This post was written by Samantha Carruthers, Jude Williams and Louise Maddock (Learning Futures)

At Griffith, our capacity to ensure high quality student learning experiences depends on our remarkable people.

Each of us has personal values and 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. It reminds us that central to our practice, are our values. Capability is defined as the ability to apply specific knowledges, skills and/or values in your learning and teaching practice.

The Griffith Learning and Teaching Capabilities Framework

The Griffith Learning and Teaching Capabilities Framework

Getting Started

When first considering the Framework, we suggest you start with the Educator role. It describes foundational learning and teaching capabilities, across ten interdependent clusters of capabilities. The Framework is designed with the assumption that you build upon capabilities as you transfer them to the context of Course Convenor and Program Director roles. In the table below is an overview of the Educator Capabilities (more detailed descriptions are available in the full Framework).

To see how these capabilities are elaborated in these different role contexts, please see the full Griffith Learning and Teaching Capabilities Framework on the GLTCF website, or download the PDF version.

Valuing Partnership

The Framework has been created in collaboration with over 100 colleagues across Griffith University.

Please contact Samantha Carruthers, Jude Williams and Louise Maddock (Learning Futures) for more information.

CLUSTER EDUCATOR CAPABILITIES
Understanding the learning context
  • Knowing about your students and how they learn
  • Knowing your curriculum
  • Knowing the University’s learning and teaching strategic priorities
  • Knowing the wider context
Contributing to teams, communities and networks for learning
  • Contributing to a teaching team
  • Creating a culture of learning
Implementing policies and procedures
  • Knowing your role and responsibilities
  • Implementing policy, procedures and processes
  • Developing effective and respectful working relationships
Designing for learning
  • Designing learning outcomes
  • Designing assessment for learning
  • Designing learning and teaching across teaching sessions
  • Designing learning environments
Developing processes and resources for learning
  • Developing processes for learning
  • Developing resources for learning
Optimising digital technologies for learning
  • Selecting digital technologies
  • Using digital technologies ethically and responsibly
  • Using digital technologies to enhance student learning, and teaching practice
Facilitating and teaching for learning
  • Establishing an environment and climate that supports learning
  • Facilitating the learning and teaching context
  • Using active learning strategies
  • Using feedback for learning
  • Monitoring curriculum implementation
Managing assessment for learning
  • Communicating assessment expectations
  • Assessing and moderating student work
  • Learning from assessment practices
Academic advising for learning
  • Fostering student learning, development and well-being
  • Making decisions that support student learning, development and well being
Practising reflection, evaluation and scholarly inquiry
  • Applying a scholarly model of critical reflection to your learning and teaching practice
  • Applying a scholarly model of evaluation to your learning and teaching practice
  • Conducting scholarly learning and teaching inquiries