{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:40:09.816Z","occupation":{"soc":"25-1199.00","title":"Postsecondary Teachers, All Other","group":"Educational Instruction & Library","sector":"61","jobZone":null,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary instructional practice across lecture delivery, course design, student assessment, discussion facilitation, and faculty leadership in vocational, community college, and undergraduate institutional settings.","levels":{"emerging":{"label":"Emerging","statements":["Course syllabi and handouts — draft under instructor guidance using word processing software in a postsecondary classroom setting.","Assigned readings and instructional materials — review and summarize to support lesson preparation in an entry-level teaching role.","Lecture content on introductory subject matter — deliver with direct supervisor feedback in an undergraduate classroom environment.","Student assignments and short written responses — evaluate using provided rubrics under faculty mentorship at a vocational or community college.","Basic classroom discussions — facilitate by posing prepared questions to small groups of undergraduate students.","Electronic mail software — use to communicate course expectations and respond to student inquiries under departmental guidelines.","Homework assignments and practice problems — assemble from existing resources following department templates for an introductory course.","Attendance records and grade entries — maintain accurately in institutional spreadsheet or office suite software under administrative oversight.","Student questions during lectures — address by referencing prepared notes and course materials in a structured classroom setting.","Instructional feedback from supervising faculty — receive, interpret, and apply to improve lesson delivery in a collegiate environment."]},"developing":{"label":"Developing","statements":["Lecture series on core discipline topics — design and deliver with minimal oversight to undergraduate cohorts in a postsecondary institution.","Student class work, papers, and projects — evaluate and grade consistently using self-developed rubrics aligned to course learning objectives.","Classroom discussions on course themes — initiate and moderate to encourage student participation and critical dialogue in a college setting.","Course syllabi and semester schedules — prepare independently, incorporating institutional policies and learning outcomes for assigned sections.","Analytical or scientific software — incorporate into lessons to model discipline-specific problem-solving for undergraduate students.","Varied instructional strategies — select and apply based on student learning needs and class dynamics in a community college classroom.","Written feedback on student assignments — compose clearly and constructively to guide improvement across a full course section.","Web-based learning platforms — configure and maintain to post course materials and facilitate online student engagement.","Student comprehension and engagement — monitor through active listening and questioning during lectures to adjust pacing in real time.","Department grading and attendance records — compile and report accurately using spreadsheet software within established institutional timelines."]},"proficient":{"label":"Proficient","statements":["Multi-unit course curriculum — develop autonomously from learning objectives through assessment design for undergraduate or graduate students.","Complex student work including research papers and applied projects — evaluate with nuanced, standards-based feedback in a postsecondary context.","High-level Socratic and problem-based classroom discussions — facilitate across diverse student populations to deepen critical thinking skills.","Non-routine instructional challenges such as disengaged cohorts or content gaps — address by adapting teaching methods mid-course without supervisory input.","Discipline-specific analytical software and digital tools — integrate strategically into course delivery to build students' applied technical competencies.","Reading comprehension and written expression across multiple course modalities — model and explicitly teach as transferable academic skills in the classroom.","Cross-course or cross-section learning outcomes — align and assess to ensure program-level coherence in a postsecondary instructional setting.","Student academic performance trends — analyze using grade data and institutional reporting tools to inform instructional adjustments each term.","Guest lectures, field-relevant case studies, and real-world problem sets — curate and present to connect course content to professional practice.","Collegial peer review requests — conduct for department colleagues by observing instruction and providing evidence-based formative feedback."]},"advanced":{"label":"Advanced","statements":["Departmental or program-wide curriculum frameworks — design and champion to ensure instructional quality and credential relevance across all course offerings.","Institutional teaching standards and grading policies — establish and communicate to shape consistent academic practice across a faculty team.","Faculty professional development initiatives — lead by modeling exemplary lecture design, discussion facilitation, and assessment practice for newer instructors.","Strategic adoption of emerging educational technologies — direct at the program level to modernize course delivery and improve student outcomes.","Program learning outcomes and accreditation evidence — oversee compilation and reporting to satisfy external quality review requirements.","Interdisciplinary curriculum partnerships — negotiate and develop with other department leads to broaden student learning opportunities institution-wide.","Institutional academic integrity and grading equity policies — advocate for and implement by engaging faculty, administration, and student governance bodies.","Grant or institutional funding proposals for instructional innovation — author and present to secure resources that advance program teaching capacity.","Scholarly or applied research on effective postsecondary pedagogy — conduct and disseminate to influence teaching practice beyond the home institution.","Mentorship structures for adjunct and early-career faculty — create and sustain to build long-term departmental instructional capability and cohesion."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}