Professional and Interpersonal Competencies

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The endeavor of education is a collective effort of students, teachers and community members to become more fully human which necessitates a supportive environment of collegiality and critical inquiry. In such an environment, the project of education can enable full participation in a democratic society. To meet these goals, professionals in educational settings are expected to engage in scholarly practices with professional integrity. Yet such professional and interpersonal competencies are not always explicitly stated to students in pre-service stages of professional development. This rubric makes explicit the meanings and practices of professional and interpersonal competencies that are expected of students and educators by Tufts University Department of Education, Art Education program.

This document lists a range of professional and interpersonal competencies. Each competency is listed with a rationale for that competency followed by a description of exemplary models that meet and exceed standards.

Attendance: To be a full participant in the educational community, educators need to be intellectually engaged and physically present.

Always arrives to class or field site early, to be set up for full participation on time. Never misses class or field work, or takes responsibility if going to be late or absent by submitting work prior to absence, or follows up diligently to complete work.

Class Preparation: Educators need to complete work with academic rigor and take initiative to be fully prepared.

Reading, written and other work is always done with close attention paid to very high quality. Contributions extend the educational experience of the group. Work always reflects deep thinking, reflection, wide interest, and curiosity.

Performance and Participation: To facilitate one's own learning and learning of others, educators need to be aware of others' needs and perspectives while remaining alert, actively engaged and open minded.

Very attentive and active in class and field site. Draws connections between wide range of ideas and own academic work or fieldwork. Is inquisitive, engaged, and reflective. Takes initiative to contribute or assist. Shares the collective space. Neither dominates nor intimidates, nor remains invisible or silent. Is eager and able to take on new situations, new material, new responsibilities and new frameworks of thinking. Can accept ambiguity in the learning process. When faced with challenge, demonstrates learning and professional growth.

Communication: Professional standards of communication set tone for respectful, clear discourse among educators.

Language is respectful, articulate, extremely clear and appropriate to the situation and audience. Actively initiates effective communication in order to share ideas. Listens attentively and responsively. Uses grammatically correct speech and writing. Never uses offensive or inappropriate language. Shares knowledge of dialects and languages other than standard English with colleagues. If in the process of learning standard English, seeks support to gain level of professional competency appropriate to educational settings.

Respect for Diversity: In order for education to promote full participation in a democratic society as the right of all persons in that society, all forms of human difference must be affirmed and included.

Exhibits compassion, integrity, concern, and respect for human diversity. Seeks out opportunities to work in solidarity with, and understand perspectives of, people across a wide range of human differences including but not limited to ability/disability, race, gender, ethnicity, religion, sexual orientation, socioeconomic status, language, age and more. Works deliberately to value pluralism and to understand issues of these human differences. Aware of the limits of one's own perspective.

Emotional Responsibility: Demonstration of reason and balance in decision-making and interactions is essential to a trusting educational environment.

Demonstrates balanced judgment. Is appropriately mature, responsible and dependable. Respects the viewpoints of others even during disagreement. Seeks support for coping with stress. Always responsible for own emotions and behaviors; does not blame others. When engaging in a challenge of ideas, communication is professional and focused on educational content, not on personal traits. Expresses feelings appropriately without aggressive overtones. Accepts constructive criticism with poise and determination for growth.

Ethical Responsibility: Since education is a collective and collaborative enterprise, issues of ethical trust and responsibility are paramount for a productive environment.

Principles of honesty, respect and integrity guide academic work and community life. Is always honest and respectful in dealing with others. Is trustworthy in keeping personal and professional confidences. Demonstrates care and concern about truth and ethics. Academic integrity is evident and personal integrity is consistent.

Collegiality: Engaging in shared responsibility for one's own learning and the teaching of others is required for an effective educational environment.

Very interested in, and supportive of, the work of others. Eager to learn from others and to share own ideas as well. Disagreements are handled professionally and cordially. Considerate and respectful of others. Actively engages colleagues in academic discourse and other conversations. Initiates collaboration and welcomes collaborative efforts of others.

Self care: In order to fully attend to the learning needs of others, an educator needs to maintain one's energy level, alertness and stamina by caring for one's physical well-being and emotional health.

Maintains a balanced lifestyle with adequate nutrition, exercise and sleep. Maintains emotional health. Manages time for appropriate self-care. Seeks appropriate professional support if needed.