The Griffith Learning and Teaching Capabilities Framework makes explicit the individual capabilities underpinning our roles in learning and teaching
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 makes explicit the individual capabilities underpinning our roles in learning and teaching. Within the Framework, a capability is defined as an individual’s ability to apply specific knowledges, skills and/or values to their learning and teaching practice.
How is the Framework structured?
The Framework consists of three components of learning and teaching practice: practice values, capabilities and lifecycle.
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. See centre 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. See middle layer 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. See outside ring of graphic.
Accessing the Framework
The full Griffith Learning and Teaching Capabilities Framework is available as a PDF download. This document contains the specific capabilities related to the roles of Educator, Course Convenor and Program Director.
You can also download the specific capabilities related to an individual role.
The Framework is also available to view as an online interactive.
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 and programs
- 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.
What has informed the 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.
Feedback and questions
The GLTCF is authored by Learning Futures senior consultants: Jude Williams (Senior Consultant, Learning and Teaching), Louise Maddock (Senior Consultant, Learning and Teaching) and Samantha Carruthers (Senior Consultant, Leadership for Learning).
Your feedback on the Framework, or any questions you may have in relation to the Framework and your practice, are most welcome.