Each MU Extension faculty member must possess certain core competencies to work effectively. The following core competencies have been identified as required for all faculty. Program Directors insure that training is offered in a number of these areas during each Professional Development Experience enrollment period so that faculty may avail themselves of continual professional development.  These competencies will be reviewed each year at the time of performance appraisal to determine the individual development needs of employees.  The Individual Development Plan (IDP) may include areas in need of strengthening.

At the point of employment, new faculty are expected to possess appropriate academic preparation or experience in the teaching/learning process, community development principles, and technology. New faculty who do not possess these competencies must participate in Professional Development Experiences in these areas during each enrollment period to gain these skills. Descriptors accompanying the core competencies are designed to assist the faculty member in better understanding the nature of the competency and are not meant to serve as an exhaustive list. For more information on core competencies, contact the Professional Development Office.

Core Competencies Assessment and Planning guide Checklist

The MU Extension faculty member must possess core competencies in the following:

I.      ACADEMIC SPECIALTY

• Demonstrate knowledge, skills, and expertise in the area of specialization
• Acquire, analyze, interpret, and apply research in program development and implementation
• Communicate research findings and their implications orally and in writing to colleagues and clientele.

II.     CAPABILITIES AS AN EDUCATOR

Program Development:

• Assess local needs by identifying target audiences, internal and external resources, and constraints
• Develop programs that address needs identified in the county program plan
• Develop programs that attract diverse audiences

Teaching and Learning:

• Develop goals and objectives, performance indicators, focused and practical lesson plans and materials for a variety of audiences through an understanding of the teaching/learning process
• Demonstrate knowledge of group dynamics, learning environment and its effect on learning
• Relate effectively to all audiences
• Demonstrate knowledge about educational and societal issues in the community and state, and develop appropriate programs to meet the needs of citizens
• Demonstrate knowledge of educational practices, principles, and learning styles

Educational Design:

• Determine learner needs and assets and match these to program design
• Examine and organize content, selecting appropriate teaching tools
• Create an effective learning environment, working toward specific outcomes

Community-based Concepts and Procedures:

• Understand and demonstrate expertise in citizen-based action concepts, including asset identification and strengthening
• Enlist stakeholder participation and involvement in projects
• Participate in shared decision-making

Group Process and Procedures:

• Facilitate large and small groups that enable people to work together to find common ground while engaging in critical issues

Collaboration:

• Develop and maintain effective networks, partnerships and coalitions
• Participate in shared decision-making

Evaluation:

• Effectively evaluate educational programs
• Participate effectively in program evaluation, matching the evaluation technique to the program
• Communicate the impact of programs to internal and external audiences

Resource Development:

• Identify, secure and make efficient use of internal and external resources to promote programming efforts
• Demonstrate knowledge of the grant-writing process, making effective use of partnerships and collaborations, and understanding the process for garnering resources

Volunteerism:

• Attract, organize, supervise, and retain volunteers in extension programs
• Be familiar with and comply with laws regarding volunteers

Communication

• Communicate effectively orally and in writing
• Promote interchange of ideas

III.     Information Technology

• Demonstrate computer literacy and basic use of ITV, satellite and video for educational delivery

• Use word processing, spreadsheet, and data base management software
• Use presentation software, design attractive newsletters
• Use the Internet, E-mail, Listservs for program support

• Treat all people with respect, regardless of race, gender, age, income, occupation, religion, ethnicity, status, or family name
• Maintain high expectations of those participating in extension programs
• Pursue work within a framework of professional ethics, promoting collegiality
• Maintain integrity

• Be proactive in planning, organizing, and managing program development and implementation
• Make sound decisions, use effective judgement, motivate people, and promote excellence
• Be willing to try new ideas

u Cultural Diversity:

• Demonstrate understanding of varying racial, ethnic, religious and social groups, and conduct programming appropriate to diverse audiences
• Insure that programmatic content reflects a valuing of all people
• Demonstrate the ability to communicate effectively with citizens

Human Relations:

• Build and nurture positive relationships with colleagues and the public
• Work toward empowering others
• Address conflict and problems with diplomacy

• Manage time and other resources
• Deliver reports as requested

• Work effectively with the media
• Inform constituents about the purpose and role of extension, and its place in the community and state

Self Assessment and Development:

• Assess strengths and areas needing improvement
• Seek appropriate professional development within and outside organization
• Participate in professional development
• Demonstrate responsibility in PIE/PDE enrollment and attendance

 It is recommended that new faculty possess these competencies at the time of employment. If competency in an area does not exist at that time, the faculty member should seek professional development experiences to develop these within the first year of employment.

In-Service Education Program

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