{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:38:16.331Z","occupation":{"soc":"25-1122.00","title":"Communications Teachers, Postsecondary","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary communications teaching practice — from entry-level course delivery and grading through advanced curriculum leadership, faculty development, and institutional program strategy — anchored to university and college instructional environments.","levels":{"emerging":{"label":"Emerging","statements":["Course syllabi and homework assignments — draft and organize under faculty mentorship for undergraduate communications courses.","Classroom discussions on introductory communications topics — facilitate using structured prompts with guidance from supervising faculty.","Student written assignments and participation records — evaluate using departmentally provided rubrics in a postsecondary classroom setting.","Lecture content on foundational topics such as public speaking and media literacy — prepare and deliver to small undergraduate sections under faculty supervision.","Course examinations aligned to stated learning objectives — compile and administer following established departmental protocols.","Student attendance and grade records — maintain accurately in university-designated systems under administrative oversight.","Word processing and document management software — use to produce course handouts and instructional materials for a postsecondary communications course.","Assigned readings and scholarly articles in communications and media — comprehend and synthesize to inform introductory lecture preparation.","Scheduled office hours — hold consistently to respond to basic student inquiries and refer complex advising needs to senior faculty.","Active listening techniques — apply during student interactions to identify comprehension gaps in an entry-level postsecondary teaching role."]},"developing":{"label":"Developing","statements":["Undergraduate and graduate lecture content on topics such as oral traditions and media criticism — prepare and deliver independently with minimal supervisory review.","Student class work, papers, and examinations — evaluate and grade with calibrated, constructive feedback across multiple course sections.","Seminar and discussion-based classroom environments — facilitate and moderate to promote critical inquiry among postsecondary communications students.","Course curricula and instructional materials — review and revise periodically to reflect current scholarship and pedagogical best practices.","Learning management systems and computer-based training software — integrate into course delivery to support hybrid or online postsecondary instruction.","Advisement during scheduled office hours — provide to undergraduate students on academic progress, course selection, and communications career pathways.","Inductive reasoning strategies — employ to guide students from specific case studies toward broader communications theories in a classroom context.","Examination design and grading workflows — coordinate across a course section, delegating components to teaching assistants and verifying consistency.","Video creation and editing software — use to produce supplementary instructional media that enhances lecture content for postsecondary learners.","Time management practices — apply to balance teaching, grading, advising, and ongoing scholarly development within a full-time faculty workload."]},"proficient":{"label":"Proficient","statements":["Full-scope curricula for undergraduate and graduate communications programs — plan, evaluate, and revise autonomously to align with disciplinary standards and institutional goals.","Advanced graduate seminars on topics such as rhetorical theory, media criticism, and intercultural communication — design and deliver to diverse postsecondary student populations.","Complex non-routine student performance challenges — diagnose and address by adapting instructional strategies and assessment methods to individual learner needs.","Scholarly communications literature across English language, sociology, psychology, and media studies — synthesize critically to inform curriculum development and original research.","Analytical and scientific software tools — apply to support research-informed course content and to model evidence-based argumentation for graduate students.","Graduate student theses and capstone projects — supervise and evaluate with expert feedback on methodology, argumentation, and scholarly writing standards.","Problem sensitivity and deductive reasoning — exercise to anticipate curricular gaps and proactively restructure course content before performance outcomes decline.","Interdisciplinary course content drawing on philosophy, history, and fine arts — integrate into communications instruction to broaden students' critical analytical frameworks.","Collaborative faculty course development initiatives — lead within a department, coordinating with colleagues to ensure coherent program sequencing.","Social perceptiveness and empathy — deploy consistently to recognize diverse student needs and adapt instructional tone and pacing across classroom and advising contexts."]},"advanced":{"label":"Advanced","statements":["Departmental and program-level educational strategy — set and champion through curriculum governance, accreditation processes, and institutional planning committees.","Junior faculty and graduate teaching assistants — mentor and develop through structured observation, formative feedback, and modeling of evidence-based pedagogy.","Communications discipline standards and emerging research agendas — shape by publishing influential scholarship and contributing to national professional associations.","Program assessment frameworks measuring student learning outcomes — design, implement, and continuously improve across undergraduate and graduate communications degrees.","Cross-institutional partnerships with media organizations, public affairs bodies, and professional associations — negotiate and steward to expand experiential learning opportunities for students.","Departmental resource allocation, scheduling, and faculty coordination — oversee to sustain high-quality instructional delivery across a diverse portfolio of communications courses.","Persuasion and negotiation competencies — exercise at the administrative level to secure funding, faculty lines, and curricular approvals from institutional leadership.","Innovative instructional technologies including desktop publishing, graphics software, and advanced video platforms — evaluate and champion for adoption across a postsecondary communications department.","Diversity, equity, and inclusion initiatives embedded in communications pedagogy — lead institutionally, integrating perspectives from sociology, anthropology, and intercultural communication scholarship.","Complex organizational challenges affecting program reputation and student outcomes — resolve through strategic judgment and systemic problem-solving at the college or university level."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}