Overview

What is the Griffith Learning and Teaching Capabilities Framework?

At Griffith, our capacity to ensure high quality student learning experiences depends on remarkable staff. As staff, each of us has capabilities that we use in a variety of roles, both within and outside of Griffith, including Educator, Course Convenor and Program Director roles. The Griffith Learning and Teaching Capabilities Framework (the Framework) makes explicit the individual capabilities underpinning our roles in learning and teaching. Within the Framework,a capability is defined as the ability to apply specific knowledges, skills and/or values in your learning and teaching practice.

Considerations

How is the Framework structured?

The Framework consists of three components of learning and teaching practice: Practice values, capabilities, and lifecycle (see graphic)

Values (centre of graphic): At the heart of the Framework are the practice values that underpin our work in learning and teaching. These values influence our relationships and practices and set the cultural context for learning and teaching at Griffith.
Capabilities (middle layer of graphic): The Framework organises learning and teaching capabilities into ten interdependent clusters of capabilities. The specific capabilities within each cluster have been described, on the following pages, for the roles of Educator, Course Convenor and Program Director at Griffith.
Lifecycle (outside ring of graphic): The practice lifecycle represents an intentional process of continuing professional learning and practice enhancement. It consists of four phases: Appreciating and Aligning; Designing and Developing; Facilitating and Coordinating; and Evaluating, Enhancing and Innovating.

What has informed the Griffith Learning and Teaching Capability Framework

The Framework’s practice values, capabilities and lifecycle components have been identified through an extensive review of the learning and teaching literature and in consultation with colleagues across the University. In addition, the Framework has been mapped to the University’s broader value and commitment statements, and the UK Professional Standards Framework - Higher Education Academy.

Implement

How is the Framework being used?

We can use the Framework to:

• reflect on the strengths of our learning and teaching capabilities;
• discuss and plan learning and teaching practice enhancement, career development and professional
• learning;
• provide a stimulus for collegial conversations regarding learning and teaching and capability development;
• inform the design, development and facilitation of professional learning activities, experiences, programs and resources;
• identify areas of practice that can be used as evidence in applications for recognition and reward in learning and teaching, including grants, awards and fellowships, including Higher Education Academy (HEA) Fellowships.

Support Resources

• Learning and Teaching Capabilities Framework

  Read more about the Learning and Teaching Capabilities Framework

Contributed by

• Learning Futures
  Jude Williams
  jude.williams@griffith.edu.au
  
• Learning Futures
  Louise Maddock
  l.maddock@griffith.edu.au
  
• Learning Futures
  Samantha Carruthers
  s.carruthers@griffith.edu.au
  

Preferred Citation

Williams, J., Maddock, L. & Carruthers, S. (2018). Griffith Learning & Teaching Capabilities Framework. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/7005/view