Adapting and using instruction proficiencies to encourage reflection, goal setting and professional development

Librarians at Oregon State University undertook a teaching competency project to lay the \ud foundation for practices that improve teaching by adapting the core teaching proficiencies in the \ud ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article \ud describes one model for locally adapting those proficiencies, the Oregon State University \ud Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, \ud goal setting for, and professional development around teaching. The project team utilized a \ud survey to determine the proficiency categories most valued by OSUL instruction librarians. The \ud development and inclusion of context material for each proficiency category included in the \ud OSUL Framework encourages use of the document in the intended way. Also included in the \ud document are specific use guidelines for three stakeholder groups: library faculty with teaching \ud responsibilities, supervisors, and faculty involved in the tenure process