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Overview

The creation of the instructor competency model was the initial step in building the instructor development guide. The model has multiple uses throughout the instructor community and allows instructors to manage growth and professional development. The benefit of utilizing this model will allow instructors to identify their own strengths and weaknesses within each of the competency observable behaviors.

The Instructor Development Guide outlines resources that support the observable behaviors within the instructor competency model. The guide enables instructors to explore the competencies required for success on the job and recommended learning and development resources to pursue their career goals.

 


 

Instructor Competencies

Occupational competencies are a set of competencies required of all Airmen within a specific workforce category. These competencies provide a framework that describes the knowledge, skills, abilities, and other characteristics needed to perform that function’s mission successfully.

Listed below are the eight instructor competencies. Instructors around the Department of the Air Force developed the desired observable behaviors that define success within each of the instructor competencies. You can view the observable behaviors on
this page. Additionally, a team of subject matter experts identified resources in the form of books, courses, quick guides and articles that support each competency. Select each competency below to view a sample of resources to aid in development of the competency. Common Access Card (CAC) required.

 

Book imageAdult Learning Basics, 2nd Edition:  Chapter 2. Theories and Models of Adult Learning

A thorough reference tool for any trainer's bookshelf and a quick way to hone your existing skills, this book examines the principles of adult learning theory and how they relate to the training function.

Quick Guide imageInstructor Guidebook/Learning Theory

(CAC required) Learning means many things to many people. To some, learning is simply a change in behavior as a result of experience; to others, it is something more difficult to see and measure which involves changing thinking processes. We learn to name objects as children and solve complex problems as adults. We learn attitudes and values.

Article imageHow to Encourage Employees to Pursue Professional Development

Employees should never stop learning and growing. This article highlights some ways to lead and encourage professional development within your company. Tami Meyer, Business News Daily Contributing Writer.

Online Learning imageAir Force Learning Professionals' Communities of Practice

HQ AETC/A3BP Learning Professionals Branch is the Air Force’s lead agent for developing military/civilian learning professionals.  The Communities of Practice have been formed to support the continuous learning of those professionals.

 

FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE KNOWLEDGE MANAGEMENT JOURNEY IN DAF E-LEARNING HERE.
Hyperlink icon to DAF e-Learning
 

AFI Hyperlink icon to Policy 36-2909/AETCSep, Air Force Professional Relationships and Conduct

This Air Force Instruction implements Air Force Policy Directive 36-29, Military Standards, and
Air Force Policy Directive 51-5, Administrative Law, Gifts, and Command Relationships. This document is AFI 36-2909 with the AETC Supplement added.
 

Hyperlink icon to Course U.S. Air Force Annual Ethics Training

This is a web-based ethics course that provides training on the Standards of Conduct and other government ethics laws to include financial conflicts of interest, impartiality, misuse of position, and gifts.  This training is required for confidential (OGE Form 450) filers, Air Force personnel assigned to acquisition coded positions, and other designated employees.
 

Hyperlink icon to Video Heritage Today Video Series - Core Values

You never stop being an Airman. You know what it means to be an Airman – you feel it and live the Core Values. This video is a reminder of what a privilege it is to be an Airman in the United States Air Force.

 

Hyperlink icon to Quick Guide A Profession of Arms:  Our Core Values

Whoever you are and wherever you fit on the Air Force team, this is your basic guide to our Air
Force Core Values. The Core Values exist for all members of the Air Force family - officer,
enlisted, and civilian; active, guard, reserve, and retired.

 

Hyperlink icon to ArticleReframing Classroom Management:  A Toolkit for Educators by Learning for Justice

This article by Learning for Justice provides tools and tips to identify classroom behaviors and implement effective management strategies.


 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE PROFESSIONAL RELATIONSHIPS JOURNEY IN DAF E-LEARNING.
Hyperlink icon to DAF E-Learning

Hyperlink icon to Course Do We Have a Failure to Communicate?

Communicating effectively can be challenging when having difficult conversations. Because these challenges typically involve emotions such as hurt, anger, or confusion, it's not uncommon for people to avoid one another or shut down, preventing what could be a productive exchange at many levels.
 

Hyperlink icon to Article Academic Concerns

This article highlights academic concerns, which might include issues such as learning difficulties or disabilities, underachievement, lack of attention from teachers, and bullying and how they affect a number of students throughout their academic careers, from elementary school to college.

 

Hyperlink icon to Quick GuideInstructor Guidebook/The Instructor as a Counselor

Academic counseling is the process involving a helping relationship to determine the root causes of an academic deficiency and arriving at solutions directed toward improvement or change in student behavior. The Instructor Guidebook/The Instructor as a Counselor outlines the characteristics of counseling in detail.
 

Hyperlink icon to Book Emotional Processes in Learning Situations:  Chapter 4. Motivation and Academic Learning

This book presents the contributions of different disciplines of psychology in understanding the role of emotional processes in learning situations, from a developmental and whole-life perspective.

 

Hyperlink icon to Course Delivering Feedback That Encourages Growth

The process of giving and receiving feedback is inevitable and indispensable in a work environment. When feedback is effective, it can foster a growth mind set in the workforce and contribute to organizational success. In this course, you will learn how to plan a feedback session and give feedback in a constructive manner.

 
 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE COUNSELING JOURNEY IN DAF E-LEARNING.
Hyperlink icon to DAF E-Learning
 

Hyperlink icon to CourseBe a Great Mentor:  A Practical Guide to Mentorship

Grow your career through mentoring, whether you're a manager, leader, subject matter expert, or individual contributor. Course is offered through DigitalU/Udemy.


 

Hyperlink icon to PolicyAFH 36-2643, Air Force Mentoring Program

Air Force Handbook 36-2643, Air Force Mentoring Program. This publication provides guidance on how to establish a mentoring strategy that is effective for Airmen at any stage in their career.


 

Hyperlink icon to Audiobook 9 Powerful Practices of Really Great Mentors: How to Inspire and Motivate Anyone. Chapter 12

This audio edition features a set of proven techniques for those who serve as mentors in a variety of contexts, but particularly in the workplace.

 

Hyperlink icon to BookBridging Differences for Better Mentoring: Lean Forward, Learn, and Leverage. Chapter Nine: Enabling Growth Through Feedback

A timely, evidence-based guide for helping mentors develop the level of cultural competency needed to bridge differences, this book uses three fictional scenarios featuring three pairs of diverse mentors and mentees to illustrate how key concepts can play out in real life.
 

Hyperlink icon to Article Mentoring activities: 17 examples to try in your next meeting | Together Mentoring Software

Ice breakers, fun games, get-to-know-you activities, group exercises — this article breaks down over a dozen mentoring activities to try in your next meeting.


 
 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE MENTORING JOURNEY IN DAF E-LEARNING.
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Hyperlink icon to PolicyDAFH 36-2675, Information for Designers of Instructional Systems

This publication provides commanders and managers a brief overview of ISD and acquaints users with the principles and concepts of ISD, and provides internal guidance on procedures and methods for applying ISD.

 

Hyperlink icon to Quick GuideInstructor Guidebook/Developing the Lesson

This chapter of the Instructor Guidebook covers:  the importance of a lesson plan, determining the objective, researching the topic, selecting instructional methods, lesson planning format, organizing the lesson, the strategy statement, choosing support material, beginning and ending the lesson, and preparing the final outline.
 

Hyperlink icon to Course Instructional Design Pro (Part 1): No Beginners Allowed!

Write Golden Training Curriculum that’s Easier to Learn and More Enjoyable to Teach.



 

Hyperlink icon to Book Rapid Instructional Design: Learning ID Fast and Right, Second Edition. Chapter 4: How to Do It

Providing a wealth of illustrative examples of storyboards and case studies, this book offers a no-nonsense walk-through of all the steps in the instructional design process, explaining each step in language that is conversational and easy-to-understand.
 

Hyperlink icon to ArticleInteractive Classroom Activities

This article from The Harriet W. Sheridan Center for Teaching and Learning outlines how students learn through their participation to solve real problems.



 

FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE INSTRUCTIONAL PLANNING JOURNEY IN DAF E-LEARNING.
Hyperlink icon to DAF E-Learning
 

Hyperlink icon to Quick GuideInstructor Guidebook/The Dynamics of Small Learning Groups

While other learning institutions might have more freedom in how their lessons are presented, AF courses are typically limited to small learning groups. Each class is a gathering of people from various cultural, economic, and educational backgrounds. And each student has a unique personality. 
 

Hyperlink icon to Article 30 Ways to Become a Culturally Sensitive Educator | InformED

When it comes to personalized learning, there’s one topic that tends to get swept under the rug whether we realize it or not, and that area is cultural background.


 

Hyperlink icon to PolicyDAFH 36-2675, Information for Designers of Instructional Systems

This publication provides commanders and managers a brief overview of ISD and acquaints users with the principles and concepts of ISD, and provides internal guidance on procedures and methods for applying ISD.

 

Hyperlink icon to Book Teach with Style: Creative Tactics for Adult Learning, Updated and Enhanced

Drawing on more than 70 combined years of experience to share the authors' unique and accessible approach to teaching adults, this book will help you improve certain facilitation techniques and skills while enhancing your natural strengths.
 

Hyperlink icon to CourseInstructional Design Pro (Part 2): No Beginners Allowed!

Write Golden Training Curriculum that’s Easier to Learn and More Enjoyable to Teach.


 


 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE INSTRUCTIONAL DELIVERY JOURNEY IN DAF E-LEARNING.
Hyperlink icon to DAF E-Learning

Hyperlink icon to Book Rapid Instructional Design: Learning ID Fast and Right, Second Edition. Chapter 4: How to Do It

Providing a wealth of illustrative examples of storyboards and case studies, this book offers a no-nonsense walk-through of all the steps in the instructional design process, explaining each step in language that is conversational and easy-to-understand.
 

Hyperlink icon to Article20 Ways To Provide Effective Feedback For Learning

A teacher has the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.  Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.
 

Hyperlink icon to Quick Guide Instructor Guidebook/Writing Outcome-Based Objectives and Tests

When we are deciding what to teach and how we're going to measure our success in the teaching environment, it isn't enough to simply determine who our students are, what they will need to know, or how we will present the material to them.

 

Hyperlink icon to Book Facilitation Basics, 2nd Edition: Chapter 9. Assessing Facilitation Quality

Offering practical examples, worksheets, and tools that make workplace learning easy and rewarding, this complete how-to guide is designed to improve your facilitation proficiency so you can give face-to-face as well as online and virtual classroom learners your best.
 

Hyperlink icon to Article Formative and Summative Assessments

Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps.

 
 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE ASSESSMENT JOURNEY IN DAF E-LEARNING.
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Hyperlink icon to ArticleInstructional Strategies: The Ultimate Guide for Professors

Engage, assess and motivate students with these 25 easy-to-use instructional strategies for any discipline


 

Hyperlink icon to Book Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs

Drawing on decades of collective expertise, the authors of this hands-on guide present requirements for effective training programs and show how managers can take an active role in determining training needs and evaluating Behavior and Results.
 

Hyperlink icon to DocumentMetrics and Measures of Teacher Effectiveness

The purpose of this paper is to provide context for the use of multiple measures of teaching 
effectiveness, along with contextual framing and connection to the literature on teaching and 
learning.

 

Hyperlink icon to Article Defining Teaching Effectiveness

This article from the DePaul Teaching Commons discusses three elements to consider when evaluating teaching effectiveness within a particular context: Criteria – attributes of effective teaching, Evidence – documentation of teaching considered in the review process, and Standards – expectations of quality and quantity.
 

Hyperlink icon to Book ATD's Handbook for Training and Talent Development, 3rd Edition. Chapter 20, Impact and ROI: Results Executives Love

ATD's Handbook for Training and Talent Development is the premier resource and compendium of everything a training and talent development (TD) professional needs to know to start, build, and navigate a thriving career.


 
FOR A COMPLETE LIST OF RESOURCES, PLEASE VISIT THE PROGRAM EVALUATION JOURNEY IN DAF E-LEARNING.
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