In the midst of the educational disruption caused by the pandemic, evidence-based instructional skills, technologies, and experience are transforming how we instruct and learn. This challenging environment is prompting an international dialogue and ongoing research on a multitude of instructional issues and contexts. The range of pressing issues includes, for example, instructional practices, technology access, educational equity, learner needs, and instructor training and development. While these issues impact instruction, we recognize that fundamental to the instructional process is the need for a competent instructor. But how do we identify a competent instructor? We define competency as, “A set of related knowledge, skills, attitudes and a growth identity that enable an individual to effectively perform the activities of a given occupation or job function to the standards expected in employment” (IBSTPI, 2021).
The International Board of Standards for Training, Performance, and Instruction (IBSTPI), long recognized as a leader in the design and development of competencies, has just released a revised and newly validated set of instructor competencies. The 2021 version of the instructor competencies is grounded in research, theory, and evidence-based practices, and is critical in today’s physical and digital learning environments. The IBSTPI competencies, an agreed-upon set of standards for instructional quality intended to be applicable across instructional settings, are now categorized into these four domains: Foundation, Design, Facilitation, and Evaluation. Within these domains, there are 19 specific instructor competencies, indexed by types of activities and an identified theme, that are supported by performance statements.
In response to today’s rapidly evolving instructional landscape, the 2021 IBSTPI® Instructor Standards further discriminates competencies into three categories: core (regardless of modalities), blended learning, and online learning.
A broad range of educators may use the IBSTPI® Instructor Competencies Standards in their work including:
- Instructors/Teachers/Trainers/Tutors who design, develop, and/or deliver instruction.
- Managers and administrators – who perform human resources functions, evaluate instructor performance.
- Instructional support personnel (e.g., instructional designers) who design instruction to be facilitated by others or design implementation strategies that include train-the-trainer or instructor preparation programs.
