess the transferability
of these findings to current work
design,
settings.
conduct, and
Assess quantitative designs and
critique
qualitative and analysis techniques, including factors
that might lead to measurement
quantitative
problems, such as those relating to
AER analyses;
sampling, validity, and reliability.
to manage
Explain the necessity to follow
organizations
institutional and divisional
using AER
procedures and policies (e.g., IRB
processes and approval, informed consent) with
the results
regard to ethical assessment,
obtained from evaluation, and other research
them; and to
activities.
shape the
Explain to students and colleagues
political and
the relationship of AER processes to
ethical climate learning outcomes and goals.
surrounding
Identify the political and educational
AER processes sensitivity of raw and partially
processed data and AER results,
and uses on
handling them with appropriate
campus.
confidentiality and deference to the
organizational hierarchy.
Align program and learning outcomes
with organization goals and values.
Overall Rating:
0 1 2 3 4 5

C: Ed. Research class

W: ARD

W: ARD

C: RA class, politics
classes

W: ARD
O: Clubs and
organizations

work in. I will use


assessments to help
inform the decisions I
make about how I
engage with my
students.

PROFESSIONAL COMPETENCY ASSESSMENT


ACPA/NASPA
Skill
Competency Area

Equity,
Diversity, &
Inclusion

The Equity,
Diversity, and
Inclusion
(EDI)
competency
area includes
the knowledge,
skills, and
attitudes
needed to
create
learning
environments
that are
enriched with
diverse views
and people. It
is also
designed to

Specific Rating

Identify the contributions of similar and


diverse people within and to the
institutional environment.
Integrate cultural knowledge with
specific and relevant diverse issues on
campus.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.

Recognize the intersectionality of diverse


identities possessed by an individual.
Recognize social systems and their
influence on people of diverse
backgrounds.
Articulate a foundational understanding
of social justice and the role of higher
education, the institution, the
department, the unit, and the
individual in furthering its goals.

Evidence of Learning

W: ARD, RA, Diversity


office
C: Soc. Classes and SDA
classes
W:ARD
C: Soc. And SDA classes
W: ARD, RA
C: Soc. And SDA Classes

W: ARD, RA, diversity


office

V: volunteer at events in
school
W: ARD, RA, diversity
office

O: Club events
W: ARD, RA, diversity
office
C: Soc. And SDA Classes

W: ARD, RA, diversity


office
C: Soc. And SDA Classes
W: ARD, RA, diversity
office
C: Soc., Politics, and SDA

Future Improvement
& Development
I will continue to read
about different aspects
of diversity in and
outside of class. Also I
will do research around
identities that I do not
have much knowledge
in so that I can best
serve all students that I
may work with. In
addition, I will attend
programs on and off
campus that further my
learning about diverse
groups of studnets. I
will work on many
programs that allow me
to see put into practice
my knowledge around
different identities.

PROFESSIONAL COMPETENCY ASSESSMENT


Use appropriate technology to aid in
create an
identifying individuals with diverse
institutional
backgrounds as well as assessing
ethos that
progress towards successful integration
accepts and
of these individuals into the campus
celebrates
environment.
differences
among people, Design culturally relevant and inclusive
programs, services, policies, and
helping to free
practices.
them of any
Demonstrate fair treatment to all
misconception individuals and change aspects of the
s
environment that do not promote fair
treatment.
and
Analyze the interconnectedness of
prejudices.
Overall Rating:

6
Classes
W: ARD, RA, diversity
office
C: Soc. And SDA Classes

W: ARD, RA, diversity


office

O: club events

societies worldwide and how these global


perspectives impact institutional
learning.

W: ARD, RA, diversity


office
O: BSU events
W: ARD, RA, diversity
office

0 1 2 3 4 5

C: Soc. And SDA Classes


W: ARD, RA
C: Soc. And SDA Classes

ACPA/NASPA
Competency
Area

Ethical
Professional
Practice

Skill

Articulate ones personal code of


ethics for student affairs practice,
which reflects the ethical
statements of professional student
affairs associations and their
foundational ethical principles.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

C: SDA classes
W: ARD

I will work hard to


use what I learn in
classes to inform my
philosophy of ethics.
I will engage in

PROFESSIONAL COMPETENCY ASSESSMENT


Describe the ethical statements and
their foundational principles of any
The Ethical
professional associations directly
Professional
relevant to ones working context.
Practice
Explain how ones behavior
competency
embodies the ethical statements of
area pertains the profession, particularly in
to the
relationships with students and
knowledge,
colleagues, in the use of technology
skills, and
and sustainable practices, in
attitudes
professional settings and meetings,
needed to
in global relationships, and while
understand
participating in job search
and apply
processes.
ethical
Identify ethical issues in the course
standards to
of ones job.
ones work.
Utilize institutional and professional
While ethics is resources to assist with ethical
an integral
issues (e.g., consultation with more
component of experienced supervisors and/or
all the
colleagues, consultation with an
competency
associations Ethics Committee).
areas, this
Assist students in ethical decision
competency
making and make referrals to more
area focuses
experienced professionals when
specifically on appropriate.
the integration Demonstrate an understanding of
of ethics into the role of beliefs and values in
all aspects of personal integrity and professional
self and
ethical practices.

W: ARD

W: ARD

W: ARD
W: ARD

W: ARD, RA

W: ARD
C: SDA classes

W: ARD

W: ARD
C: Undergrad classes

conversations with
higher level
professionals to see
what they may deem
as ethical in my
department and in
the division. I will
also tailor my
behavior to fit that of
the ethics of my
department.

PROFESSIONAL COMPETENCY ASSESSMENT


Appropriately address institutional
professional
actions that are not consistent with
practice.
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.
Overall Rating:

0 1 2 3 4 5
ACPA/NASPA
Competency
Area
History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency
area involves
knowledge,
skills, and
attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Describe the foundational


philosophies, disciplines, and values
on which the profession is built.
Articulate the historical contexts of
institutional types and functional
areas within higher education and
student affairs.
Describe the various philosophies
that define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and
compassion for student needs.
Describe the roles of both faculty and
student affairs educators in the
academy.
Explain the importance of service to
the academy and to student affairs
professional associations.
Articulate the principles of

C: SDA classes

I will read more about


the history of student
affairs and try to
connect that history
to the present. I will
study in classes about
how student affairs
has come about and
how the field will
continue to grow. I
will talk with others
about how they see
student affairs
professionals
engaging in
education.

C: RA class

C: SDA classes
W: ARD
W:ARD, RA
C: SDA classes
W: ARD
C: Service learning
class
W: ARD
C: SDA classes
C: SDA classes
W: ARD

PROFESSIONAL COMPETENCY ASSESSMENT


competency
professional practice.
area embodies
Articulate the history of the inclusion
the foundations and exclusion of people with a variety
of the
of identities in higher education.
profession from Explain the role and responsibilities
which current
of the student affairs professional
and future
associations.
research and
Explain the purpose and use of
practice will
publications that incorporate the
grow. The
philosophy and values of the
commitment to
profession.
demonstrating
Explain the public role and societal
this competency
benefits of student affairs and of
area ensures
higher education generally.
that our present
Articulate an understanding of the
and future
ongoing nature of history and ones
practices are
informed by an role in shaping it.
Model the principles of the profession
understanding
and communicate the expectation of
of our history,
philosophy, and the same from colleagues and
supervisees.
values.
Explain how the values of the
Overall Rating: profession contribute to sustainable
practices.
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Human &

Skill

Describe appropriate hiring techniques and


institutional hiring policies, procedures, and
processes.

W: ARD
C: SDA classes
C: SDA classes

W: ARD
C: SDA classes
W: ARD
C: SDA classes
W: ARD classes

C: SDA classes

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: ARD, RA

I will continue to work


with students on how to

PROFESSIONAL COMPETENCY ASSESSMENT


Organizational Demonstrate familiarity in basic tenets of
supervision and possible application of these
Resources
The Human and
Organizational
Resources
competency
area includes
knowledge,
skills,
and attitudes
used in the
selection,
supervision,
motivation, and
formal
evaluation of
staff; conflict
resolution;
management of
the politics of
organizational
discourse; and
the effective
application of
strategies and
techniques
associated with
financial
resources,
facilities
management,
fundraising,

supervision techniques.
Explain how job descriptions are designed
and support overall staffing patterns in ones
work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie
conflict in organizational and student life and
the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use of
resources (i.e., financial, human, material)
Use technological resources with respect to
maximizing the efficiency and effectiveness of
ones work.
Describe environmentally sensitive issues and
explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small

10

W: ARD
W: ARD

W: ARD
C: SDA classes

W: ARD
W: ARD, RA

W: ARD, RA

W: ARD
W: ARD

+
+

W: ARD
W: ARD
C: undergrad classes
W: ARD; O: BSU meetings
W: ARD, RA
O: club meetings
W: ARD

W: ARD
W: ARD
W: ARD

engage with one another.


As an ARD, I will continue
to develop this
competency through the
roommate conflicts that I
mediate. I will also
develop this skill when
working with students in
leading staff meetings and
other trainings that I
facilitate. I will engage in
trainings that help me
become more competent
in the realm of
environmentally sensitive
things. I will engage in an
array of networking
opportunities that help me
further my development
across competencies.

PROFESSIONAL COMPETENCY ASSESSMENT


technology use,
crisis
management,
risk
management,
and sustainable
resources.

Overall Rating:

group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.
Describe campus protocols for responding to
significant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

11

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Law, Policy, &


Governance
The Law,
Policy, and
Governance
competency
area includes
the knowledge,
skills, and
attitudes
relating to
policy

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Explain the differences between public and


private higher education with respect to
the legal system and what they may mean
for students, faculty, and staff at both types
of institutions.
Describe the evolving legal theories that
define the studentinstitution relationship
and how they affect professional practice.
Describe how national constitutions and
laws influence the rights that students,
faculty, and staff have on public and private
college campuses.
Explain the concepts of risk management
and liability reduction strategies.
Explain when to consult with ones
immediate supervisor and campus legal
counsel about those matters that may have
legal ramifications.
Act in accordance with federal and

C: undergrad classes

C: politics classes

C: politics classes

I will read more


information about
what laws play a role
in higher education.
I will pay special
attention to the laws
at play within
housing and
residence life. In
addition, I will pay
attention to what I
learn in the higher
education law class
and try to link
concepts to my daily

C: politics classes
W: ARD
W: ARD

C: politics classes
W: ARD
W: ARD

PROFESSIONAL COMPETENCY ASSESSMENT


state/province laws and institutional
development
processes used policies regarding nondiscrimination.
Describe how policy is developed in ones
in various
department and institution, as well as the
contexts, the
local, state/province, and federal levels of
application of government.
legal
Identify the major policy makers who
influence ones professional practice at the
constructs,
institutional, local, state/province, and
and the
federal levels of government.
understanding Identify the internal and external special
of governance interest groups that influence policy
structures and makers at the department, institutional,
local, state/province, and federal levels.
their impact
Describe the public debates surrounding
on ones
the major policy issues in higher education,
professional
including access, affordability,
practice.
accountability, and quality.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Leadership

Describe the governance systems at ones


institution, including the governance
structures for faculty, staff, and students.
Describe the system used to govern or
coordinate ones state/province system of
higher education, including community
college, for-profit, and private higher
education.
Describe the federal and state/province
role in higher education.

12

C: politics classes

C: politics classes

C: politics classes
O: news
C: politics classes

C: politics classes and SDA


classes

job. I will do
research on which
big cases have had a
huge impact on the
ways higer education
works and question
how they may work
in the future.

C: politics classes

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Describe how ones personal values, beliefs,


histories, and perspectives inform ones view of
oneself as an effective leader.
Identify ones strengths and weaknesses as a
leader and seek opportunities to develop ones

W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA

I will continue to work with


students in order to make
them better learder.s I will
talk with students around
their strengths and

PROFESSIONAL COMPETENCY ASSESSMENT


The
Leadership
competency
area addresses
the knowledge,
skills, and
attitudes
required of a
leader,
whether it be a
positional
leader or a
member of the
staff, in both
an individual
capacity and
within a
process of how
individuals
work together
effectively to
envision, plan,
effect change
in
organizations,
and respond to
internal and
external

leadership skills.
Identify various constructs of leadership and
leadership styles that include but are not limited
to symbolic, expert, relational, and inspirational.
Identify basic fundamentals of teamwork and
teambuilding in ones work setting and
communities of practice.
Describe and apply the basic principles of
community building.
Use technology to support the leadership
process (e.g., seeking feedback, sharing
decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic
cultures, student cultures) and collaborative
relationships, applying that understanding to
ones work.
Articulate the vision and mission of the primary
work unit, the division, and the institution.
Explain the values and processes that lead to
organizational improvement.
Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy,
networks, governing groups, nature of power,
policies, goals, agendas and resource allocation
processes) and how they influence others to act
in the organization.
Explain the advantages and disadvantages of
different types of decision-making processes
(e.g., consensus, majority vote, and decision by
authority).
Think critically and creatively, and imagine
possibilities for solutions that do not currently
exist or are not apparent.
Identify and then effectively consult with key
stakeholders and those with diverse
perspectives to make informed decisions.
Explain the impact of decisions on diverse
groups of people, other units, and sustainable
practices.

13

O: organization president
C: undergrad and SDA classes
W: ARD, RA
O: organization president
W: ARD, RA O: organization
president
W: ARD, RA
O: organization president

W: ARD, RA
O: organization president

W: ARD, RA
O: Jesuit knowledge
W: ARD, RA
O: organization president
W: ARD, RA
O: Jesuit knowledge
C: SDA classes

W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
C: SDA classes
W: ARD, RA
C: SDA classes
W: ARD, RA
O: organization president

W: ARD, RA
O: Judicial Action Team

weaknesses and help guide


them in the right direction.
I will go to trainings and
conferences about
leadership and how to
supervise leaders. I will
also attend trainings for
student leaders to see what
they should know so that I
can work with them through
their learning process. I will
also have conversations with
students about their
leadership abiliites and see
what skills they may need
and which resources they
need for better training. I
will look at what my
department values in a
leader and examine the
dissonance I have with how
I define leaders.

PROFESSIONAL COMPETENCY ASSESSMENT


constituencies Articulate the logic used in making decisions to
all interested parties.
and issues.
Exhibit informed confidence in the capacity of

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

ordinary people to pull together and take


practical action to transform their communities
and world.
Identify and introduce conversations on
potential issues and developing trends into
appropriate venues such as staff meetings.

Skill

Identify key elements of ones set of


personal beliefs and commitments
Personal
(e.g., values, morals, goals, desires,
Foundations
self-definitions), as well as the
source of each (e.g., self, peers,
family, or one or more larger
The Personal
communities).
Foundations
Identify ones primary work
competency
responsibilities and, with
area involves
the knowledge, appropriate ongoing feedback, craft
a realistic, summative self-appraisal
skills, and
of ones strengths and limitations.
attitudes to
Describe the importance of ones
maintain
professional and personal life to
emotional,
self, and recognize the intersection
physical,
of each.
social,
environmental, Articulate awareness and
understanding of ones attitudes,
relational,
values, beliefs, assumptions, biases,

14

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: ARD, RA
C: soc., SDA, politics
classes

I will continue to
think about how I
feel about things and
what beliefs I have
that are important to
my job. I will
continue to talk with
different people in
the division to see
how they decided
what things were
important to them. I
will identify my ideal
work place and space
by researching
things that happen
in various
institutions. I will

O: SJTI

W: ARD, RA
C: soc., SDA, politics
classes
O: SJTI

W: ARD, RA
C: soc., SDA, politics
classes

W: ARD, RA

PROFESSIONAL COMPETENCY ASSESSMENT


spiritual, and and identity as it impacts ones
work with others; and take
intellectual
responsibility to develop personal
wellness; be
self- directed cultural skills by participating in
activities that challenge ones
and selfbeliefs.
reflective;
Recognize and articulate healthy
maintain
excellence and habits for better living.
Articulate an understanding that
integrity in
wellness is a broad concept
work; be
comprised of emotional, physical,
comfortable
social, environmental, relational,
with
ambiguity; be spiritual, and intellectual elements.
aware of ones Identify and describe personal and
professional responsibilities
own areas of
inherent to excellence.
strength and
growth; have a Articulate meaningful goals for
ones work.
passion for
Identify positive and negative
work; and
impacts on psychological wellness
remain
and, as appropriate, seek assistance
curious.
from available resources.
Overall Rating: Recognize the importance of
reflection in personal and
0 1 2 3 4 5 professional development.
ACPA/NASPA
Competency
Area

15

C: soc., SDA, politics


classes

W: ARD, RA

O: wellness events
W: ARD, RA

attend progrms that


help me think more
about my wellness
and what thigns I
need to do in order
to maintain it.

O: wellness events

W: ARD, RA

C: soc., SDA, politics


classes
W: ARD, RA
W: ARD, RA

C: soc., SDA, politics


classes

W: ARD, RA
C: Jesuit education

Skill

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

Articulate theories and models that


describe the development of college

C: Theory
W: ARD

I will take the

PROFESSIONAL COMPETENCY ASSESSMENT


students and the conditions and
Student
practices that facilitate holistic
Learning &
development.
Development
Articulate how differences of race,
ethnicity, nationality, class, gender,
age, sexual orientation, gender
The Student
Learning and identity, disability, and religious
belief can influence development
Development
during the college years.
competency
area addresses Identify and define types of theories
(e.g., learning, psychosocial and
the concepts
and principles identity development, cognitivestructural, typological, and
of student
environmental).
development
Identify the limitations in applying
and learning
existing theories and models to
theory. This
varying student demographic
includes the
ability to apply groups.
Articulate ones own developmental
theory to
journey and identify ones own
improve and
inform student informal theories of student
development and learning (also
affairs
called theories-in-use) and how
practice, as
they can be informed by formal
well as
understanding theories to enhance work with
students.
teaching and
training theory Generate ways in which various
learning theories and models can
and practice.
inform training and teaching
practice.

16

knowledge I am
learning in my
C: Theory, Sociology
theory class and try
classes, Politics classes
to apply it to
everything I do. I will
W: ARD
see how theories fit
O: SJTI
into different aspects
of my job and how
C: Theory
they affect students.
I will see how theory
W: ARD
relates to each
aspect of my journey
to professionalism. I
C: Theory
will do research on
W: ARD
how my identities
O: SJTI
can affect how I
C: Theory
interact with others
and how others
W: ARD
perceive me when I
O: SJTI
walk into a room.

C: Theory
W: ARD

C: Theory
W: ARD

PROFESSIONAL COMPETENCY ASSESSMENT


Identify and construct learning
outcomes for both daily practice as
well as teaching and training
activities.
Overall Rating:
Assess teaching, learning, and
0 1 2 3 4 5 training and incorporate the results
into practice.

17

C: Theory
W: ARD

My Three-Year Professional Development Plan


Objective 1: Understand how my identities show up in my interactions with students.

2013 Strategy: I will interact with students in my typical manner and examine the affect it has on my
relationship with students.
2014 Strategy: I will do research around my identities and how people perceive them upon first interacting
with me.
2015 Strategy: I will work to tailor the way I act to the needs of each student I interact with.

Objective 2: Understand identities that I do not hold.

2013 Strategy: I will do research around students with disabilities; both mental and physical in roder to better
serve students.
2014 Strategy: I will attend 2 conferences where I go to sessions about how to interact with students with
different identities than me.
2015 Strategy: I will do research around students who identify as white to better understand the majority of
students I work with.

Objective 3: I will put theory to practice in my day to day interactions with students and in the programs I plan for
them.

2013 Strategy: I will study different student development theories and see how they may relate to my work.
2014 Strategy: I will put at least 2 theories to practice in my planning to better serve students.

PROFESSIONAL COMPETENCY ASSESSMENT


18
2015 Strategy: I will assess my practice of the last 2 theories and revamp my use to serve students better and
put 2 more theories to practice.
Objective 4: Engage and understand how research complements student development.

2013 Strategy: I will read many different research articles put forth that are meant to strengthen student
development.
2014 Strategy: I will engage myself in a piece of research in order to better understand the research process.
2015 Strategy: I will continue to read research and see how I can put it to practice in my job each day.

Objective 5: Come up with my philosophy for student development and how I engage with students.

2013 Strategy: I will learn about others philosophies and decide what my preliminary philosophy is.
2014 Strategy: I will redefine my philosophy by taking into consideration the experiences I have with students
as well as what I learn in classes.
2015 Strategy: I will continue to redefine my philosophy by thinking about what I consider to be important in
how I engage students each day.

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