STP Model Teaching Competencies

2013

STP Presidential Taskforce: Documenting Teaching Competencies

Charge: Provide teachers of psychology with an external standard against which they can
document their accomplishments using a checklist of self-reports, self-assessments, online
teaching modules, etc.
Target audience: These materials are designed as a teaching competence self-evaluation that
can benefit teachers of psychology at all levels of experiencefrom beginning teachers who
need to learn their craft, to early career professionals who need to document their teaching
competence for annual evaluations, tenure and promotion, and to senior professors who wish
to document or confirm their continued development and commitment to teaching excellence.
Suggested Pragmatic Outcome:
Promotion of a publically available self-evaluation tool for teachers wishing to document
their consistency with model teaching practices in psychology.
2012 Members:
Aaron Richmond, Metropolitan State University of Denver (Chair),
arichmo3@msudenver.edu
Guy Boysen, McKendree University, gaboysen@mckendree.edu
Tara Kuther, Western Connecticut State University, kuthert@wcsu.edu
Erin Paavola, National-Louis University (grad student), ejpaav@gmail.com
Vincent Prohaska, Lehman College-City University of New York,
vincentp@lehman.cuny.edu
Mark Sciutto, Muhlenberg College, sciutto@muhlenberg.edu
Yvette Tazeau, Santa Clara University (adjunct faculty), ynt@yntconsulting.com
Marie Thomas, California State University San Marcos, mthomas@csusm.edu
2011 Members:
Steve Meyers, Roosevelt University, smeyers@roosevelt.edu
Guy Boysen, McKendree University, gaboysen@mckendree.edu
Aaron S. Richmond, (chair), Metropolitan State University of Denver,
arichmo3@msudenver.edu

STP Model Teaching Competencies

2013

Documenting Model Teaching Competencies

Excellence in college teaching is multifaceted. The Model Teaching Criteria (see Table 1) represents an operationalization of
numerous practices and attributes that characterize the best college teachers of psychology. Model psychology teachers have
discipline-specific and pedagogical knowledge that continues to develop throughout their career; they skillfully apply varied
instructional techniques; they intentionally plan, implement, assess, and revise learning interventions to achieve the central
objectives of psychology education; and they elicit and utilize feedback from students.
Described in Table 1, is each model teaching competency, suggestions for ways to document the practices, as well as references
supporting best practices. Table 1 will be used as a guide for individuals who wish to evaluate themselves and document their
consistency with model teaching practices in psychology.

Table 1. Definitions, Sources of Evidence, and References of Model Teaching Competencies.

Model Criteria
Subject Knowledge (e.g., exhibits exemplary
knowledge in subject area)

COMPETENCY: TRAINING

Pedagogical Knowledge (e.g., possesses

knowledge in basic educational theory and
practice)

Continuing Education in Pedagogical

Suggested Sources of Evidence

CV with degrees listed
Copies of graduate transcripts
Publications/presentations in content
areas taught
Records of continuing education (e.g.,
conferences and workshops)
Graduate level pedagogical training (e.g.,
courses in educational psychology or
college teaching)
Records of continuing education such as
conferences, workshops, professional
society participation
Scholarship of teaching and learning
publications/presentations/projects
Records of continuing education such as
2

References
APA (2011)

APA (2011)
Buskist et al. (2008)
Buskist & Benassi (2012)
Grocia et al. (2012)
Prieto & Meyers (2000)

APA (2011)

STP Model Teaching Competencies

Knowledge (e.g., maintains up to date

knowledge in subject area and in educational
theory and practice)

2013

conferences, workshops, professional

society participation

COMPETENCY: INSTRUCTIONAL METHODS

Model Criteria
Pedagogy (e.g., effectively employs
instructional methods such as active or
collaborative learning, or Socratic method, or
direct instruction)

Teaching Skills (e.g., demonstrates excellence

in basic classroom teaching skills such as
effective communication, preparation,
listening, respectfulness, technology
competent)

Suggested Sources of Evidence

Sample lesson plans
Syllabi
Records of classroom observation (e.g., by
peers, Chairs, teaching center staff
Teaching awards

Records of classroom observation (e.g., by

peers, Chairs, teaching center staff)
Student evaluations of teaching (e.g.,
Teacher Behavior Checklist)

References
Buskist & Benassi (2012)
Chickering & Gamson (1987)
Chism (1999)
Grocia et al. (2012)
Project Syllabus (2011)
Svinivki & McKkeachie (2011)
Buskist & Benassi (2012)
Chism (1999)
Grocia et al. (2012)
Keeley et al. (2010)
Schaefer et al. (2003)

COMPETENCY: ASSESSMENT PROCESSES

Model Criteria
Student Learning Goals and Objectives (e.g.,
establishes specific, measureable learning
goals)

Suggested Sources of Evidence

Syllabi
Lists of objectives for courses
Sample lesson plans

Assessment of Student Learning Outcomes

Sample assessment methods and results

Reflection on Assessment (e.g., utilizes data

on learning outcomes and self-reflection on
teaching performance to improve teaching

Examples of changes in syllabi, course

material, lesson plans, or teaching
3

References

APA (2007)
Huba & Freed (2000)
Slattery & Carlson (n.d.)
Tomcho et al. (2009)
Bernstein et al. (2010)
Brothen et al. (2004)
Huba & Freed (2000)
Maki (2011)
Pusateri et al. (2009)
APA (2011)
Bernstein et al. (2010)

and learning)

STP Model Teaching Competencies

2013
Huba & Freed (2000)

Scholarship of Teaching and Learning (e.g.,

disseminates information on teaching
outcomes and innovations)

methods illustrating change based on

formal and informal assessment
Professional publications, presentations,
or reports showing scholarship of teaching
Local dissemination of knowledge about
teaching (e.g., workshops, in-services,
professional development groups)

Evaluation Directness (e.g., Aligns evaluation

of learning with learning goals)

List of learning objectives

Sample evaluations of student learning

Evaluation Utility (e.g., Provides prompt,

constructive feedback to students)

Student evaluations of teaching

Sample evaluations of student learning
Types of feedback (e.g., formative,
summative)

Bernstein et al. (2010)

Buskist et al. (2008)

APA (2007)
Gottfried et al. (2009)
Tomcho et al. (2009)
Chickering & Gamson (1987)
Gottfried et al. (2009)

COMPETENCY: SYLLABI
Model Criteria
Course Transparency (e.g., provides clear and
complete information about the course in
the syllabus)
Course Planning (e.g., demonstrates
intentional selection of activities,
evaluations, and assignments to achieve
course goals)

Suggested Sources of Evidence

Course Assessments
Course Policies
Course Goals
Course Schedule
Syllabi with course schedules
Sample lesson plans

References
Slattery & Carlson (2005)
Project Syllabus (2011)

Slattery & Carlson (2005)

Slattery & Carlson (n.d.)
Project Syllabus (2011)

COMPETENCY: CONTENT
Model Criteria
Scientific Literacy (e.g., establishes learning
goals that reflect the scientific foundation of
psychology and implements best practices to

Suggested Sources of Evidence

Syllabi
Assignments
Assessments
4

References
APA (2007)
Dunn et al. (2007)
Project Syllabus (2011)

achieve learning goals)

Psychology Knowledge Base and Application
(e.g., establishes learning goals that
appropriately reflect the diversity of
perspectives and breadth of content)
Liberal Arts Skills (e.g., fosters development
of basic skills among students e.g., writing,
critical thinking, information literacy,
collaboration, and speaking)
Values in Psychology (e.g., infuses ethical and
diversity issues throughout teaching)

STP Model Teaching Competencies

Class Activities
Syllabi
Sample lesson plans
Class activities
Class assignments
Class assessments
Syllabi
Sample lesson plans
Sample student work

Diversity in syllabi
Ethics in syllabi
Sample lesson plans

2013

APA (2007)
Dunn et al. (2007)
Kite et al. (2012)
Project Syllabus (2011)
Rominger & Kolesar (2008)
APA (2007)
Dunn et al. (2007)
Project Syllabus (2011)

Kite et al. (2012)

APA (2007)
Dunn et al. (2007)
Handelsman (2005, 2011)
Hill (1998)
Littleford (2005)
Project Syllabus (2011)

COMPETENCY: STUDENT EVALUATIONS OF TEACHING

Model Criteria
Student Feedback (e.g., solicits formative and
summative feedback from students on
teaching effectiveness)
Reflection on Student Feedback (e.g., utilizes
formative and summative student
evaluations of teaching to improve teaching
and learning)

Suggested Sources of Evidence

Summaries of students evaluations
Teaching awards

References
Slattery & Carlson (2005)

Examples of changes in syllabi, course

material, lesson plans, or teaching
methods illustrating change based on
evaluations

Bernstein et al. (2010)

STP Model Teaching Competencies

2013

Table 2. Scoring Self-Checklist for Model Teaching Competencies

Model Criteria
1. Subject Knowledge

2. Pedagogical
Knowledge

3. Continuing Education

Model Criteria
4. Pedagogy

5. Teaching Skills

COMPETENCY: TRAINING

Sources of Evidence
CV includes degree(s) related to content areas taught
Official transcripts reflect course work related to content areas taught
Has given presentations at regional or national conferences related to content
areas taught
Has peer-reviewed publications related to content areas taught
Official transcripts reflect course work related to pedagogical training

Points Possible
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)

Has given presentations at regional or national conferences related to

pedagogical strategies
Has peer-reviewed publications related to pedagogical strategies (e.g., SOTL or
ToP articles)
Records of continuing education related to content areas taught
Records of continuing education related to pedagogical strategies
TOTAL
Proficient Competency
Advanced Competency

(0 = No, 1= Yes)

COMPETENCY: INSTRUCTIONAL METHODS

Sources of Evidence

Sample lesson plans that demonstrate effective use of instructional methods

Syllabi reflects effective use of instructional methods.
Class observation records support effective use of effective instructional
methods
Served as a consultant to others or recognized as expert in use of
instructional methods
Class observation records support excellence in basic classroom teaching
skills
6

Points Earned

(0 = No, 1= Yes)
(0 = No, 1= Yes)

(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
0-9
4-6
7-9

Points
Assigned
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)

Points Earned

STP Model Teaching Competencies

2013

Student evaluations support excellence in basic classroom teaching skills

Teacher behavior checklists support excellence in basic classroom teaching
skills
Has received teaching awards that reflect excellence in basic classroom
teaching skills
Served as a consultant to others or recognized as expert in basic classroom
teaching skills
TOTAL
Proficient Competency
Advanced Competency

Model Criteria
6. Student Learning
7. Student Assessment

8. Assessment Reflection
9. Scholarship

10. Evaluation Directness

11. Evaluation Utility

COMPETENCY: ASSESSMENT PROCESSES

Sources of Evidence

Syllabi or documents (e.g., sample lesson plans) that articulate specific,

measurable learning objectives
Documentation of methods of assessment of learning outcomes (e.g.,
exams, writing assignments)
Documentation of results of assessment of learning outcomes (e.g.,
comparison to an external criterion)
Documentation of changes in syllabi, course material, lesson plans, or
teaching methods based on formal and informal assessment
Disseminates information about teaching innovations and outcomes
through reports from professional organizations (e.g., task force,
committees)
Disseminates information about teaching innovations and outcomes at
regional or national conferences
Disseminates information about teaching innovations and outcomes in
peer-reviewed publications
Documentation of how class activities, lectures, or reading assignments
align with learning objectives
Documentation of constructive feedback provided to students (e.g.,
student evaluations of instructor feedback, samples of graded papers or
7

(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
0-9
4 -6
7- 9

Points
Assigned
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)

Points Earned

assignments)

Model Criteria
12. Scientific Literacy
13. Psychology Knowledge
14. Liberal Arts Skills

15. Psychology Values

STP Model Teaching Competencies

2013

TOTAL

0-9

Proficient Competency

4 -6

Advanced Competency

7- 9

COMPETENCY: CONTENT
Sources of Evidence

Documentation (e.g., syllabi, sample lesson plans) of learning goals that

reflect the scientific foundation of psychology.
Documentation (e.g., syllabi, sample lesson plans) of learning goals that
appropriately reflect the diversity of perspectives and breadth of content
in psychology.
Documentation (e.g., syllabi, sample lesson plans, sample student work) of
fostering the development of student written communication skills
Documentation (e.g., syllabi, sample lesson plans, sample student work) of
fostering the development of student critical thinking skills
Documentation (e.g., syllabi, sample lesson plans, sample student work) of
fostering the development of student information literacy skills
Documentation (e.g., syllabi, sample lesson plans, sample student work) of
fostering the development of student ability to work effectively and
collaborate with others
Documentation (e.g., syllabi, sample lesson plans, sample student work) of
fostering the development of student oral communication skills
Documentation (e.g., syllabi, sample lesson plans) of the infusion of ethical
issues throughout teaching
Documentation (e.g., syllabi, sample lesson plans) of the infusion of
diversity issues throughout teaching
TOTAL
Proficient Competency
Advanced Competency
8

Points
Assigned
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
0-9
4 -6
7- 9

Points Earned

STP Model Teaching Competencies

Model Criteria
16. Course Transparency

17. Course Planning

Model Criteria
18. Student Feedback

2013

COMPETENCY: SYLLABI (SEE PROJECT SYLLABUS RUBRIC)

Sources of Evidence

Syllabus provides clear and complete information about course goals

Points
Assigned
(0 = No, 1= Yes)

Syllabus provides clear and complete information about course schedule

(0 = No, 1= Yes)

Syllabus provides clear and complete information about course

requirements
Syllabus provides clear and complete information about course
grading/assessment
Syllabus provides clear and complete information about instructor
availability (e.g., office hours, contact information)
Syllabus sets a positive tone for the course (e.g., uses positive language,
provides strategies for student success)
Syllabus reflects an intentional link of course goals to class activities.

(0 = No, 1= Yes)

Syllabus reflects an intentional link of course goals to evaluation methods.

(0 = No, 1= Yes)

Syllabus reflects an intentional link of course goals to course assignments.

(0 = No, 1= Yes)

(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)

0-9

Proficient Competency

4 -6

Advanced Competency

7- 9

Sources of Evidence

Regularly solicits formative and summative feedback from students

(0 = No, 1= Yes)

TOTAL

Competency: STUDENT EVALUATIONS

Points Earned

Points
Assigned
(0 = No, 1= Yes)

Points Earned

STP Model Teaching Competencies

19. Feedback Reflection

2013

Recognition of effective teaching based on student feedback (e.g., teaching

award)
Documentation that student feedback was incorporated to improve
teaching and learning as evidenced by changes to syllabi
Documentation that student feedback was incorporated to improve
teaching and learning as evidenced by changes to course material
Documentation that student feedback was incorporated to improve
teaching and learning as evidenced by changes to lesson plans
Documentation that student feedback was incorporated to improve
teaching and learning as evidenced by changes to teaching methods
TOTAL

10

(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
(0 = No, 1= Yes)
0-6

Proficient Competency

3-4

Advanced Competency

5-6

STP Model Teaching Competencies

2013

References

American Psychological Association. (2007). APA guidelines for the undergraduate psychology major.
Washington, DC: Author. Retrieved from www.apa.org/ed/resources.html
American Psychological Association. (2011). Principles for quality undergraduate education in
psychology. Washington, DC: Author. Retrieved from
http://www.apa.org/education/undergrad/principles.aspx
Bernstein, D., Addison, W. E., Altman, C., Hollister, D., Komarraju, M., Prieto, L., & Shore, C. (2010).
Toward a scientist-educator model of teaching psychology. In D. F. Halpern (Ed.), Undergraduate
education in psychology: A blueprint for the future of the discipline (pp. 29-45). Washington, DC:
American Psychological Association.
Brothen, T., Daniel, D. B., & Finley, D. L. (2004). Best principles in the use of online quizzing. Office of
Teaching Resources of Psychology. Retrieved from
http://teachpsych.org/Resources/Documents/otrp/pedagogy/onlinetesting.pdf
Buskist, W., & Benassi, V. A. (Eds.). 2012). Effective college and university teaching: Strategies and tactics
for the new professoriate. Los Angeles, CA: Sage.
Buskist, W., Carlson, J. F., Christopher, A. N., Prieto, L., & Smith, R. A. (2008). Models and Exemplars of
Scholarship in the Teaching of Psychology. Teaching Of Psychology, 35, 267-277.
doi:10.1080/00986280802373908
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate
education. AAHE Bulletin, 39, 3-7.
Chism, N. V. N. (1999). Peer review of teaching: A sourcebook. Bolton, MA: Anker.
Dunn, D. S., McCarthy, M. A., Baker, S., Halonen, J. S., & Hill, G. W. (2007). Quality benchmarks in
undergraduate psychology programs. American Psychologist, 62, 650-670.
Groccia, J. E., Alsudairi, M. A. T., & Buskist, W. (Eds.). (2012). Handbook of college and university
teaching: A global perspective. Los Angeles, CA: Sage.
Gottfried, G. M., Jonhsnon, K. E., & Vosmik, J. R. (2009). Assessing student learning: A collection of
evaluation tools. Office of Teaching Resources in Psychology. Retrieved from
http://teachpsych.org/resources/Documents/otrp/resources/gottfried09.pdf
Handelsman, M. (2005). Clinical psychology: Ethics and issues. Office of Teaching Resources in
Psychology. Retrieved from
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Handelsman, M. (2011). Ethics and professional issues in psychology. Office of Teaching Resources in
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Hill, G. W. (1998). Activities and videos for teaching cross-cultural issues in psychology. Retrieved from
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Huba, M. E., & J. E. Freed. (2000). Learner-centered assessment on college campuses: Shifting the focus
from teaching to learning. Boston: Allyn and Bacon.
Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behavior Checklist: Factor analysis of its utility for
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Keeley, J., Furr, R. M., Buskist, W. (2010). Differentiating psychology students perceptions of teachers
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10.1080/00986280903426282
Kite, M. et al. (2012). Presidential taskforce on diversity education. Office of Teaching Resources in
Psychology. Retrieved from http://teachpsych.org/diversity/ptde/index.php

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STP Model Teaching Competencies

2013

Littleford, L. N. (2005). Understanding and expanding multicultural competence in teaching: A faculty

guide. Office of Teaching Resources in Psychology. Retrieved from
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Academic Librianship, 28(1-2), 8-13. doi:10.1016/S0099-1333(01)00295-6
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10.1207/S15328023TOP260404
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and outcomes. Washington, DC: American Psychological Association. Retrieved July 19, 2010 from
http://www.apa.org/ed/governance/bea/assessment-cyberguide-v2.pdf
Rominger, R., & Kolesar, A. (2008). Diversity related bibliography and resources. Office of Teaching
Resources in Psychology. Retrieved from
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Teaching, 53, 159-164.
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multimethod analysis. Teaching of Psychology, 36, 84-89. doi:10.1080/00986280902739693

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