BEGINNER
understand how to support learning
(K1-1) Generally understand
(K2-1) Understand the content
(K3-1) Choose appropriate
(K4-1) Effectively align learning
in the areas of their expertise
instructional resources based
outcomes to program-level
well enough to identify the
on K1-1. Coordinate class-
learning outcomes and explain
main concepts, and articulate
room resources and space to
the relationships between own
the evidence of learning of
promote learning and ethical
subject outcome and other
such concepts.
use of ICT in learning.
related program elements.
what learning is and how their students learn.
?
(A1-1) Design structure,
(A2-1) Identify strategies/
(V1-1) Is concerned with
activities, assessment, and
teaching approaches to support
students' academic and
lesson sequences based on
the achievement of learning
non-academic problems.
course learning outcomes
outcomes and to promote
Provide opportunities for
that are explicit, challenging
inclusive and positive student
open communication to all
and achievable.
participation and engagement.
students and willingly assist students in respond to the diversity of their learning performance, prior knowledge, cultural backgrounds and interests.
(A3-1) identify a range of timely
(V2-1) continuously participate
and effective assessment
in activities for self-improve-
strategies to assess course
ment/ teaching professional
learning outcomes.
development.
COMPETENT
effectively supporting learning
(K1-2) Begin to apply knowl-
(K2-2) Classify the content
(K3-2) Effectively design and
edge of how student learn to
and able to generalise,
tailor instructional resources
adapt the role of teaching to
relate, and simplify concepts
based on the appropriate
improve learning process
to reduce students’ miscon-
application of K1-2 and K2-1
and the intended learning
ceptions.
to facilitate the achievement of
outcomes.
intended learning outcomes.
(K4-2) Successfully improve
(K5-1) Recognise, associate
(A1-2) Breakdown learning
(A2-2) Facilitate learning
curriculum design/processes
and identify quality parameters
outcomes to small and
using strategies developed
towards the achievement of
effecting education quality of
achievable steps and design
from a combination of K-2,
program-level learning
own program.
coherent session plans
K2-1, K3-2, and results from
including assessment strate-
A3-2 to engage, and support
gies, stretching assignments,
student learning as well as
and instractional strategies for
to maximise the achievement
each of them.
of intended learning outcome
outcomes (PLO).
planned in A1-2.
(A3-2) Provide timely, effective and appropriate assessment/feedback in relative to student’ learning goals. AND Include formative assessments as an integral part of assessment plan. AND analyse assessment results for teaching strategy improvement.
(A4-1) Contribute to the
(V1-2) Create a climate in
(V2-2) Actively seek feedback
University’s educational devel-
which students want to do
from others to determine
opment projects.
their best and build construc-
areas in which he or she can
tive and effective relationships
improve and apply constructive
with students.
feedback from colleagues to improve professional practice.
PROFICIENT highly accomplished as professional expert
(K1-3) Integrate knowledge of
(K2-3) Effectively formulate
(K3-3) Based on A3-2, mea-
how student learn to effectively
subject content knowledge for
sure the effectiveness by
improve student’ learning and
the purpose of teaching using
using scientific methods to
the achievement of the intended
appropriate subjectspecific
prepare, design and continu-
learning outcomes.
technique/methods/proce-
ously improve instructional
dures.
resources.
(K4-3) Design a new curriculum
(K5-2) Evaluate and success-
(A1-3) Modify and improve
(A2-3) (at least for advisee)
in own and related disciplines
fully improve KMUTT process,
lesson plan to promote a culture
diagnose individual learning
to intentionally guarantee
policy, or related education
of high expectation. AND teach/
need and successfully support
program-level learning
systems to guarantee the
support colleagues to design,
individual student’s learning
outcomes aligned with all
program level learning
evaluate, and improve the
to get the best out of him or
stakeholder requirements
outcomes.
effectiveness of their course
her. AND support colleagues
design.
to evaluate the effectiveness
by considering the diversity of learners.
and quality instruction.
(A3-3) Support colleagues to
(A4-2) Actively participate in
(V2-3) Initiate collaborative
(V3-1) Contribute to profes-
evaluate the effectiveness of
national or regional scale
relationships OR actively
sional networks and associations
their approaches to student
development in higher educa-
engage in community of
and build productive links with
assessment and teaching
tion.
practice to expand profes-
the wider community to improve
sional learning opportunities.
teaching and learning both
evaluation.
nationally and internationally.
MASTERY
high impact contribution to professional community and society
(K1-4) Lead colleagues to
(K2-4) Strategically trans-
(K4-4) Based on K4-3, guide
select and develop teaching
form and represent difficult
other program designers to
strategies to improve student
concepts/ideas in the way
professionally design outcome
learning AND actively contrib-
that make sense to
based curricula.
ute to learning and teaching
students.
research community.
(K5-3) Lead others on how to
(A4-3) Develop, and imple-
(V3-2) Influence others by
plan, manage, and organise a
ment high impact policies,
being a role model and inspi-
quality assurance system in
and processes for develop-
ration in such a way that build
Thailand higher education.
ment of Thai higher education.
intrinsic motivations, ethical
OR design educational frame-
behaviours, and passions in
work/concept to enhance
teaching for all-rounded
quality improvement of
human development of
student learning to benefit the
students.
international society.