Based on the ACPA/NASPA Competency Rubrics, I have done a self-assessment which is a culmination of the skills, dispositions, and knowledge I have acquired through classwork, projects, graduate assistantships, attendance at conferences and symposiums as part of my graduate journey in the College Counseling and Student Development (CCSD) program. These evaluations and reflections are done based on my INTERMEDIATE competency level and listed below. The Competency Rubrics guide and my full assessment reflection are available at the end of this page.
Competency
Advising and Supporting:
* Strategically and simultaneously pursue multiple objectives in conversations with students.
* Demonstrate culturally inclusive advising, supporting, coaching, and counseling strategies.
* Recognize and analyze unspoken dynamics in a group setting.
* Facilitate or coach group decision-making, goal-setting, and process.
* Consult with mental health professionals as appropriate.
Competency
Leadership:
* Identify potential obstacles or points of resistance when designing a change process.
* Recognize the interdependence of members within organizational units and throughout the institution.
* Seek out training and feedback opportunities to enhance one’s leader and leadership knowledge and skill.
* Encourage colleagues and students to engage in team and community building activities.
* Encourage others to view themselves as having potential to make meaningful contributions and engaged in their communities.
* Give feedback to colleagues and students who seek to become more effective leaders.
* Recognize the interdependence of members within units and throughout the institution.
* Inform other units about issues that may impact their work.
* Advocate for change that would remove barriers to student and staff success.
* Seek entrepreneurial and innovative perspectives when planning for change.
* Ensure that decision-making processes include the perspectives of various groups on campus, particularly those who are underrepresented or marginalized.
* Lead others to contribute toward the effectiveness and success of the organization.
Competency
Personal and Ethical Foundations:
* Create and implement a plan for healthy living.
* Build resiliency, manage stress, spiritual activities, and relationships in and out of work.
* Recognize impact of personal wellness on others and duty to create mutual, positive relationships.
* Share resources and support strategies with others.
* Implement personal protocol for ethical decision-making.
* Explain alignment of practice, personal ethics, and ethical statements.
* Articulate cultural influences on interpretation of ethical standards.
* Analyze personal experiences for deeper learning/growth and engage others in reflection.
* Identify meaningfulness of personal beliefs and commitments.
Competency
Social Justice and Inclusion:
* Identify systemic barriers to social justice and inclusion.
* Assess one’s own department’s role in addressing such barriers.
* Evaluate one’s participation in systems of oppression, privilege, and power without shaming others.
* Provide opportunities for inclusive and social justice educational professional development.
* Facilitate dialogue about issues of social justice, inclusion, power, privilege, and oppression in one’s practice.
* Address bias incidents affecting campus communities.
* Advocate for the development of a more inclusive and socially conscious department, institution, and profession.
Competency
Student Learning and Development:
* Describe major categories of student development theories and the conditions that facilitate learning.
* Recognize how identity influences student development.
* Identify how one’s own informal learning can inform one’s practice and teaching.
* Recognize the different applications and limitations in working with varying student groups.
* Construct effective programs, lesson plans, and syllabi.
* Utilize theory-to-practice models to inform individual or unit practice.
* Justify creation of programs and services using learning theory.
* Identify and take advantage of opportunities for curriculum and program development.
* Critique the dominant group perspective present in some models and theories of student learning and modify for use in practice.
Competency
Technology:
* Anticipate potential problems with software, hardware, and connectivity and identify multiple strategies to troubleshoot these problems.
* Incorporate commonly utilized technological tools and platforms into one’s work.
* Utilize multiple strategies for accessing and assessing information.
* Utilize universal design principles to model and promote compliance with accessibility laws and policies.
* Demonstrate a willingness and capacity to critically examine and change technology related policies and practices that privilege one group over another.
* Proactively cultivate a digital identity presence and reputation that models appropriate online behavior and constructive engagement with others in virtual communities.
* Utilize local, country, and global digital professional learning communities and personal learning networks to enhance intra- and interinstitutional collaboration and ongoing professional development.
* Promote learning-focused interventions and student engagement via the design and assessment of outcomes that utilize social media and other digital communication and collaboration tools.
* Utilize a variety of digital strategies for enhancing educational interventions with multimedia, interactive tools, and creativity—enhancing technologies.
Competency
Values, Philosophy, and History:
* Explains and examines how today’s practice is informed by historical context.
* State an understanding of the ongoing nature of history.
* Describes to staff the public responsibilities of a student affairs professional and the resulting benefits to society.
* Recognizes globalization of student affairs practice.
* Actively engages in service to the academy and student affairs professional associations.
* Identifies and incorporates emerging values of the profession into one’s professional practice.
* Purposefully integrates the use of professional publications into one’s daily work.
* Actively contributes to opportunities for campus and community citizenship.
* Explores options for global engagement.
The ACPA/NASPA Competency Rubrics guide is available HERE and my Full Competency Self-Assessment and Reflections is available THERE.
