Legend:
(B) baseline proficiency,
(I) intermediate proficiency,
(M) mastery-level proficiency
Performance Indicators
- Curriculum is sequenced to overcome barriers to entry, ensuring success of achieving outcomes and competencies for students with diverse learning styles. (B)
- Learning activities are designed to align with the current curriculum, accommodating diverse learning styles. They prioritize cultural relevancy and incorporate culturally responsive assessment and feedback methods. (B)
- Curriculum includes a curriculum map that provides a guided path for students, considering diverse learning styles. It includes clear course descriptions, learning outcomes, and competencies that are culturally relevant and assessed through culturally responsive methods. ADA accommodations ensure equitable access for all students. The curriculum reflects cultural acknowledgment and is grounded in equitable, anti-racism, anti-bias, and cross-cultural instructional practices. (B)
- Curriculum is regularly reviewed by advisory committee and/or accrediting bodies as required and meets all legal requirements. (B)
- The choice of curriculum delivery method is made with a focus on overcoming barriers to entry and accommodating diverse learning styles. Cultural relevancy is considered in delivery methods and supports culturally responsive assessment and feedback. (B)
- Curriculum aligns with accrediting bodies and college mission, and program goals are driven by workforce needs. (I)
- Opportunities for team teaching are actively sought, leveraging diverse perspectives to overcome barriers to entry and support diverse learning styles. (I)
- Courses are regularly evaluated for viability. (I) (Viability is often determined by enrollment)
- The curriculum is intentionally designed to be flexible, accommodating multiple learning styles and individual student needs while proactively overcoming barriers to entry. (M)
Technical Knowledge
- Knowledge of curriculum sequencing and prerequisites with an understanding of how to create pathways that overcome barriers to entry and cater to diverse learning styles. (B)
- Ability to access employers and advisory committee to determine workforce needs. (B)
- Knowledge of the system and procedures for ADA accommodation, with a focus on ensuring equitable access for all students. (B)
- Knowledge of curriculum review requirements, procedures, and legal issues regarding curriculum. (B)
- Ability to write competencies and performance objectives that consider diverse learning styles and cultural relevancy, ensuring they are culturally responsive in assessment and feedback. (I)
- Knowledge of a wide variety of teaching and learning strategies suitable for diverse learners, encompassing cultural relevancy and culturally responsive assessment and feedback. Strategies incorporate motivational techniques tailored to diverse learning styles. (I)
- Ability to adapt curricula to various delivery modalities. (I)
- Utilize curriculum maps to develop culturally responsive course descriptions, learning outcomes, course content, content objectives, and learning assessments. (M)
- Proficiency in team-teaching, collaborating among and across disciplines, with a focus on overcoming barriers to entry and supporting diverse learning styles. (M)
- Motivational techniques are shared among teaching teams. (M)