Teaching Competencies - Self-Evaluation Tool

UNITEC TEACHING COMPETENCIES

Self-Evaluation Tool
This short (eight response) questionnaire is based on the concept that effective teaching requires these eight areas of competence:

WHAT IS THE PURPOSE OF THIS SURVEY?

This survey is the first step in a new approach to professional development for teaching staff at Unitec. Your self-evaluation in relation to these eight teaching competences will help identify your professional learning priorities and therefore assist you in your subsequent Professional Development planning.

A more structured approach to Professional Development is being adopted for two reasons:

1. To demonstrate your professionalism as an educator in a more systematic way

AND

2. To meet Unitec’s obligation to assure our stakeholders about the quality of our core service: teaching.

WHAT SHOULD RESPONSES BE BASED ON?

Making accurate, objective evaluations of your own professional practice is not easy. Wherever possible base your responses on formal and informal feedback received from those in a position to observe these different aspects of your practice: students, colleagues, industry professionals, managers, etc.

Also remember that the focus of this survey is competence and what you do in practice, rather than what you know or have learned about.

CONFIDENTIALITY AND THE SIGNIFICANCE OF SURVEY INFORMATION

Think of this survey as the equivalent of formative assessment. Its only value is for identifying learning needs and steering subsequent development - because it is based on subjective opinion rather than objective evidence, it has no value for making ‘summative’ judgments about your teaching ability.

The results of this self-evaluation will be seen by your manager and the relevant Te Puna Ako liaison person because they have roles to play in sanctioning and supporting (respectively) your teaching Professional Development activity so they need this information to fulfil those roles.

If you have any questions regarding this process please contact Maura Kempin, Manager, Te Puna Ako, mkempin@unitec.ac.nz

THE PROCESS

After you complete and submit this questionnaire you will receive a summary of results.These results will then form the basis of an initial professional development planning conversation with your manager.

Together, you will identify and agree priority areas for further exploration and development.

If you have any questions regarding this process please contact Maura Kempin, Manager, Te Puna Ako, mkempin@unitec.ac.nz
Your Name*

First NameLast Name
Your Email*
example@example.com
Staff ID
School*

POHATU'S MAURI MODEL

You will be asked to evaluate yourself against several behavioural statements for each of the competencies using a scale based on Pohatu’s Mauri* Model.

The model, as adapted for self-evaluation, acknowledges four states of being; Mauri Moe (an inactive or latent state of being), Mauri Oho (a state of beginning potential where one is actively engaged albeit at an emerging level), Mauri Tū (a state of being awake to possibilities and active participation - where one is able to "stand and deliver") and Mauri Ora (a state of being fully transformative).

Mauri represents the common centre of an individual from which all energy emanates and from which everything draws. As such Mauri informs how and why activities should be undertaken and monitors how well such activities are progressing towards their intended goals (Pohatu, 2011).

When completing the assessment use the brief descriptors below to consider your response:

Mauri Moe	Inactive	You have not yet demonstrated this competency.
Mauri Oho	Emerging	You have begun to explore opportunities to practise and develop this competency but are not yet consistently demonstrating it.
Mauri Tū	Demonstrating	You consistently demonstrate this competency and actively look for opportunities for further growth.
Mauri Ora	Modelling	You are considered a role model for this competency and support others to develop in this area.

*Pohatu, Taina Whakaatere. (2011). “Mauri – Rethinking Human Wellbeing.” MAI Review, 3, np. Retrieved from http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=FL10697584.

SUBMITTING YOUR EVALUATION
If you would like to review your answers before submitting, please do so now using the Back / Next buttons.

Following submission, you will receive an email summarising your self-evaluation to the email address you have provided.
Manager's Name*

First NameLast Name
Manager's Email*
example@example.com
Note: Data will be made available to Te Puna Ako to help inform targeted development offerings.
Should be Empty:

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Design and sequence (online and face-to-face) activities that align to learning outcomes and assessment.
Identify opportunities for and embed mātauranga Māori
Build work-readiness development into learning design.
Design a course that is explicitly aligned to outcomes and meets stakeholder needs.
Design appropriate formative and summative assessments and marking criteria.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Promote collaborative, inclusive and supportive learning (face-to-face and online environments).
Recognise and respond to a diverse range of learners’ needs.
Integrate the principles of Te Noho Kotahitanga appropriately.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Communicate effectively and interact appropriately with learners.
Facilitate active learning (in online and face to face environments) with opportunities for learners to apply knowledge and skills.
Use appropriate strategies and/or approaches to support collaborative learning.
Use a range of digital tools effectively for active learning and teaching.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Give timely and appropriate feedback that supports learners.
Implement assessment in line with programme policy and process.
Moderate assessments in line with programme policy and process.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Evaluate own teaching practice and make appropriate adjustments.
Evaluate course design, and make an action plan for improving the course.
Observe colleagues' teaching practice.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Demonstrate expertise and leadership in discipline-specific knowledge and skills.
Maintain currency in industry trends, developments and practices.
Maintain currency in inter-disciplinary knowledge and skill.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Participate responsively in professional learning opportunities.
Apply professional learning to improve teaching practice and learner outcomes.
Demonstrate understanding of learner-centred pedagogies.

	Mauri Moe Inactive	Mauri Oho Emerging	Mauri Tū Demonstrating	Mauri Ora Modelling
Establish and maintain effective professional relationships.
Contribute to academic quality of programme.
Understand Unitec's commitment to sustainability, equity, and diversity and apply appropriately in programme context.