{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:40:03.080Z","occupation":{"soc":"25-1113.00","title":"Social Work Teachers, Postsecondary","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary social work education in university and college settings, spanning classroom instruction, graduate supervision, curriculum development, field placement oversight, and program leadership aligned with CSWE accreditation standards.","levels":{"emerging":{"label":"Emerging","statements":["Course syllabi and homework assignments — draft and organize under faculty mentorship for undergraduate social work courses.","Classroom discussions on social work topics — initiate using prepared prompts and guided facilitation techniques in a supervised instructional setting.","Lectures on introductory topics such as family behavior and child mental health — deliver to small undergraduate groups following established course outlines.","Student assignments and short papers — evaluate and apply grading rubrics under the guidance of a senior faculty member.","Examinations for social work courses — compile and administer using departmental templates and institutional testing protocols.","Word processing and presentation software — use to prepare course handouts, lecture slides, and instructional materials for classroom distribution.","Foundational knowledge in sociology, psychology, and counseling theory — apply when selecting readings and designing basic course content.","Student laboratory and field observation activities — assist in supervising under the direction of an experienced faculty supervisor.","Electronic mail and calendar software — use to communicate deadlines, office hours, and course updates to enrolled students.","Active listening and social perceptiveness — demonstrate when responding to student questions and concerns during introductory social work seminars."]},"developing":{"label":"Developing","statements":["Full-semester syllabi and course materials for undergraduate social work courses — prepare and refine independently, incorporating current scholarship and practice standards.","Classroom discussions on complex topics such as social intervention evaluation and mental health policy — facilitate with reduced oversight, adapting pacing to student engagement.","Lectures to undergraduate and graduate students on topics including adolescent mental health and social intervention — deliver with appropriate depth and adapted for diverse learner needs.","Student class work, papers, and field practicum reports — evaluate and grade consistently, providing constructive developmental feedback.","Graduate student internship placements and field experiences — supervise and monitor progress against program learning objectives.","Course-level learning strategies — select and apply based on assessment data and evidence-based pedagogical approaches for social work education.","Examination design, administration, and grading cycles — manage for assigned courses, delegating specific tasks to teaching assistants as appropriate.","Information retrieval and database software — use to locate current empirical literature for course integration and student research guidance.","Undergraduate student academic performance — monitor across the term and intervene proactively when learning difficulties or field placement challenges emerge.","Coordination with field agencies and internship supervisors — maintain to align student placement experiences with curriculum competencies and CSWE accreditation standards."]},"proficient":{"label":"Proficient","statements":["Course curricula for undergraduate and graduate social work programs — plan, evaluate, and revise autonomously to reflect evolving practice evidence, policy changes, and accreditation requirements.","Graduate-level seminars on advanced topics such as macro social intervention and clinical mental health practice — design and deliver with scholarly depth and critical-thinking demands.","Complex, non-routine student academic and field placement challenges — assess, problem-solve, and resolve using advanced judgment grounded in counseling and educational theory.","Graduate student thesis and dissertation research — supervise across the full arc from proposal to defense, providing expert methodological and disciplinary guidance.","Comprehensive assessment systems for student learning outcomes — design, implement, and analyze to drive evidence-based instructional improvement at the course level.","Written instructional and scholarly materials — produce with precision, integrating sociology, law, psychology, and therapy and counseling knowledge for graduate-level audiences.","Teaching, internship, and independent research activities of undergraduate and graduate students — oversee holistically, balancing professional development with program accountability.","Critical appraisal of social work knowledge — model for students by facilitating discussions that synthesize empirical literature with ethical and systems-level considerations.","Computer-based training and document management software — leverage to build accessible, technology-enhanced instructional environments for distance and hybrid course delivery.","Methods of instruction across diverse social work course modalities — evaluate systematically and adapt to optimize learning for students with varied academic and professional backgrounds."]},"advanced":{"label":"Advanced","statements":["Social work education program vision and strategic direction — set at the departmental or school level, aligning curriculum, research priorities, and community partnerships with national accreditation and workforce needs.","Faculty colleagues and instructors — mentor and develop by modeling exemplary pedagogy, scholarly integration, and standards-driven course design across the full program.","Curriculum frameworks for entire social work degree programs — lead the design, evaluation, and revision of at the program level, ensuring coherence across BSW, MSW, and doctoral sequences.","Institutional and professional standards for social work education — interpret, advocate for, and translate into departmental policy, shaping CSWE compliance and accreditation self-study processes.","Inter-departmental and inter-institutional collaborations — establish and sustain to advance social work research, field education partnerships, and community-based learning initiatives.","Organizational resource allocation decisions affecting instructional capacity — inform and influence through evidence-based proposals presented to deans, provosts, and governance bodies.","Scholarly and pedagogical contributions to the field — disseminate through publications, conference leadership, and participation in national social work education associations.","Equity, diversity, and inclusion principles in social work higher education — champion by redesigning program structures, assessment practices, and field placement systems at the institutional scale.","Complex ethical and professional dilemmas arising in field education and graduate supervision — adjudicate through principled judgment, setting precedent and policy for the program.","Emerging knowledge in sociology, counseling, mental health law, and systems evaluation — synthesize and integrate into program-level curricular innovation that prepares graduates for future social work practice."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}